Blog #13 VTS Through a Differentiated Lens

In what way has VTS provided differentiation for students in your focus class?

My students come from different backgrounds and they have come together through using VTS in my class. I can clearly identify which students need more help/time to grasp the lesson that we are going over in class. My non-major art students have been developing over this semester because VTS, it helps in their artwork and in our class critiques.

I want to become the best teacher that I can for my students. I have learned through using VST, that I can help them in new ways. By having them work as a group, it helps to ensure the students that need more help can get it or at least understand what we are going over in class.  At the same time, I do agree with Johnson that students need to work individually as a method of increasing their cognitive development. I also, like Johnson, have my students re-work their projects after we have talked about them. This is so they have some insight and understand them better. 

What have you observed in your VTS teaching that makes you say that?

With my non-art major students, they are picking up the language that art students and I use on a day-to-day basis. They are looking at art differently and they know they have a voice to express it. Through VTS my students are finding subject matter that interests them where they were not interested in it before.  By adding the VTS lesson, it has pushed my students to open up their minds to new views and thoughts. VTS has helped all my students in someway.