VTS aligns with many of the qualities of authentic discussions. Based on the research, a teacher can play a huge role in the success of his or her classroom environment. VTS provides a framework for success. The rules that preface each lesson provide a respectful space for students to express their ideas. The article mentions that students will work harder "when they perceive their classroom as a place where their ideas are valued". By paraphrasing and pointing to the artwork, students receive the validation that they are heard and their ideas are valued. Ms. Enthis was open to the differing ideas of all her students as does a supportive VTS instructor. I love the idea that she believes teaching revolves around "facilitating student learning". I strive for this to be my role in the classroom. The norms set forth by Ms. Enthis also aligned with the framework set up for VTS. This article and the studies classroom were in sync with what we setup in each VTS discussion. The model of VTS can transfer beyond the discussion and into our classrooms to enrich the work we do with our students.
Response to Brighton
I don't use preassessments very often in the artroom and I have made a feeble attempt at exit slips. I think this article gave me ways that I might use preassessment in the art room to either gain information about student interest, knowledge or understanding. I plan to use a planning sheet this year as students work through their ideas before starting their art. I may be able to implement some of the strategies Brighton uses in the article.
Image #4
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