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5.6 Bank of Strategies (cognitive): Resources
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Motivation Resource 1goaL of The Week
Goal!
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yrig
ht ©
Fra
ser
Lauc
hlan
and
Don
na C
arri
gan
2013
5.8
Gen
eral
Gui
de to
Dyn
amic
Ass
essm
ent
Dyn
amic
Ass
essm
ent
A G
ener
al G
uide
This
le
aflet
ha
s be
en
repr
oduc
ed
with
ki
nd
perm
issi
on
from
Je
ssic
a k
ings
ley
Publ
ishe
rs f
rom
a t
ext
by f
rase
r La
uchl
an a
nd
don
na c
arri
gan
(201
3),
impr
ovin
g Le
arni
ng T
hrou
gh d
ynam
ic
asse
ssm
ent.
Wha
t is
Dyn
amic
Ass
essm
ent?
dyn
amic
as
sess
men
t is
a
fair
ly
new
m
etho
d of
as
sess
men
t in
crea
sing
ly
used
by
ed
ucat
iona
l ps
ycho
logi
sts
and
othe
r pr
ofes
sion
als.
it is
bas
ed o
n th
e pr
inci
ple
that
it is
pos
sibl
e to
lear
n m
ore
abou
t a c
hild
’s le
arni
ng a
bilit
y and
lear
ning
sty
le b
y int
erac
ting
with
the
child
dur
ing
the
asse
ssm
ent.
This
is
in
sh
arp
cont
rast
to
m
ore
trad
ition
al
met
hods
of
as
sess
men
t th
at d
o no
t al
low
inte
ract
ion
with
the
chi
ld in
a w
ay
that
wou
ld in
fluen
ce p
erfo
rman
ce. T
hese
mor
e tr
aditi
onal
met
hods
ar
e of
ten
refe
rred
to
as p
sych
omet
ric
test
s or
iQ
tes
ts a
nd t
hey
are
stan
dard
ised
. Thi
s m
eans
tha
t th
e te
st is
con
duct
ed in
a v
ery
rest
rict
ed a
nd p
resc
ribe
d en
viro
nmen
t whe
re th
e as
sess
or c
anno
t he
lp a
chi
ld w
ho is
hav
ing
diffi
culti
es. T
his
can
appe
ar u
nnat
ural
to
the
child
who
will
be
used
to a
dult
supp
ort i
n su
ch a
situ
atio
n. T
he
reas
on t
hat
help
is
not
perm
itted
in
stan
dard
ised
, ps
ycho
met
ric
test
s is
that
the
child
’s p
erfo
rman
ce is
com
pare
d w
ith th
e av
erag
e fo
r th
e ag
e gr
oup
to p
rovi
de a
sco
re,
indi
catin
g ab
ove
aver
age,
av
erag
e or
bel
ow a
vera
ge a
bilit
y.
dur
ing
dyna
mic
ass
essm
ent
help
is p
rovi
ded
by t
he a
sses
sor
in t
he fo
rm o
f cl
ues,
pro
mpt
s an
d hi
nts
(kno
wn
as ‘m
edia
tion’
) to
see
if th
is c
an p
rodu
ce a
hig
her
leve
l of p
erfo
rman
ce b
y th
e ch
ild
bein
g as
sess
ed. s
omet
imes
the
help
can
invo
lve
gene
ral d
iscu
ssio
n of
pro
blem
-sol
ving
str
ateg
ies
to s
ee if
the
chi
ld c
an p
ick
up t
hese
st
rate
gies
and
ado
pt th
em fu
rthe
r on
in th
e as
sess
men
t.Th
ese
mat
eria
ls h
ave
been
dev
elop
ed fo
r dy
nam
ic a
sses
smen
t be
caus
e ch
ildre
n us
ually
find
the
m e
ngag
ing
and
they
tac
kle
the
task
s w
ith v
igou
r an
d en
ergy
. fur
ther
mor
e, c
hild
ren
can
appr
oach
th
ese
task
s w
ithou
t pr
econ
ceiv
ed
feel
ings
of
fa
ilure
, w
hich
fr
eque
ntly
hap
pens
if th
ey a
re a
sses
sed
usin
g a
read
ing,
wri
ting
or
mat
hs t
ask.
a fu
rthe
r re
ason
for
usin
g th
ese
kind
s of
mat
eria
ls is
th
at th
e sk
ills
used
by
the
child
ren
(cal
led
Lear
ning
Pri
ncip
les)
can
be
app
lied
in a
ll ar
eas
of t
he c
urri
culu
m. i
t is
, the
refo
re, v
alua
ble
to e
xplo
re c
hild
ren’
s st
reng
ths
and
wea
knes
ses
acco
rdin
g to
thes
e Le
arni
ng P
rinc
iple
s.Th
ere
are
othe
r dy
nam
ic a
sses
smen
t mat
eria
ls th
at h
ave
been
de
sign
ed a
s w
ell a
s ot
her
kind
s of
task
s an
d pr
oble
ms
that
may
be
used
by
the
psyc
holo
gist
whe
n un
dert
akin
g a
dyna
mic
ass
essm
ent.
