Page 21 - Spring 2016 Newsletter

Teachers are asked to use three open-ended questions:
they are expected to write down a signiicant relection (3-4

sentences during the two-minute transition). These relections
• What’s going on in this picture?
are often handed in with feedback and completion points given.

• What do you see that makes you say that? I also use this as a CAT to learn what students are experiencing

• What more can we ind?
and connecting with the content. Any questions I receive

about the process from students, I answer as clearly as I can,
Educators are encouraged to use the VTS facilitation techniques
explaining precisely what will happen.
outlined below. Facilitation takes a bit of practice to concentrate

attention and effort on the process when students might not be used 3. I check the lighting in the classroom and ensure slides can be

to VTS. Typically, in a class of 30-100 students, a rich discussion can seen clearly by all students. Students requiring assistance to

see the projector screen are invited closer or pre-assigned
take 30-45 minutes. In larger classes, I have found a “think-pair-share”
seating. Once this is done, I project the slide show.
approach very helpful to engage students.

4. When the slide show is inished, I give the students a 5-minute
3 Facilitation Techniques:

break, and then I facilitate the discussion using the three
• Paraphrase comments neutrally
open-ended questions above. I have had the most fun in

• Point at the area being discussed classes discussing content around emotion, body image, injury,

competition, coaching, and performing under pressure. I irst
• Link and frame student comments
used this method in the spring semester of 2015 and used

The way I approach the application of VTS in my classroom is outlined student evaluations to assess the value of this approach. The

below. I teach a lipped classroom format with 2 periods of 75 minutes
indings suggested that 3-5 VTS sessions per 45 classes would
focused on discussion, analysis, and application. I have used the
be a positive addition to the quality of my teaching and the
method outlined below with classes ranging between 30-250 students
quantity of student learning and intensity of engagement.
to stimulate observation skills, discussion between students centered

on evidence and content, listening and consideration of the views of I have enjoyed learning about VTS, and I hope you will visit the

website and read Philip Yenawine’s book, Visual Thinking Strategies.
others, as well as the exploration of new discoveries.
If you love engaging students and love to have fun while teaching for

My VTS Method
understanding in your classroom, give this method a try!

1. I prepare for the class by taking and using my own photographs

or downloading open access free (no copyright) images off
REFERENCES

the Internet. I do not add any text to the slides and I use black Landorf, H. (2006). What’s going on in this picture? Visual thinking strategies and adult

backgrounds for slides. I make a timed automatic transition slide learning. New Horizons in Adult Education and Human Resource

show (in PowerPoint) using 4-6 images, which students view
Development, 20(4), 28-32.

for one minute each followed by a 2 minute written relection
Naghshineh, S., Haler, J. P., Miller, A. R., Blanco, M. A., Lipsitz, S. R., Dubroff, R. P., &
responding to question one, “What is going on in this picture?”
Katz, J. T. (2008). Formal art observation training improves medical students’

visual diagnostic skills. Journal of General Internal Medicine, 23(7), 991-997.
2. I introduce my students to VTS and explain what it is and how it

helps to connect their experience and thinking to the content.
Reilly, J. M., Ring, J., & Duke, L. (2005). Visual thinking strategies: A new role for art in

medical education. Family Medicine, 37(4), 250-2.
I demonstrate how the learning process will work and I check
Yenawine, P. (2013). Visual thinking strategies: Using art to deepen learning across
student understanding of questions. I make sure students know
school disciplines. Cambridge, MA: Harvard Education Press.

AASP Newsletter // Spring 2016 // Teacher’s Corner: Using Visual Thinking Strategies (VTS) for Critical Thinking and Content Engagement

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