Visual Thinking Strategies trains general classroom teachers to use an art appreciation curriculum that helps students find meaning in works of visual art. In doing so, teachers learn a method of student-centered instruction, while both teachers and students build a personal rapport with art that can last a lifetime.

There are several aspects to the VTS professional development methodology:

• Demonstration and analysis. An introductory workshop begins teachers’ process of observing the VTS method in practice, trying it themselves, and examining it in light of educational theory;



• Practice.Teachers apply the newly learned method in their classrooms right away, beginning a 10-lesson curriculum which they continue to teach throughout the academic year;



• Reflection on practice.There are questions after each lesson to help teachers reflect on their VTS teaching practice, as well as regularly scheduled debriefings during which teachers discuss their experiences with their peers;



• Peer coaching. Teachers learn a strategy by which they observe and reflect on the VTS teaching practices of their peers, enabling each individual to make improvements through a group discussion process;



• Student assessment. Teachers are instructed how to evaluate the process and progress of their students in a way that considers each individual’s behaviors and how that relates to what s/he is learning.

The underlying purpose of the VTS method is to change the dynamic of the teacher-student relationship so that teachers are facilitators of students’ learning, not agents of information. Teachers, therefore, do not need to acquire a body of knowledge in order to teach the VTS; they must learn how to nurture a process of self-discovery in their students. This requires producing an environment in which students’ skills and strengths naturally arise, and then managing the process so that students are motivated to continue. The VTS provides teachers with these tools. The curriculum’s developmentally-based images and questions elicit a range of responses and skills from students which teachers can easily facilitate using the VTS method.

Three aspects of VTS professional development methodology — reflection on practice, coaching, and student assessment — are essential to learning how to facilitate student growth.

• By reflecting on their practice, teachers become conscious of their new role as facilitator and the resulting changes in student behavior. They consider this approach to teaching in the context of larger issues in education.



• Peer coaching improves teachers’ techniques as they observe each other’s practice and receive feedback on their own teaching. It goes further, however, to turn their teaching into a collaborative effort. As teachers guide each other in their practice, they learn from each other’s insights into teaching while sharing what is new to them about the VTS.



• Teachers assess their students’ progress by learning to observe behaviors exhibited in the classroom and through writing assignments. By recognizing and following individual and group learning curves, teachers can support students’ growth.

The time- and cost-efficient model of VTS professional development makes it accessible to average schools:

• Teachers begin teaching the VTS immediately. A total commitment of 17-36 hours in Year 1 is required to participate in all aspects of the training: initial workshop; conducting the 10-lesson VTS curriculum; and teacher debriefings. This number diminishes in Years 2 and 3.



• VUE consultants are involved on a limited basis (to conduct an initial one-day workshop and 5-8 debriefings per school in Year 1, diminishing in Years 2 and 3).



• Teacher manuals and slides provided in Year 1 (with Addenda for grades 4 and 5 distributed in Years 2 and 3) can be used in all subsequent years for as long as a school continues the program.



• A VTS training website, available to schools by annual subscription, is an invaluable tool for additional training materials: video clips of exemplary teaching; the opportunity to correspond with VTS authors; the ability to communicate with other VTS teachers; examples of student work; etc.



• The only equipment necessary to conduct a VTS lesson is a slide projector and projection screen. Assignments requiring computers can be completed on hard copy.

VTS professional development is a three-year program offered at two levels: grades K-2 and grades 3-5. While schools may choose one of these two models, we recommend implementing both simultaneously for maximum effectiveness. Training for teachers and on-site school coordinators will be conducted by a VUE certified teacher trainer. An additional VUE staff person will serve as the site coordinator, working directly with each participating school throughout the three-year program, and conducting the teacher debriefings and classroom observations. Finally, one teacher from each school will be designated to coordinate program logistics for that school: organizing workshops and debriefings; setting up schedules; trouble-shooting; etc., for a small stipend included in the costs of the program.

The grades K-2 teacher training consists of the following components:

* The above model is for one school.

We recommend that each school appoint one teacher to be coordinator of the program for that school. In a multi-school program, a central coordinator will facilitate

For more information about VUE training opportunities, please contact VUE: info@vue.org