Monday, November 24, 2014
Blog Topic 13
Differentiated instruction helps to better meet learners where they are by addressing multiple needs of students at one time. I believe that VTS is a great way to differentiate in many ways. For one, VTS allows the teacher to choose images (unless you are using the prescribed VTS curriculum) that will benefit a particular group of students. For example, maybe during a week where color is being taught your class looks at Wayne Thiebaud. This is a form of differentiated instruction because it is hitting on a certain topic or area and addressing it in a different way (visual, audial) than it may have been previously taught in the classroom. VTS also helps to differentiate students' art vocabularies by hearing words they may not have known before. I truly believe that VTS has benefitted my classroom, especially with their art vocabularies because I am noticing more of my students using advanced language more frequently than I noticed it before we began VTSing. My students seem to be thinking about and planning their art more deeply, which I almost never thought might happen.
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Do you think VTS falls into Johnson's category of intrinsic differentiation, designed differentiation, or both? After reading both articles, I found myself recognizing both. What do you think?
ReplyDeleteI was certainly impressed by your comment that your students are using art vocabulary more frequently which I suspect has occurred as a result of your vocab scaffolding during paraphrasing. You are, in essence, modeling how to talk about art in a way that is genuine to the discipline. In the process, students begin to model for one another and in the process, practice. Very neat.