The
psyc
holo
gist
will
usu
ally
exp
lain
dur
ing
feed
back
the
kin
d of
m
ater
ials
that
hav
e be
en u
sed
duri
ng th
e as
sess
men
t.
To s
umm
aris
ed
ynam
ic
asse
ssm
ent
is
an
asse
ssm
ent
base
d on
in
tera
ctio
n be
twee
n th
e as
sess
or a
nd th
e ch
ild, w
here
the
asse
ssor
att
empt
s to
influ
ence
pos
itive
ly th
e ch
ild’s
leve
l of p
erfo
rman
ce. T
he o
bjec
tive
of th
e as
sess
men
t is
to e
xplo
re to
wha
t ext
ent t
he c
hild
can
resp
ond
to a
ssis
tanc
e, a
nd m
ore
impo
rtan
tly,
to e
xplo
re h
ow t
he c
hild
re
spon
ded,
how
the
child
was
lear
ning
, and
to id
entif
y th
e na
ture
of
Cop
yrig
ht ©
Fra
ser
Lauc
hlan
and
Don
na C
arri
gan
2013
the
assi
stan
ce th
at p
rodu
ced
the
high
er le
vel o
f per
form
ance
. in
his
way
, spe
cific
str
ateg
ies
and
idea
s ca
n be
sug
gest
ed t
hat
will
hel
p im
prov
e th
e ch
ild’s
lear
ning
in th
e cl
assr
oom
and
at h
ome.
Wha
t kin
d of
que
stio
ns o
r ta
sks
does
the
asse
ssm
ent i
nvol
ve?
dyn
amic
ass
essm
ent
can
be c
arri
ed o
ut w
ith a
ny m
ater
ials
and
ta
sks
(e.g
. with
rea
ding
and
mat
hs b
ooks
cur
rent
ly b
eing
use
d by
th
e ch
ild in
the
clas
sroo
m).
how
ever
, the
re a
re s
ome
mat
eria
ls th
at
have
bee
n sp
ecifi
cally
dev
elop
ed fo
r us
e in
dyn
amic
ass
essm
ent.
Thes
e us
ually
in
volv
e no
n-ve
rbal
re
ason
ing
skill
s,
and
in
part
icul
ar a
nalo
gica
l re
ason
ing.
for
exa
mpl
e, s
ome
mat
eria
ls
deve
lope
d by
an
isra
eli
psyc
holo
gist
Pro
fess
or d
avid
Tzu
riel
(th
e c
ogni
tive
mod
ifiab
ility
Bat
tery
) in
volv
e pr
oble
m-s
olvi
ng a
ctiv
ities
us
ing
3-di
men
sion
al c
olou
red
bloc
ks a
nd a
woo
den
boar
d.an
alog
ical
rea
soni
ng i
nvol
ves
the
com
pari
son
of b
lock
s or
ob
ject
s an
d es
tabl
ishi
ng t
he r
elat
ions
hip
betw
een
them
, and
the
n ap
plyi
ng t
his
sam
e re
latio
nshi
p to
oth
er b
lock
s or
obj
ects
. se
e fi
gure
1 o
r an
exa
mpl
e of
an
anal
ogic
al re
ason
ing
prob
lem
. ?Fi
gure
1: e
xam
ple
of a
n an
alog
ical
rea
soni
ng p
robl
em: w
hat
goes
nex
t to
the
big
blue
squ
are?
The
child
has
to e
nsur
e th
at th
ey h
ave
the
corr
ect c
olou
r of
blo
ck,
size
of
bloc
k an
d sh
ape
of b
lock
. in
som
e m
ore
com
plic
ated
pr
oble
ms,
the
posi
tion
of th
e bl
ock
is a
lso
impo
rtan
t.
Wha
t are
the
aim
s of
a d
ynam
ic a
sses
smen
t?Th
e pr
inci
pal a
im d
urin
g dy
nam
ic a
sses
smen
t is
to o
btai
n ch
ange
: ch
ange
in th
e ch
ild’s
leve
l of p
erfo
rman
ce a
nd in
thei
r lea
rnin
g st
yle.
