Tech nerd that I am, I have created this popplet to compare Rath's "thinking operations" and VTS. I believe that VTS completely supports Rath's theory on the development of thinking skills.
Wasserman's placement of theses thinking orders into a progression to create a "new curriculum model" is very similar to the VTS five stages of aesthetic growth. Both focus on open ended investigation, problem solving, higher- order questioning, and the development of deeper, richer meaning. Both would serve as excellent models for teaching every subject and neither require curriculum modification. The first two stages of Wasserman's model, and perhaps even the third, mesh seamlessly with all stages of VTS. The Fourth stage offers a very VTSeque example for formative reflection.
Has VTS had an impact on classroom management in my classroom? As I have said before, I believe that I can see an improvement in student behavior. I attribute this to:
- the way that VTS provides all students the opportunity to be heard in a non-threatening manner
- knowing that I hear what they say validates that I value their opinions, that I see them as a person.
- the fact that I feel closer to them through the act of them sharing more of themselves
Has VTS had an impact on maladaptive behaviors in my classroom? Some of my VTS sessions last 25 minutes and aside from being a bit wiggly, my ADHD children have no problems concentrating on VTS. I have also witnessed a growth in confidence on the part of several students. Prior to VTS one student, in particular, almost never contributed in class. If he did say something it was spoken very softly and when asked to repeat he would drop his head in an embarrassed fashion and mumble "never mind". One day he cautiously contributed to a VTS discussion, just an inventory observation the first time. I carefully gestured and paraphrased. The next time he offered an opinion, and now his hand is up all of the time, he substantiates his opinions, and he seems proud to share.
No comments:
Post a Comment