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!