VTS has provided differentiated instruction for my students because they are viewing and understanding at their cognitive level. Setting the stage or environment/process is that many of the students are intrinsically engaged in the art and want to know more, they also know they are not getting graded on their answers or having the right answers which allows them to be further engaged.
Students are all able to find something interesting and figure out what is happening at their own level and then are able to back up their answer using their previous knowledge or understanding and reasoning. I may have a few students who simply can tell me what they think an object is and why, and I may also have another student who has a story for the scenario of what is happening in the picture and also be able to tell me why. They are both able to make observations and provide evidence for their reasoning, one maybe at a deeper level then the other but it is both happening at the same time in the same space. Those students are also given a chance to learn from each other by listening to and possibly comprehending what the other is saying, disagreeing or not which adds another layer of deep thought at their own level. I love that this is one activity that meets the needs of many students.
These are insightful observations and connections. How do they "square" with the Tomlinson & Johnson readings? What is it about VTS that differentiates best? As an aside, I had to smile when you wrote about the high engagement of your students, ". . . they also know they are not getting graded on their answers." Assessment is necessary, but "grades" have such a finality to them that many kids aren't able to get beyond them. They either do the work for the grade or hate the work because it's graded. How better to kill a child's natural inclination to know and learn? It always amazes me how motivated and engaged children are in the art room when the learning meets them where they are and grades aren't involved! (And I've taught in schools where they do grade art. Ugh!! Can you guess which ones I prefer??).
ReplyDeleteThe Thomlinson and Johnson readings discuss the many ways to meet a learner where they are and challenge them. Some of their suggestions were geared towards a general classroom setting but ideas of others fit with VTS well. VTS differentiates best because it is able to occur for a whole class of students at one time. It is not intimidating and challenges them to think deeper at whatever level they are at. Beyond that they are able to learn from others and push their thinking deeper.
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