After my 3rd VTS session my students were more engaged
and willing to participate. I think this happened because they are now familiar
with the VTS process. My students knew what was going on and what I was looking
for when I asked them the VTS questions. Students whom did not participate in
the past were now raising hands to share. (Although, my “Big Mike” is still not
participating… still working on that home front). Students are presenting evidence
without me asking for it. The discussion has now moved for pointing random things
out to actually trying to support what is going on in the picture. I think this
change because I now prompt them back to the first question more often.
I think my students are learning how to look at an image and
find meaning in it with evidence. I can see that some of them are using the VTS
in their own art making. I think that because it is a group discussion they are
now not afraid to ask for someone else’s opinion in their own work.
I am becoming comfortable with using VTS in my classroom. I
can see the positive benefits it is having on my students. As stated above they
are working on their own work, with a viewing process in mind. I am still challenged
with the fact that this process is new to my students and myself. Although they
know what is expected now, there is some resistance with some of the kiddos. Snow
days, breaks, and professional development days have completely interrupted this
semester’s lesson plans. I am still struggling to fit in material and VTS lessons.
But because I enjoy learning from my students and looking at an image from a different
point of view; I look forward to using this strategy in all of my classes next
year. I will have time to lesson plan and implement VTS in lessons now that I
will have time to plan them with lessons during the summer.
Yes, returning to the first question when students try to backslide into simple listing is a GREAT strategy for keeping up the rigor! I also LOVE that you are seeing VTS thinking transferring into student art making!VTS really takes down the walls and encourages not only collaboration, but also risk-taking. With both, student work (physical and mental) benefits.
ReplyDeleteInfusing your lessons with VTS will become second nature if you let it. You'll also find VTS slipping into student peer and teacher-student critiques. Realize, too, that you are working with a challenging group. Most, if not all, have 9 plus years of didactic teaching under their belts and you are rocking their world by asking them to speculate about meaning without a "right answer" in sight. It's also a group that is really concerned by what their peers think. Once they get over the initial shock, however, most high schools students "get it" and end up enjoying the VTS method and process. It seems that some of your kiddos are actually on that path already. Great job!