Blog Topic #15: Preliminary VTS Findings

By looking at my preliminary findings, it appeared that to me that the words counts went up on average and I observed more times when students offered evidence to back their observations. I have noticed an increase in the amount of students participating in the VTS discussions and the improved quality in the observations made. More conditional language and more evidence given about their observation. Students seem to be more inclined to be respectful now and to listen carefully to their classmates, and seem even more engaged now than every before.  By watching a couple students for the portrait of possibly, I have observed more confidence and interest exhibited in the one student, and with the other (that seems to have behavior issues) by participating in a setting that is safe and that offers everyone the same opportunity to contribute with no wrong answers, VTS has given him an opportunity to contribute positively to the class and receive positive attention as well.

By doing the VTS discussions with multiple classes, it was a little difficult to focus just on one class. My focus class for the pre/post VTS assessments was observed by me three times.  We had two students that didn't have pre and post-test information complete. One student seemed like an anomaly, with a 154 word count the first time and 109 the second.  I decided not to include that student because the number went down, and I know that the number was a lot greater than the other students had demonstrated, so it did not seem fair to use her number and would give a complete picture. It also could lower the word count greatly in the post test numbers. Although by not using her sample, I am not able to use her number that shows she increased her evidence given from one to four.

Through this course and practicing VTS, I have grown in several ways.  I now am more aware about phrasing and how I communicate to students.  I believe by having to paraphrase in VTS it has allowed me to practice at slowing down and thinking about what is observed and what is being said by me and the students.  By seeing myself in video, I now have a feel for how I present myself and will try to use that to my advantage, capitalizing on my strengths and by minimizing my weaknesses.  I am now more confident than when we started and feel comfortable enough to keep growing with VTS.  By making those connections to how we learn as people, offering a safe environment for all to participate and learn, and a chance to wonder, VTS really is revolutionary.  

Pre/Post VTS Data Forms:  Sat. Dec. 6th

Blog Topic #14

Portrait of Possibility: Revisited

Since I worked with Mary’s classes and did not see the same class each week, it was a challenge to pick up on one student to follow.   I did end up observing my portrait of possibility student three times.  I learned from Mary that his mood swings greatly, from frowny to wild.  I only saw him as quiet.  His behavior seemed to have improved after his seat was changed and is now with a couple of quite students.  I was told that sometimes he could come across as immature and blame others if there was difficulty with assignments.  Previously he had been silent in the VTS discussions, but after I started following him, I made sure to call on him if possible in the discussions.  His observations seemed insightful and he took it seriously.  Once he was called up front to point to the image and talk about his observations. I think he enjoyed that affirmation.  I also observed him diligently working both on his art project and the post VTS writing sample.  I am looking forward to seeing how those numbers may have improved.  I believe that even with the few VTS situations that I was able to observe this student, he seemed more engaged and appeared to have some confidence that I hadn't seen before. 

Blog Topic #13

VTS and Differentiation:

Differentiated learning focuses on the processes of learning that is adjusted to meet the needs of the student.  In the article, What is Differentiated Instruction?  by Tomlinson, we read that teachers can and should differentiate learning through, content, process, product or the learning environment.  I see VTS as one of those strategies that is able to offer learning that is naturally differentiated.  Some students may have lower language or thinking skills and only offer some concrete observations, yet others could be at a higher level and offer a narrative of what might be happening in the scene or talk about the artist intent.   In the article, Active Learning is Key to Differentiated Learning, by Johnson, he points out that when a student is actively asking questions, that these questions will be at his or her  level, and also as teachers we can help children find the answers at their level.  I see this quality in VTS, of a natural differentiation, and I believe it is very helpful to meet the needs of all students. Many classrooms are of mixed in grades, levels and cultures.   Some may not speak English yet.  Since with VTS we focus in on the visual symbols that we see in art, we can create a safe environment to build skills at whatever level the student is at.  In the other article by Johnson, Differentiated Instruction Allows Students to Succeed, he talks about the importance of “Do overs” or revisions in a safe environment.  VTS is conducive to creating a safe environment where revisions are encouraged. I have seen this personally when I used VTS with a group.  The students will remain respectful and allow others to have a difference of opinion, and sometimes their opinion changes when more evidence is found of a contrary idea.  This can make for a real cooperative learning experience. 


