FloJo, VTS, & MOCA!

By Cathryn Deering

What is VTS?

This year at Florence Griffith Joyner Elementary School (FloJo), we have decided that the school-wide, arts-based strategy we’re implementing will be Visual Thinking Strategies (VTS). VTS is a method that teachers can use to lead inquiry-based discussions around different art images.

In this process, students are asked to look carefully at a work of art without knowing the name of the image or the artist. They discuss their observations and give evidence from the image to support their observations. In using the three VTS questions, teachers are able to facilitate thought-provoking conversations in a neutral way that promotes critical thinking and creative problem solving.

Investing time in your team: Lessons from the CAEYC conference

Sometimes you have to slow down to keep your momentum, especially toward the end of the school year when short-term priorities have the potential to distract from long-term goals.

Last month, ECE coaches Ana Rosas (Avenal ES) and Brenda Selva (King ES) explored the topic of sustaining instructional change at the annual conference for the California Association on the Education of Young Children. In the week following the conference, the pair identified several strategies to help their grade-level teams slow down, recharge and refocus.

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Where we are from: Meadow Homes builds community through poetry

Starting a new school year is always hectic. There are classrooms to set up, student files to review, assessments to complete and lessons to plan. But communicating to students and colleagues how the arts can be used as a vehicle for learning is one of the most important things to do when you are a Turnaround Arts school.

Our wonderful principal, Sandy Wilbanks, gave us the opportunity to do just that during a professional development day. After attending the Turnaround Arts: National Summer Leadership Retreat, we were inspired and excited at her proposition to model an arts-integrated lesson for the school staff.