Project the first slide. Ask students to examine it silently.
Questioning, as in Lesson 1

Begin with: What's going on in this picture?

Whenever an interpretation is given, ask: What do you see that makes you say that?

Throughout the discussion, ask: What else can you find?

Responding, as in Lesson 1
Point precisely to what students mention.

Be warm and supportive as you listen.

Paraphrase each comment.

Use "What do you see that makes you say that?" whenever it is needed.

Concluding the class
Compliment the students on their discussion.

Preview the slides for the next lesson.

Learning to think requires active use of the student's mind. Questions are a good way to initiate such activity, but the type of question dictates the outcome. The VTS questions come from an understanding of what beginning viewers do. The first gives students the direction to apply anything they know to the problem presented: an unfamiliar work of art.

The second question asks students to give evidence to back up any interpretations and deductions. "What do you see that makes you say that?" keeps the discussion focused on the image and asks students to reason with evidence. Consider carefully when it is needed: whenever an interpretive comment is made, even when the evidence is obvious to you. It is not necessary when students simply give a straightforward description.

The third question, "What else can you find?" elicits a variety of observations and ideas, and helps avoid getting stuck on one viewpoint. Use this question as well as carefully chosen paraphrases to defuse any remarks that might be offensive. Sometimes students say things that hurt others, and you can mitigate this by the way you choose the words of your response, as well as by using the third question to shift the focus.

Listen to your students carefully.

Respond by paraphrasing what they say, trying to capture their ideas, not simply rephrasing their words.

Point accurately to the details mentioned. Ask students to do so if you cannot find what they see. Let them get up from their seats to do this.

Continue to write notes to help you think about the behaviors encouraged by the VTS questions. Review the purpose of each in Understanding the Basics, if necessary.

Has anything pleasantly surprised you so far? Challenged you? Disappointed you? Compare your experience with that of fellow VTS teachers. Discuss any questions or problems you encounter. Write down your thoughts based on your conversations.