VTS-Visual+Thinking+Strategies

Visual Thinking Strategies -VTS http://us5.campaign-archive1.com/?u=5fc3c40d1e32d700b1d91503a&id=56edbfaf7e&e=d4ee028e4e (VTS and the zoo) media type="custom" key="25531710"

media type="custom" key="25531720" **Visual Thinking Strategies (VTS), is a school curriculum and teaching method that**


 * Uses art to develop critical thinking, communication and visual literacy skills
 * Asks educators to facilitate learner-centered discussions of visual art
 * Engages learners in a rigorous process of examination and meaning-making through visual art
 * Measurably increases observation skills, evidential reasoning, and speculative abilities
 * Engenders the willingness and ability to find multiple solutions to complex problems
 * Uses facilitated discussion to enable students to practice respectful, democratic, collaborative problem solving skills that over time transfer to other classroom interactions, and beyond
 * Uses eager, thoughtful participation to nurture verbal language skills, and writing assignments to assist transfer from oral to written ability
 * Produces growth in all students, from challenged and non-English language learners to high achievers
 * Underscore connections to art and strengthens the role of museums as a valuable resource in students' lives

Building on children's innate capacity to make sense of what they see, VTS enables students and teachers to examine and talk about unfamiliar subjects with rigor and excitement.

http://www.vtshome.org/



media type="youtube" key="aVzcknOWpaE?version=3" height="315" width="420" A video excerpt from "Thinking Through Art: The Isabella Stewart Gardner School Partnership Program," in which students discuss work from the museum's collection using VTS.

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Kindergarten Teacher demonstration with class VTS

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Kindergarten Demonstration of VTS Practice

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Artful citizenship Project -project used VTS Strategies http://www.artfulcitizenship.org/main_content.html

2002 WOLFSONIAN WAS AWARDED $995,669 THREE-YEAR GRANT BY U.S. DEPARTMENT OF EDUCATION TO DEVELOP INNOVATIVE SOCIAL STUDIES CURRICULUM.

“When we ask students to learn to think critically, we typically give them a textbook, a classroom, and an occasional enrichment opportunity,” says John Doyle, administrative director of the Division of Social Sciences for Miami-Dade County Public Schools. “But when you give them an additional opportunity like Artful Citizenship, it may click on the ‘light bulb’ for students who otherwise may not feel confident in a classroom setting. The Wolfsonian program will give students the chance to look at objects and understand their context and purpose, and to think on their feet. All of these are life skills that go beyond paper and pencil.”
 * __Background:__**

__**Results:**__ Tracking Artful Citizenship participants over the project’s first 18 months, Curva & Associates, a private research and evaluation firm, conducted a study of the project’s effects on third- and fourth-grade students who were taught thecurriculum compared to students at Miami Shores Elementary who were not taught Artful Citizenship. Among the findings: •Artful Citizenship participants showed 67% higher growth rates in visual literacy and critical thinking than their counterparts. •Artful Citizenship participants also registered gains and maintained growth levels in psychosocial skills and attitudes measures, including Art Self-Concept and School/Civic Orientation. Another important part of the study was to evaluate the day to day implementation of the program in the classroom. The researchers found that students who participated in Artful Citizenship demonstrated critical thinking skills through their use of evidential reasoning, that the curriculum fostered collaboration among students by facilitating a process of building on the ideas of peers and promoted good citizenship skills, cooperation, respect, and tolerance for the views of others. Curva & Associates noted that students were particularly engaged by the class discussions of art. “Kids love it because they know they’re being listened to,” says Kate Rawlinson, The Wolfsonian’s Assistant Director of Education and Public Programs, about Artful Citizenship. “They learn to express their own opinion, give evidence, hear the opinion of someone else, and even graciously disagree. These kids are learning to interact in an intelligent and respectful way. That’s something they’ll carry with them the rest of their lives.”

THE WOLFSONIAN–FLORIDA INTERNATIONAL UNIVERSITY RELEASES FINDINGS FROM THREE-YEAR PILOT PROGRAM IN ARTS EDUCATION Report Shows The Wolfsonian’s Artful Citizenship Curriculum Promotes Higher Growth Rates in Visual Literacy among Participating Elementary School Students Research Also Reveals Strong Relationship Between Visual Literacy Growth and Achievement in Reading and Mathematics
 * __Final Report:__**

For a complete overview of the Artful Citizenship program, including yearly assessment results, please visit http://www.artfulcitizenship.org/main_content.html

media type="youtube" key="48JVXb2PCrM?version=3" height="315" width="560" VTS in Medical Schools

=== Information designer Tom Wujec talks through three areas of the brain that help us understand words, images, feelings, connections. In this short talk from TEDU, he asks: How can we best engage our brains to help us better understand big ideas? === media type="custom" key="12447792" TED-HOW TO ENGAGE OUR BRAINS

How to integrate VTS with Writing Curriculum-C.Werntz

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What's going on in this picture?

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Why is it Easier?? The Question to 5th grade ELL Students

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