Summative Reflection Project

Permission to Wonder

For my Summative Reflection Project I chose to do a folk art style painting influenced by the styles of both Faith Ringgold and her story quilts and Grandma Moses with her primitive, flat, painting style.  My intent was to have this painting be a very visual example of students being given "the permission to wonder" during a VTS lesson.

The overall dimensions of the painting are 18x24 inches.  It is painted with acrylic paint on gesso board.  The border wraps around the edge so no frame is necessary.

I used my actual classroom as inspiration for this piece with a little "artistic license" thrown in for the composition's sake.  The words around the perimeter describe the VTS process in more detail if the viewer feels the need to know more.  I think the image stands alone without the words, but the words offer the "story" of VTS and answer the question "what's going on in this picture".

To test whether or not this painting really does tell the story of VTS I have asked a few people who are unfamiliar with the process the VTS questions and they seem to figure out my meaning and intent.  One of my favorite comments was when someone said, "I see a class of eager students".  That comment could sum up what I would like viewers to take away from this painting--that VTS engages students and they eagerly discuss and debate the images.  If it's true that "a picture is worth a thousand words", then I hope my painting visually explains the VTS method and encourages viewers to learn more.

Blog Topic #16: Pre and Post VTS Analysis

pre/post VTS scoring rubrics

In addition to "word count", I used "interpretations w/evidence", and "detailed observations" from the pre and post VTS scoring rubric.  I think I pretty much knew the word count would be significant and the detailed observations as well.  But I was curious to see if the more complex ideas using evidence would also be significant.  And, to my delight, all three categories resulted in significant results.  The word count was considered "extremely statistically significant";  detailed observations were considered to be "very statistically significant"; and interpretations w/evidence were considered to be just "statistically significant".  This just confirms my belief that VTS is an invaluable tool in the classroom.  In just a short time these particular students have improved their observation skills along with increased vocabulary and better written expression.  I'd just like to say "WOW"!

Blog Topic #15: Preliminary VTS findings

I was amazed at my students' post VTS writing samples!  All but one student increased their word count --and I mean significantly--like from 19 words to 245 words at one extreme.  Most at least doubled their word count.  And a few of the other categories were just as amazing--especially the detailed observations.  My students may still be Stage 1 viewers, but they are definitely noticing more and more about the images.  This doesn't really surprise me as I really believe that VTS is an unbelievable method of teaching students to think and write creatively.  Even Student #1, one of my "persons of interest", who lacks self confidence expressing himself, more than doubled his word count and quadrupled his simple observations! I'm sure their classroom work has contributed to this increase as well, but by using VTS I think we can really make a difference.  The students really seemed to have fun writing about the image!  Just imagine what a difference several years of VTS could have on a group of students!  I think my group of 3rd graders will continue to benefit from their VTS experience and eventually become insightful critical thinkers.  I know that I am much more aware of helping them get the most out of their VTS sessions and it has really been a joy to watch them as they answer the question:  "What's going on in this picture?"

Blog Topic #14: Portrait of Possibility--Revisited

I had actually chosen two students to use as my "portraits of possibility" because they each had such different issues that I thought VTS could help with.  Student #1 is a student who struggles both academically and socially and I thought that VTS could help draw him out of his shell and give him some confidence when speaking in front of his classmates.  And I think that I have seen evidence that he feels comfortable with the neutrality of VTS discussions.  During our last session he was one of the first students to speak up.  And even though several students subsequently respectfully disagreed with him, he still revised his first thought and later offered another possibility to the discussion.  That is definite progress!  As far as his post-VTS writing, he definitely improved by offering many more observations.  His observations are still simple--Stage 1, but he is confident enough to engage and notice everything he can.

Student #2 is new to our school and started out displaying "bullying" behavior in addition to being disruptive in the classroom.  I thought that these were his coping mechanisms to coming to a new school.  I thought this was attention seeking behavior, but unfortunately it was all negative.  I thought that VTS could help him by giving him the opportunity to contribute to the discussion in a positive way. And actually, I think it has really worked!  At least in my class, he likes to participate in a positive way.  His contributions to our VTS discussions have been very insightful.  He is a smart kid, and now his classmates are seeing that side of him.  During VTS discussions he is very focused and engaged.  I think he likes the idea of showing me and his classmates that he can figure out the image being discussed.

