Kim, 2018.02.27
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This document provides guidance for leading discussions about images using Visual Thinking Strategies (VTS). It recommends beginning with a silent looking period, then asking open-ended questions like "What's going on in this image?" and "What do you see that makes you say...?" The document advises paraphrasing students' comments without changing their meaning, pointing to relevant details, and linking ideas. It also includes examples of question prompts and revising student responses to incorporate the question "What do you see that makes you say...?"
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This document provides strategies and tools to increase student engagement and comprehension. It discusses asking questions, connecting to content, tracking down key information, inferring, visualizing, and synthesizing. Graphic organizers and programs like Earobics Reach, Quick Reads, and Study Island are suggested for assessing comprehension gains. Sample lessons demonstrate strategies like making inferences with jokes or visualizing with comic summaries. The document emphasizes using an active approach to build foundations of comprehension.
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Peggy, 2018.05.29
When students practice VTS questions, they develop claims and justifications for their thinking while also gaining insight into other perspectives. Writing helps capture student thinking and make it visible. The VTS protocol involves students describing what they see in an image, explaining why they see that, and exploring what else can be found. While simple, VTS is not simplistic and art allows for multiple interpretations. Argument is about understanding different views rather than agreement.
Peggy, 2018.05.15
The document discusses argumentative writing and the process of developing an argument. It explains that an argument requires a claim, evidence to support the claim, and an explanation of how the evidence justifies the claim (warrant). It provides an example of using Visual Thinking Strategies to analyze the children's story "Goldilocks and the Three Bears" and develop an argument about Goldilocks' actions. Students would make a claim, provide evidence from the story, and include a warrant explaining how the evidence supports the claim.
Kim, 2018.05.07
This document discusses using Visual Thinking Strategies (VTS) to support writing skills. It provides examples of student comments during a VTS activity and how to analyze them. The document also shows examples of a student's writing improving after 10 VTS lessons, with more detailed observations and inferences. Finally, it discusses how VTS can help students provide evidence-based arguments and justifications in their writing by practicing critical thinking skills like asking questions and making observations.
Peggy, 2018.05.01
1. The document discusses ways to help students uncover their passions, which can then be used to develop topics for analysis. It suggests having students log all the items in their backpack, locker, etc. to look for patterns and highlighted areas of passion.
2. Another activity has students recall their childhood passions by answering questions about favorite activities, toys, books etc. and highlighting potential topics.
3. Quick writing exercises are suggested where students create lists on given topics and then choose ones to quickly write about.
4. Modeling writing a daily schedule is discussed and then coding it to find arguments within the schedule that could be topics for analysis.
Mary, 2018.04.17
This document provides an overview of strategies for incorporating short writing assignments across various subject areas to improve student learning. It discusses how short, frequent writing can develop students' writing skills while also serving as formative assessments. Examples of short writing types include responses to comprehension questions, summaries, comparisons, explanations, opinions/arguments, and exit tickets. The document also provides examples of writing frames and scaffolds that can support students' short writing, such as thinking sheets, writing strategies, and modeled examples. Overall, the document promotes the idea that incorporating regular short writing assignments in all classes can increase student learning.
Kim, 2018.04.03
This document provides an agenda and guidance for facilitating Visual Thinking Strategies (VTS) discussions. It emphasizes student engagement, using conditional language to paraphrase student comments, and linking comments together to build on each other's ideas. The facilitator should withhold their own ideas and let the student exchange evolve organically. When paraphrasing, the facilitator can ask follow up questions like "what do you see that makes you say that?" to encourage students to support their interpretations with evidence from the image. Linking comments connects ideas and models building on others' perspectives. The goal is for students to engage in respectful critical analysis and reflect on multiple views.
Peggy, 2018.02.13
This document provides an introduction and instructions for an argument writing activity called STELLAR that will take place on February 13th at 7pm. Participants are prompted to select a "Would You Rather" question and respond using a sentence frame. A series of "Would You Rather" questions are provided as potential prompts. The document also shares resources on argumentation, including They Say, I Say by Graff and Birkenstein. A discussion then takes place around what makes good evidence, integrating argument into curriculum, and goals for developing argument skills in students. Overall topics covered include developing recursive claims and attaching evidence to claims through oral and written arguments.
Bryan, 2017/05/08
This document outlines a presentation about selecting science curriculum that supports the Next Generation Science Standards. It is divided into three acts:
1. Discussing current science curriculum and adoption plans.
2. Considering factors like priorities, values, and scope and sequence when selecting new curriculum.
3. Tools for evaluating curriculum like the EQuIP rubric, state guidelines, pilot lessons, and approved publisher lists to identify curriculum that aligns to standards and supports scientific practices.
Josh, 2017/04/24
The document discusses solar irradiance measurement and terminology. It defines key terms like global horizontal irradiance (GHI), direct normal irradiance (DNI), and diffuse horizontal irradiance (DHI). It explains how irradiance and the spectrum of sunlight vary over the course of a day and year due to the sun's changing position in the sky. Examples of measuring these variables and relating GHI, DNI, and DHI are provided. Applications like solar panel power production and educational solar lab kits are also mentioned.
Andrew, 2017.04.10
This document discusses science education at an art academy through project-based learning and arts integration. It describes the school's Confluence program, a 6-8 week interdisciplinary project combining science, social studies, and language arts. Students work in groups through the EDCRO process of exploring, designing, creating, refining, and owning their project, which culminates in public performances. Examples of past Confluence projects include a carnival exploring physics concepts and a food truck enterprise.
