VTS Through a Differentiated Lens
After reading the Tomlinson and Johnson articles through a VTS lens...
VTS has provided differentiation for students in my focus class by allowing me to choose images (content) that suit the interests of my particular group of students. By doing this, the engagement level and participation level has (hopefully) increased. In addition, VTS's careful image selection allows for students to "enter" the image a different levels. Even though everyone is viewing the same picture, some students may notice obvious subject matter, while others may choose to connect subtle details. Because the facilitator is to remain neutral, an "advanced" contribution is not celebrated more than any other. Johnson speaks about allowing for "do-overs" in his article, and with VTS, students can "revise" answers, agree and disagree, and keep adding more information. VTS also fosters collaboration among the students while they work as a collective group to investigate an image. All of this differentiation eventually encourages the students who are normally quiet to speak up. I say this because with each new VTS discussion I've facilitated with my target class, more students have contributed their ideas. There is no pressure for the students who are not confident. They can sit back and learn from there classmates' observations, and then they can jump into the conversation once they've gotten time let their ideas marinate. As the group improves collectively, I (the facilitator) gradually presented more complex images to the class...allowing opportunities for scaffolding. If this class was my own (and I wasn't a visitor), I definitely think I would be able to further find evidence of differentiation. I could provide a place for VTS as a part of a classroom routine, so students could continue to feel more comfortable discussing.
Yes, the "do-overs!" One thing I love about VTS is that, within a very short period of time, students can assess, assert, reconsider, and revise and are supported in their efforts to do so! Very powerful stuff!
ReplyDeletePeer Coaching #4
ReplyDeleteEach student will contribute in their own way, if it’s speaking up right away or sitting back and learning from what the other students are saying. They all have a way of learning, sometimes we, as the facilitator, need to understand that there are different ways of learning. Yes, adding complex images can help, but also they must be appropriate for the group as a whole. It will allow the opportunities for those students that sit back and those that jump right in to show you the different stages of scaffolding, so that you can learn through each student by staying neutral.
Having a do over is a great way of re-introducing the image and letting students re-evaluate that imagery. This way they can build their own knowledge and wording at there own learning pace. Students that might be on a lower learning leave can have reinforcements in the wording that is being used in the classroom.
Yes, Kenzie, if the class were yours day in and day out you would see the differences in each student as they move through using VTS lesson, but don’t think that you are not having a positive impact on their learning. Students will get something from what you are sharing with them. Kenzie, just keep up the good work and just remember that these students had to change to get to know you and share in your own growth.