I'm not sure this is transferring to his homeroom class, but I think the same strategy could work in his classroom and once he realizes that he can get the teachers' attention in a positive way he will stop relying on the disruptive behavior.

From these two examples I feel comfortable in saying that VTS is beneficial to all students wherever they are on the learning curve.  This is a good example of how VTS can differentiate learning to students at both ends of the spectrum.

Blog Topic #13: VTS Through a Differentiated Lens

After reading the three articles on Differentiated Instruction I certainly see that VTS by its very nature offers differentiation for students.  My focus class of third graders is like most classes in that it is made up of students with a wide range of abilities.  Even though I only see them for Art class once a week, I am aware of those with various learning disabilities as well as those who are closer to the "gifted" end of the spectrum.  As Johnson said in his article, we tend to focus on the kids at either end of the "ability" spectrum and the average kids just roll with the punches.  But with VTS we address every student right where they are on the ability spectrum.  In my focus class I chose two students at the beginning as my "projects".  One who I knew struggled academically and the other who was more of a class disrupter.  For both of these students VTS has offered them an opportunity to shine.  My struggling student has found his voice on more than one occasion and made very meaningful contributions.  And my ****disturber just needed an opportunity to show us how smart he really is!  (He is new to the school this year).  Now, instead of seeking attention in a negative way, he gets my attention with insightful comments during our VTS discussions--(at least in Art class).  But, everybody gets a chance to shine with VTS.  The kids who are big readers bring that knowledge to the discussion; the science kids bring that, etc.  VTS addresses visual and auditory learners; the students can collaborate as they link comments in the discussion.  VTS may just be the PERFECT way to differentiate instruction!

Blog Topic #12: Assessing, Reflecting, Planning

I think that the Norman Rockwell image I chose, The Runaway, was an appropriate choice for my third graders because it fit many of the parameters Housen and Yenawine describe when choosing an image.  The image was accessible--my students were able to recognize and associate with the items in the picture based on their existing knowledge.  This image was also "open to interpretation"--my students were able to find several possible meanings;  the boy is lost; the boy ran away; the policeman and boy are father and son, the boy is a hobo, etc.  And the image also allowed my students to tell a story--it created a narrative.  My third graders who are mostly Stage 1 viewers were able to make sense of the image and tell a story with it.

I think the image offered some challenge to my students, but they probably could have handled a bigger challenge.  They seemed to have an explanation for most of the details in the image.  I don't think they were stumped by anything.  (That's not to say they were correct, but they seemed familiar with most of the details.)  The challenge came from the time period.  They knew it was different but they were not sure of how it was different.

My students pretty much figured out the narrative that Norman Rockwell painted.  Some thought he was a runaway, some thought he was lost--but they got the gist of Rockwell's intent.  Some of the period objects in the background such as the radio, pie case, and coffee maker seemed to intrigue them the most.  Also, the policeman's uniform that was different than today's uniforms.

I had several opportunities to scaffold vocabulary during this discussion such as: uniform, knapsack, briefcase, pie case.  And then, one of my students offered the word "diner" to describe the setting which was one word I was wondering if I would hear.

My biggest surprise (much to my dismay) was the student who had the comment about the knapsack looking like a "giant strawberry with a marshmallow"!  I tried to handle it just like any comment but of course it brought lots of giggles from the rest of the class!  How should I have handled it?  I'd appreciate any suggestions!

I would use this image again because it does offer a good opportunity for storytelling and that's what this age student really likes to do.

Blog Topic #11: Preparing for Teacher's Choice

The image I have decided to use is The Runaway, by Norman Rockwell, painted in 1958.  I had a hard time deciding which of my possible choices to use, but listening to some of your comments helped sway me to use this image.

I think it will offer a good discussion point for my 3rd graders as some of the details are very obvious--like the policeman for instance, but some others may be harder to figure out.  I'm curious to see if any of my students have been to a soda fountain or diner like the one pictured--maybe they haven't!  And I'm curious to see if they pick up on the idea of "running away". I'm also anxious to see what clues they pick out of the image that point to the time period.  I think it is a good choice because it's familiar, but still offers the viewer "permission to wonder".