Summative Reflection Project

Artist Statement:

To me, Visual Thinking Strategies is a multi-layered process that builds upon itself. The ground rules are concrete and quite simple, yet it allows for many different translations with each discussion. While making this work of art, I thought conceptually about my process. In this mixed media piece, I began writing on the blank paper (painted on with black ink) the three questions of VTS: What is going on? What do you see that makes you say that? What more can find? This literal black and white text served as the foundation. From there, I layered many materials on top and around the text. Images transfers were applied of images that I have used in VTS discussions. Some of the image transfers are difficult to decipher similarly to how a work of art can seem difficult to read or understand at first. Samples of students' oral and written responses from VTS discussions are also included beneath layers of translucent paper. By overlapping various media such as paint, reflective foil, images, text, and tracing paper, I intended to create a layering affect that echoes the multiple stages in this process. Metaphorically, with each VTS discussion, another layer gets peeled back in order to expose unnoticed details or to find clarity. This piece mimics this idea of concealing and revealing. 

Close-ups:

Blog Topic #15 & #16

Preliminary VTS Findings AND Interpreting Data

Synthesizing the preliminary findings from examining Pre and Post VTS writing samples:

After recording the students' data for word count, quick calcs determined the findings statistically significant. Ironically, the writing samples showed many decreases in word count in the post assessment, so the stats were a bit opposite from what we hope to find with VTS. I also recording the data for conditional language, and quick calcs found that the information was not statistically significant. 

Word Count

Word Count

However, I disagree with with this data. Based off my observations of the students completing the post VTS writing, I felt like they did not put forth their best effort. In my opinion, this could be because they found the activity redundant. They were asked to write about the same image in the pre VTS writing, so I think many of them went on auto pilot. I noticed that there were almost no new observations, and a few students who elaborated the first time, resorted to listing in the post assessment. The writing samples did not match the experience I had during the actual VTS discussions. As Mary mentioned, VTS is meant to be a collaborative group activity where the students respond verbally. The pre/post VTS assessment asks for students to work independently and write rather than speak. Therefore, I feel like the data is not an accurate representation of student growth. I personally experienced the students gradually improving with each discussion. There was more participation, and more careful observations/inferences were made.

Conditional Language

Conditional Language 

As a class, I felt like the students grew more willing to interact as a group while discussing. I noticed more agreeing/disagreeing amongst the group. Individually, I feel that many students grew more comfortable contributing to the conversation.

Reflecting on my personal growth as a facilitator, I have definitely gained confidence. I have learned to practice patience, so that "wait time" no longer feels uncomfortable. Practicing paraphrasing in VTS discussions has probably helped my overall communication skill as a teacher...making sure I am clear and concise when addressing the class. Also, I think VTS has allowed me to view students through the same lens during discussions. While VTSing, I do not value one student's comment over another...which I think is really profound. I think it is great and important that every student is "right" in VTS.