Differentiation through VTS is easy. The most difficult part is making sure that all students have the opportunity to participate in the discussion and that students are respectful. VTS allows students to use their own brains to the best of their ability, and whatever they have to contribute is valued and accepted. In general, the Unit C students have become more and more willing to participate and to contribute thoughtful observations rather than flippant ones because they know that I will receive their ideas and honor them. While the art viewing is really a critical part of VTS, I have come to realize that there is a huge benefit to simply taking the time to let students talk and listening carefully to what they have to say.
Over the course of a discussion in their classroom, there are often a wide range of comments from listing and naming feature of the painting, which usually build into more insightful comments that begin to construct a narrative. This demonstrates that differentiation that allows students to begin their conversation at a lower level and begin to contribute more when they feel comfortable. There are a few students who seem to consistently contribute at the beginning with more basic observations and don't participate as much toward the end of the discussion. They may not be ready to dive as deeply into a work of art, but by listening to their classmates, they are challenged to start thinking about what more can be found in a work.
I agree that the ones who initially offer simple observations are still learning from the more complex observations of their peers. Engagement is the key and an image that suits the needs and interests of the group will ensure that for all!
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