Blog #10

Blog #10

Assessing  Engagement Learning:

·      Describe student willingness to participate in the discussion.  Has this changed over time?  If so, how?

As of this most recent VTS, all students actively participated on their own with out my prompting.

·      What did students notice about the featured artwork?

Students noticed the blank walls, the position of the man, his open eyes, the expression (or lack there of) the quilt, the hint of a watch or maybe blanket, the clothing, the condition of his body (looks like he is strong based on muscles) The color of his hair “He is probably older because his hair is white and it looks like he has a receding hairline”

·      Did students list or interpret their observations? Are they offering evidence to support their interpretations without prompting?

Almost all the students offered evidence to support their interpretations.  As the conversation evolved, some of the interpretations went off on tangents in which the interpretation was based loosely on only one thing and that inspired an entire story which had no other evidence.  We talked how anything is possible but then I would bring it back to what we did see.

·      Describe student interactions during the discussion.  Are they linking their responses to those of others?  Are they disagreeing respectfully?  If so, how do liking & respectful disagreement impact the discussion?  The group?

The students continue to link automatically, although I try to make it a point to reinforce this.  I had one student in particular who “respectfully disagreed” (her words) often.  The other students listened and I believe the disagreements are good fuel.  They offer contrasting ideas and I believe my students are taking this in.

·      What did students learn from this discussion?

My students continue to learn to be deeper thinkers and to wait before coming to a conclusion.  They each noticed different things and even noticed things I did not see at first.  They are always tickled when I mention I didn’t see that before.

    I am also seeing  them learn to appreciate each other more.  They are picking up on how each of us offers certain insight because of our experience.  They are getting to understand each other better.

Reflective Practice:

·      How did the VTS discussion feel and what did you learn by facilitating this lesson with your students?

  

    I again learned a lot about their own relationship with the world.  How they tie their own experiences into the VTS process fascinates me.

   I feel really good facilitating VTS.  Its fun and the kids enjoy it too.  I have found now that they are familiar with the process, they have a tendency to offer ALOT of insight all at once.  As Mary noted in another post, I will need to limit each comment to one at a time to keep up.  It is sometimes challenging to bring them back in when an idea takes hold... they all chime in.

·      Were you able to use the questions and prescribed teacher behaviors comfortably? If you omitted or changed anything, what impact did it have on the discussion?  Why do you think that occurred?

I am using the questions and teacher behaviors comfortably.  I didn't omit anything.

·      Were you able to scaffold vocabulary through paraphrasing?  How might you reinforce this learning?

Yes, I do this on some level in most of my teaching and it seems to be naturally occurring here.  What I need to remember to do it be aware of it all the time!

·      Were there any surprises?  How will these impact your practice moving forward?

There were no major surprises this time.  They continue to grow with this process.  They are always disappointed when I end the VTS, they could talk about a painting or art work the entire class period (most of them)  Even the ones who get a little fidgety or appear disinterested, are really listening and jump right back in when I leas expect it.

Planning for the future:

·    What do you want to work on as you plan for future VTS lessons?

As I work this process, I keep thinking of the various ways I can use VTS as a process not only for looking at artwork but thinking in general.  I am currently trying to weave the process into the thinking the students must do when planning an art work.