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Visual Thinking Strategies

Teachers trained to use Visual Thinking Strategies (VTS) facilitate discussions of visual art which significantlyVTS boston increase student engagement, performance, and enjoyment of learning. VTS is much more than an art curriculum; as a facilitation method and professional development program that fosters collaborative, inclusive, community-building dialogue, VTS has the power to change the way we relate to one another as teachers, students, colleagues, family members, and community members.

Thoughtfully facilitated discussions of art using VTS methodology can make education more engaging, inclusive, and equitable. As teachers become more proficient in facilitation, they foster a classroom environment of respect and rapport, and establish a culture for learning - all targets for classroom teachers as measured by the Danielson Instructional Framework. In addition, use of Visual Thinking Strategies can demonstrate best practice in using questioning and discussion techniques, and engaging students in learning - all targets for the instruction domain for the Danielson Instructional Framework.

Teachers effectively using Visual Thinking Strategies in their classrooms can specialize in deep listening and responsive teaching practices. Those who maintain on-going reflection of the efforts in VTS through classroom visits and coaching seem to value:

Thoughtfully facilitate discussions of art making education more engaging and equitable

Reflective teaching practices that support education systems to become more inclusive, accessible, and responsive

An equitable society of thoughtful, respectful citizens that value diverse perspectives

Reflective practice around issues of race, class, gender, and ability in order to increase awareness of and respond to the inequities that exist in arts and education