Peggy, 2017.03.13
This document provides guidance on writing an argument to support a claim using clear reasons and evidence. It instructs students to develop an initial claim by activating their background knowledge on a topic from sources like readings. As an example, it provides two potential claims for debate: whether teachers should be replaced by robots. Students are prompted to provide evidence from sources to support one of the claims. They are also instructed to include warrants to explain how the evidence supports the claim and convince readers. Finally, students should include a counterargument by considering an alternative perspective and rebutting it.
Virginia, 2017/02/27
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Diana, 2017/02/06
Deejay teaches at-risk 8th-12th grade students and uses food as a hook to engage them in lessons. Some successful lessons included making pancakes, ice cream, and tamales to teach science and life skills while being fun. For one lesson on gluten, students learned about different flours and substitutes after one student was being teased for being gluten-free. The goal was to improve social-emotional learning, reduce bullying, teach cooking and science skills, and make students more open-minded about gluten-free food. Students enjoyed the hands-on lesson and food.
Brian, 2017/02/06
Water can exist in three physical states: as a gas, liquid, and solid. It can take the form of water vapor as a gas, liquid water, and solid ice. The document discusses the different physical properties of water in its gas, liquid, and solid forms.
Bryan, 2017/01/23
The document describes the key elements of Argument-Driven Inquiry (ADI), a teaching method where students develop arguments supported by evidence. ADI lessons involve introducing a scientific question, having students collect and analyze data to address the question, and then communicate and justify their evidence-backed arguments. An example ADI lesson outlined in the document has students write a scientific question, develop claims and gather evidence to support their claims, and then evaluate which claim is stronger based on the evidence through reasoning.
Peggy 2017/01/09
- Visual Thinking Strategies (VTS) is a teaching method that uses open-ended questioning about images to develop critical thinking skills. Teachers show students images and ask questions like "What's going on in this picture?" and "What do you see that makes you say that?" to get students to analyze and discuss what they observe.
- The VTS method encourages divergent thinking, multiple perspectives, and deeper observation. When teachers remain neutral, students learn how knowledge is created through discussion and debate rather than just being delivered facts.
- VTS has proven effective as an independent learning approach that develops skills like independent thinking, collaboration, and listening.
Heidi, 2016/12/05
The document discusses a teacher's plans to engage their high school students in a schoolyard ecology project studying the retaining pond and local watershed on their school's campus. At a conference, the teacher learned the retaining pond would make an interesting subject for study. The teacher wants students to ask questions, design and conduct a study, analyze data, and explain their findings. By comparing different sites, students can assess stream health by examining macroinvertebrates. The teacher hopes to involve the project in the GLOBE program to contribute data to an international database.
Bryan, 2016/12/05
This document discusses a free scanning electron microscope (SEM) simulator called myscopeoutreach.org that could be used to teach students about how an SEM works and serve as images for lessons. It also notes that the simulator is a good resource for preparing students for a visit to the University of Oregon, where they have an actual SEM students can use. Several Next Generation Science Standards are listed that could be addressed using SEM images and the simulator to develop models of particles and cells.
Virginia, 2016/10/24
This document discusses strategies for using writing to support learning in science classrooms. It recommends making writing low-stakes by focusing on the writing process over correctness. Strategies include having students share writing in partners or groups, differentiating learning through group work, and providing feedback that focuses on ideas rather than errors. Open-ended questions that invite broad responses are encouraged over closed questions. Visual Thinking Strategies can engage students in writing. Sample low-stakes writing prompts for science include having students describe a scientific concept or make connections between unrelated pictures. The document concludes that writing for learning can improve critical thinking skills and help students develop their voice.
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Kim, 2018.02.27
- 2. Image we’ve taken care of that for you @ www.vtsweb.org Silent moment to look begin with… What’s going on in this image? when you hear an interpretive comment ask... What do you see that makes you say...? after each paraphrase ask... What more can we find? Paraphrase every comment remember to be neutral, use rich vocabulary when you can, capture the idea without changing it, link ideas when possible Point carefully when listening and paraphrasing Thank the group to close the discussion VTS Elements
- 3. VTS Elements Silent Looking Only these 3 Questions What’s going on in this picture? What do you SEE that makes you say ...? What more can you/we find? Year 1 Teachers: Listencarefully to each comment Point to features described in the artwork throughout the discussion Paraphrase and accept neutrally all comments. New vocabulary and proper sentence structure may be modeled. Link related comments together to form connections and model building on the ideas of others. Thank you Conclude by appreciating a skill the students demonstrated in the discussion Our focus today Our focus today
- 4. Why do you think they are father and son? Where do you think they are going? Is there something other than that bag that tells you they might be in NY? What do you see that makes you say they are father and son? What do you see that makes you say they are going somewhere? NO Q2 Q2: What do you see that makes you say…?
- 5. What makes you think they are performing? Tell me more about why you think she dropped the fruit? What do you see that makes you say they are performing? What do you see that makes you say she dropped the fruit? Q2: What do you see that makes you say…?
- 6. Student: It’s a mom and her baby and they are running away from something bad like a fire and it’s the middle of the night and they don’t know where they are going? Teacher: What makes you say that? Revise this response
- 7. Student: It’s a mom and her baby and they are running away from something bad like a fire and it’s the middle of the night and they don’t know where they are going. Teacher: Paraphrase with Q2
- 8. Record an image discussion Reflect Collect information
- 10. You can download and print the checklist and reflection from the VTS dashboard when you log in.
- 11. Next meeting: Tuesday, March 13 @ 7p Please come ready to share your noticings about your image discussion and refelction. If you have any questions: kaziz@vtshome.org Thank you
Editor's Notes
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