PEER COACHING #4

Cindy,

I really liked your introduction. You were clear in giving directions and covering the expectations and directions for the discussion.  You seem very comfortable in your environment.  I was impressed how all of the students came up to the image to talk about it with you.  It seemed natural and helpful for them to come forward when they were speaking to the group.  I observed that you are always consistent with asking the questions and asking for evidence if none was offered.   You keep a neutral stance consistently and use hand gestures appropriately.  I noticed that you are scaffolding language for example “knapsack or bundle” to describe the object on the floor with the stick.  Your paraphrasing was good and you consistently used conditional language.   It was fun to see lots of interest and that many students didn’t want to stop.  Something I’ve forgotten to say, you said at the end, “Remember if you didn’t get a chance to share something, an idea with the group, remember you can share it with others, your classmates, and your family later when you have a chance to share.  When a response got lots of giggles and was a little out there (the buddle looking like a big strawberry with a marshmallow) you kept the flow moving, by remembering to look to evidence and pointing out what he saw that could have given him that thought. You pointed out the appearance and color may have influenced his perception.   I enjoyed seeing this image and think you made a good choice by using it for this class.  It had many observable elements to discuss and had some ambiguity as to what the scene was about and what the relationship was between the figures.

Nice job, well done!

Blog Topic #12; Assessing, Reflecting, Planning

I believe that my image of the T.H. Benton painting "The Wreck of Ole 97" was appropriate for the class of 2nd and 3rd graders that took part in this discussion.  From the beginning the students seemed very engaged and many were wanting to share their ideas with the group. This image seemed to me to be good for storytelling which is popular to do with this age group.

Many students got into the narrative of a train about to wreck because the track is depicted as broken. Another common topic was the interaction with people riding the horse and wagon that appear to be about to collide with the train.  I observed that the order of events was viewed differently by several comments. Was the horse and wagon running up to the train to warn the people in the wagon about the train wreck or were they about to get hit by the train as they were riding down the road?  One student noticed that the train was going very fast because of the intense fire coming out of the smokestack of the engine. Others noticed that it could be a western location or high location due to the lack of trees, and the brown grass. Also noticed was the old-time era due to the use horse and wagon as transportation.

I noticed a few times when I thought to myself, hey "I am scaffolding language here" by my use of language in my descriptions.  I want to improve that and be more frequent and improve paraphrasing. Looking at the image in advance and practice can help. For example, I did not notice a figure falling out of the train until I saw a larger image of the painting in the classroom before we began.  So looking carefully first would help.  I was happy that many students were able to share ideas and that I was remembering who I called on earlier, so more students participated than other sessions.  The last surprise was at the end when I asked them if they liked this image, the responses were mixed; some yes, some no.  It seemed at the time that most of them liked looking and talking about it, so I think a few no responses could have been to just be contrarian.   I would use this image again based on our discussion and interest level.

Blog Topic #11 Teacher's Choice

The Wreck of Ole 97 By Thomas Hart Benton
http://galeri.uludagsozluk.com

My Teacher's Choice picture ended up to be this Benton work that I have always liked. Working with lower elementary, grades 2-3,  I felt that it offered a narrative to get the children interested, with lots of things to see and notice.  I thought they also might enjoy seeing this image for the way things are portrayed.  Being that we are also in the mid-west, I thought that they could relate some things depicted in the scene as well.  They may want to wonder about what is happening in some aspects as well. Everything isn't clearly defined, so it seems that there is enough ambiguity to allow them to be curious.