Final Project

Week 15: Pre and Post Data

Although the paired T-test results said that this difference is considered to be not quite statistically significant, I still feel my students improved a lot. I don't know how this statistic works, maybe my sample is too small (I only have two students, so the df is 1), and this effects the result. Maybe it is just the exact result. Anyway, I can see their change clearly. They made more elaborate narratives and more creative interpretations, they identify themselves better, respect each other more and learn more things about art history and other cultures. Their other teachers in elementary school said they are the best writers in their class.(They are just in 2nd Grade and can write a lot.) I don't know if it is all VTS's function, but I think VTS certainly helps a lot on this.
I also learnt a lot from leading the VTS discussion. My skills of paraphrasing become better, I know more to select the image for different needs and also know more about art. This even improve my language, I mean my second language English. I really love VTS and will do this with more people.

Week 14: Portrait of Possibility Revisited

·      During Week #5, you were asked to identify a particular student for whom you believed VTS might be a help, a challenge, or both.

o   You identified  VTS attributes that might have been beneficial to this student. Was this assessment accurate?  Why or why not?

I think the assessment was accurate. The twins may have the problem with identity, so they always want to show the different parts from each other. So they argued, the competed and do not listen to each other.

o   You developed a plan or strategy for addressing the needs of that student specifically with VTS.

Ø  How did that plan or strategy play out? 

During VTS, I always remind them of paying attention when the other is talking. Tell them they could not begin to talk until someone finishes his talking, “when you listen to others carefully, others will also listen to you carefully.”

Ø  Was is successful or unsuccessful?  Explain.

I think it was successful. Now when one kid is talking, the other will listen carefully, and when he finished, he will say “It’s your turn”. They became more respect others’ ideas, they began to say “I think he is right” , “I can explain his idea” rather than always insist themselves. They tend to cooperate with each other. The phenomenon is they always built up ideas by connecting their ideas together. They became to know and understand although they have something in common, but they still have something unique originally. VTS really helps a lot to identify themselves.

Week 13: VTS Through a Differentiated Lens

·      Consider the Tomlinson & Johnson articles through a VTS lens

o   In what ways has VTS provided differentiation for students of all abilities and needs in your focus class?

After reading the articles, I really feel the one created VTS is super smart. Because trough differentiated lens, I find a new way to understand why VTS is a strategy that is so useful to develop students’ abilities in every aspects. When we select the VTS image for certain class, the differentiation has already started. We always choose the image for appropriate age, abilities, interests and needs. It is good for students to have the chance to develop and have some challenges. I let my students do VTS as a part of my art- making class, it really give them more options to create different things and meet their different needs.

o   What have you observed in your VTS teaching that makes you say that? (In other words, provide 2-3 thoughtful, reflective, and concrete examples!)

I am so lucky to work with two gifted two kids, they develop fast (although we just meet every two weeks). Every time I find them surprise me in certain area, I will choose a more complicated image to give them the right challenge. It is easy to handle just two students, and can always meet their needs in order to let them improve more. When they doing art making, I asked them to talk about what they have learnt in VTS image first, and put this element into their art making. This really gives them more options and let them do the things they are more interested in. I think the differentiation makes them love art more and develop a lot.

Week 12: Assessing, Reflecting, Planning

o   Reflecting on Yenawine’s article on image selection, was your Teacher’s Choice image an appropriate choice for your students, considering their age, stage, interests, and needs at this time? Explain why or why not.

I think my Teacher’s Choice image is a very appropriate choice for my students. According to Yenawine’s article, there’re some special considerations for young viewers. My choice image has something familiar to them that they can name, count and list, such as food, fruit, instrument, teapot and door. And there’re people in different gentles and ages. What they are doing are some actions they can easily interpret. It is very realistic, so they can make up stories by observation these things. And for my students, they have a little experience doing VTS now, so I selected an image including more details. And there’re lots of people, it has many possibilities to make different narratives. It is a painting from ancient China, so it can broaden their horizon to other culture. The image is a Chinese traditional painting, my students are very interested in it and familiar with this technique. Moreover, they has other curriculum related to it.

o   In what ways did the image challenge them?  Was the challenge too great, too little, just right? Explain.

There are a couple of things happening at the same time in this image. But the main thing is every one is listening to the music carefully in this feast. Some of them maybe very far from the instrument, but they are still listening, I think it is just right challenge, in this VTS, they noticed that a girl was playing instrument, and everyone was having a feast, they were going to have dinner. It is very close to find everyone is listening the girl playing music before dinner.

o   What features/aspects of the work of art and its narrative did the students notice? What intrigued them?

They noticed a family or family and friends were having a feast, someone was playing an instrument, it was in someone’s house, there were many rooms in this house because they found a bed, someone was knocking at the door in order to join the party, there was a painting on the screen and people were going to have dinner. The thing intrigued them was some people were far way from the one playing music, but they were still listening it carefully.

o   What opportunities for SCAFFOLDING did this image provide? How did you and/or students address and support those during the VTS discussion?

I think there are some opportunities for scaffolding, but since my English is not good and some of the words seem not to have the one in English, so I missed the chance. Actually, the instrument is called PI-PA, it is a Chinese traditional one, and the painting on screen is called Ping-feng, and there’re some other special containers on the table have their own names. I think if I do it in Chinese with Chinese students, I will do it much better.

o   Were there any surprises?

They are very focus and patient to find every detail they could name. And they connected some ideas to make new narratives and make up interesting stories.

o   Would you use this image again with a similar class of students?  Explain.

I think I will certainly use this image again with a similar class of students, especially Chinese students. We can see the original piece in the museum and talk about Chinese culture, it will be a good chance for them to develop in language, the knowledge of culture, critical thinking and cooperation.