3. If the teacher remains a facilitator—
withholding own ideas and letting
students’ exchange evolve (including
the occasional mistakes) and not
adding directive instructions—
discussions are a form of student-
centered teaching.
- PhilipYenawine
VTS co-founder
4. Student engagement
SPACE
• Can everyone see?
• Are there students far away from the image?
• Is the projection clear?
SET UP
• Do students know what VTS is and WHY they are
doing it?
• Image selection
FACILITATION
• Framing and new vocabulary provide students
with an elevated, fresh approach to their ideas
• What more can we find? (do YOU believe there is
more?)
5.
6. Paraphrase all comment
conditionally. Use new
vocabulary and complete
sentence structure.
Link related comments
together to form
connections and model
building on the ideas of
others.
Paraphrases (teacher
responses) can also
include Q2 “what do
you see that makes
you say…?”
7. Teacher paraphrase:
You are speculating about the origin of
this image and wondering if it might be
Egyptian. You are also considering the
possibility that this piece was carved
from stone. What do you see that makes
you say this might be carved from stone?
Dorothy Fox 5th Grade, November 2015
CONDITIONAL LANGUAGE
8. Teacher Paraphrase:
You are focusing on the detail
of the guitar. To you, this
image might not be from so
long ago. You think it could
be taking place today, but for
you, the reason it looks
different is that may be on a
different continent.
What do you see that makes
you say this could be in
Africa?
Dorothy Fox 5th Grade, November 2015
CONDITIONAL LANGUAGE
9. The teacher response (paraphrase)
should provide the opportunity for
students to…
• argue in evidence
• engage & reflect on multiple perspectives
• identify the kind of thinking
• access authentic vocabulary
• hear complete thoughts/sentences
• identify active listening
• building ideas from others
These are the choices you make when facilitating
14. I. How does student thinking about this image evolve?
II. What elements of VTS does the facilitator use?
15. Linking language:
• “You have more to say about setting…”
• “You are suggesting a different narrative.”
• “You are thinking differently about the
character…”
• “You are elaborating on Michael’s idea…”
16. Kim: “I see a boat
in the background.”
Your turn to LINK: Paraphrase Peggy’s comment in the
context of both comments.
Peggy: “Think he’s
in an escape boat.”
17. “I think that weird
guy is a mermaid
poacher-
and he’s nervous
that he’s going to
get caught.”
What aspect of this student comment is valuable in a
critical analysis of the image?
How would you paraphrase this comment?
Shifting a comment from certainty to possibility using conditional language.
Making space for other ideas. “You’re looking at . . .“Another observation . .“Might be . . . ” “Perhaps . . . ”“You imagine. . .”
Paraphrasing as teaching and learning tool. In what ways can we use Paraphrasing to craft teaching and learning?
Many avenues to achieve the goals for your teaching and learning for your students.
