Visual Thinking Strategies

Visual Thinking Strategies,
the Common Core State Standards,
Critical Viewers 

Gospel Passage

A reading for the Gospel according to Matthew: Matthew 25:38-46(NRSV)

And when was it that we saw you a stranger and welcomed you, or naked and gave you clothing? And when was it that we saw you sick or in prison and visited you?’ And the king will answer them, ‘Truly I tell you, just as you did it to one of the least of these who are members of my family, you did it to me.’ Then he will say to those at his left hand, ‘You that are accursed, depart from me into the eternal fire prepared for the devil and his angels; for I was hungry and you gave me no food, I was thirsty and you gave me nothing to drink, I was a stranger and you did not welcome me, naked and you did not give me clothing, sick and in prison and you did not visit me.’ Then they also will answer, ‘Lord, when was it that we saw you hungry or thirsty or a stranger or naked or sick or in prison, and did not take care of you?’ Then he will answer them, ‘Truly I tell you, just as you did not do it to one of the least of these, you did not do it to me.’ And these will go away into eternal punishment, but the righteous into eternal life.”

Objectives:

I can describe what is Visual Thinking Strategies.

I can summarize how to implement it within my classroom.

I can identify at least one reason to incorporate VTS in my classroom 

Visual Thinking Strategies

Visual Thinking Strategies (VTS) is a student-centered curriculum in which the student examines and discusses works of art, prompted by questions selected to support careful, evidentiary looking.

VTS questions are:

1. What is going on in this picture?

2. What do you see that makes you say that?

3. What more can we find?

https://www.youtube.com/watch?feature=player_embedded&v=aVzcknOWpaE

Visual Thinking Strategies

3 Facilitation Techniques:

Paraphrase comments neutrally

Point at the area being discussed

Linking and framing student comments

Visual Thinking Strategies

Students are asked to:

Look carefully at works of art

Talk about what they observe

Back up their ideas with evidence

Listen to and consider the views of others

Discuss many possible interpretations

Visual Thinking Strategies and the Common Core State Standards

One of the major shifts in the Common Core State Standards for English Language Arts demands that students "produce and use evidence in a text to justify their views" (Santos, Darling-Hammond & Cheuk, 2012).

By using the VTS method on a regular basis, teachers can develop evidence-based reasoning habits in their students.

Visual Thinking Strategies and
CCSS ELA Anchor Standards

CCSS.ELA-Literacy.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

CCSS.ELA-Literacy.SL.3.1.a
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

CCSS.ELA-Literacy.SL.3.1.b
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

CCSS.ELA-Literacy.SL.3.1.c
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

CCSS.ELA-Literacy.SL.3.1.d
Explain their own ideas and understanding in light of the discussion.

CCSS.ELA-Literacy.SL.3.2
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-Literacy.SL.3.3
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Visual Thinking Strategies and
English Language Learners

The CCSS guidelines for working with English Language Learners explicitly states that teachers should:

- Provide opportunities for classroom interactions (both listening and speaking) that develop concepts and academic language in the disciplines.

- Provide opportunities for ELLs to build on their strengths, prior experiences, and background knowledge.

Gospel Passage

A reading for the Gospel according to Matthew: Matthew 25:38-46(NRSV)

And when was it that we saw you a stranger and welcomed you, or naked and gave you clothing? And when was it that we saw you sick or in prison and visited you?’ And the king will answer them, ‘Truly I tell you, just as you did it to one of the least of these who are members of my family, you did it to me.’ Then he will say to those at his left hand, ‘You that are accursed, depart from me into the eternal fire prepared for the devil and his angels; for I was hungry and you gave me no food, I was thirsty and you gave me nothing to drink, I was a stranger and you did not welcome me, naked and you did not give me clothing, sick and in prison and you did not visit me.’ Then they also will answer, ‘Lord, when was it that we saw you hungry or thirsty or a stranger or naked or sick or in prison, and did not take care of you?’ Then he will answer them, ‘Truly I tell you, just as you did not do it to one of the least of these, you did not do it to me.’ And these will go away into eternal punishment, but the righteous into eternal life.”

What do you see?