STILTS

2. •There is no phenomenon in all of nature that
does not take a variety of forms, and that cannot
be looked at from an infinite number of angles;
and each angle give rise to its own definition.
• The Tree, Colin TudgeThe Tree, Colin Tudge

3. VTS as Stratedgy:
• What’s going on in this picture?--
• Initiates inquiry into the meaning of the image, not just the picture but also
what it conveys
• It is open ended and suggest all sorts of responses are acceptable
• Challenges students to move beyond observation to narrative

4. • What do you see that makes you says that?--
• Deepens the meaning-making process
• Reinforces the notion that no matter how quickly we think we grasp
something, further observing, and reflecting often enlarges or changes our
first thoughts
• Encourages students with dissenting views to share

5. • What more can you find?--
• Students will examine the subject for longer than most teachers have time
• Keeps students searching for further observations

6. VTS Curriculum
• 1. Pointing
• Gives everyone a chance to discover more.
• 2.Paraphrasing
• Lets the student know the teacher has not just heard but also understands
what’s been said well enough to put in their own words.
• Assists language development.
• Teachers nurture the awareness and acceptability that many problems can be
seen many ways and can have many possible solutions.
• Linking
• Indicates that individual contributions matter.
• Shows how ideas interact

7. The Magic
• If teachers remain neutral, important concepts are communicated.
• By letting students go through their own process, the learn how knowledge is
created: that it’s not simply “delivered” by a teacher.
• Students come to realize that scrutiny and debate of ideas provide valid ways
of testing hypotheses. Disagreement becomes interesting and valuable, not
threatening.
• And, most problems suggest not one solution but many. There are many ways
t think about phenomena.

8. Practical Details
• The VTS curriculum consists of ten lessons for each grade level spread
over a school year.
• VTS will spill over into other lessons.
• This is a chance for students to explore a complex subject without
direction.
• Independent thinking, collaboration, listening: these are the things
we can’t teach, they have to be learned by other means, and VTS has
proved to be one of those.

9. VTS: Peer Coaching Form
• Participant___________________________________________Date___________________
• Coach (Peer)___________________________________Location______________________
• Elements of the VTS Lesson: Did the teacher…
• Select a visual image appropriate for the students? A S R N
• Provide students quiet time to study the image? A S R N
• Ask the three VTS questions:
• What is going on in this picture? A S R N
• What do you see that makes you say that? A S R N
• What more can you/we find? A S R N
• Listen carefully to each comment? A S R N
• Point to feature in the image as they are being described? A S R N
• Paraphrase student observations using work substitutions A S R N
• and new vocabulary?
• Remain Neutral and non-evaluative of student observations? A S R N
• Link related ideas and points of agreement/disagreement? A S R N
• Close by thanking students for their attention and participation? A S R N
• Was there a writing component to this VTS lesson? YES NO
• Comments and suggestions on the VTS Lesson
• KEY: A=Always, S=Sometimes, R=Rarely, N=Never

10. Peer Editing Feedback Form
• What evidence can you offer to support your claim?
•
• Give an example of the reasoning you used to show the relevance of the evidence to the claim
being made. How does it support the claim that you are is making? Why is it convincing?
• Claim being made:
• Evidence given:
• Reasoning tying the two together:
•
• Find one part of your argument that feels confusing or unconvincing. Explain why not and write
down for how you could make it better.
•
• Identify one “golden sentence” that was a really effective part of the argument for you. Explain
why you think that it worked so well.

11. •THANK YOU