B
y pr
ovid
ing
spec
ific
stra
tegi
es a
nd in
terv
enin
g in
the
asse
ssm
ent,
the
asse
ssor
can
cha
nge
the
way
the
child
is le
arni
ng.
for
exam
ple,
the
asse
ssor
may
do
the
follo
win
g:
y
enco
urag
e th
e ch
ild t
o sl
ow d
own
and
be m
ore
refle
ctiv
e (a
nd, i
f po
ssib
le, t
he a
sses
sor
may
be
able
to
tran
sfer
the
re
spon
sibi
lity
for
bein
g m
ore
refle
ctiv
e to
the
chi
ld, w
here
th
ere
is n
o ne
ed f
or t
he a
dult
to r
emin
d th
e ch
ild t
o sl
ow
dow
n).
y
enco
urag
e se
lf-m
onito
ring
str
ateg
ies
in t
he c
hild
, eve
n as
si
mpl
e as
che
ckin
g an
swer
s ra
ther
tha
n re
lyin
g on
adu
lt fe
edba
ck a
lone
.
y
enco
urag
e ve
rbal
isat
ion,
i.e
. ta
lkin
g th
roug
h pr
oble
ms,
w
hich
may
hig
hlig
ht f
or t
he c
hild
whe
re t
hing
s ar
e go
ing
wro
ng.
y
enco
urag
e th
e ch
ild to
pla
n (e
.g. W
hat d
o i h
ave
to d
o he
re?
Whe
re w
ill i
star
t? W
hat w
ill i
do n
ext?
).
y
enco
urag
e th
e ch
ild t
o pr
ovid
e ex
plan
atio
ns f
or a
nsw
ers
rath
er t
han
mer
ely
bein
g sa
tisfie
d w
ith t
he p
rovi
sion
of
a co
rrec
t ans
wer
. Thi
s he
lps
the
child
to th
ink
thro
ugh
each
Cop
yrig
ht ©
Fra
ser
Lauc
hlan
and
Don
na C
arri
gan
2013
task
and
be
awar
e of
the
pro
cess
in
obta
inin
g co
rrec
t an
swer
s.
y
e nco
urag
e th
e ch
ild to
con
side
r all
poss
ible
sol
utio
ns ra
ther
th
an th
e fir
st o
ne th
at c
omes
to m
ind.
y
enco
urag
e th
e ch
ild to
mak
e lin
ks w
ith ta
sks
(or e
xper
ienc
es)
from
the
pas
t an
d to
con
side
r ho
w n
ew s
kills
lea
rned
(or
ne
w e
xper
ienc
es) m
ight
be
appl
ied
in th
e fu
ture
.
y
Bre
ak t
asks
dow
n fo
r th
e ch
ild in
a w
ay t
hat
mak
es t
hem
ea
sier
to s
olve
.
a ke
y qu
estio
n th
at is
ask
ed d
urin
g dy
nam
ic a
sses
smen
t is:
to w
hat
exte
nt d
oes
the
child
resp
ond
to th
e as
sess
or’s
ass
ista
nce?
doe
s th
e ch
ild p
erfo
rm m
uch
bett
er w
ith h
elp?
is th
eir
lear
ning
sty
le v
ery
resi
stan
t (or
ver
y am
enab
le) t
o ch
ange
? d
o th
ey
impr
ove
on h
ow th
ey w
ere
perf
orm
ing
on th
eir
own?
if th
e ch
ild d
oes
resp
ond
posi
tivel
y to
the
help
pro
vide
d an
d re
ach
a si
gnifi
cant
ly h
ighe
r le
vel o
f per
form
ance
as
a re
sult,
then
it
can
prov
ide
an in
dica
tion
of th
eir
pote
ntia
l as
a le
arne
r.m
oreo
ver,
in d
ynam
ic a
sses
smen
t, th
e as
sess
or is
att
empt
ing
to e
xplo
re th
e fo
llow
ing:
y
Wha
t is
the
asse
ssor
doi
ng th
at b
ring
s ab
out t
he h
ighe
r lev
el
of p
erfo
rman
ce?
y
Wha
t is
the
nat
ure
of t
he a
sses
sor’s
int
erac
tion
that
is
help
ful t
o un
ders
tand
ing
how
the
child
lear
ns?
som
e qu
otes
mad
e by
teac
hers
hav
e su
ppor
ted
the
use
of d
ynam
ic
asse
ssm
ent a
nd it
s in
tera
ctiv
e na
ture
:
‘if y
ou w
ant t
o fin
d ou
t how
a c
hild
lear
ns, t
hen
teac
h hi
m.’
‘it is
mor
e im
port
ant t
o fin
d ou
t how
resp
onsi
ve a
chi
ld is
to
inte
rven
tion
than
to fo
cus
on w
hat s
he a
lrea
dy k
now
s.’
(Quo
tes
from
Lid
z, 1
991
– Pr
actit
ione
r’s g
uide
to d
ynam
ic
asse
ssm
ent)
Emot
iona
l fac
tors
dyn
amic
ass
essm
ent
also
look
s at
the
ext
ent
to w
hich
em
otio
nal
fact
ors
affe
ct a
chi
ld’s
lear
ning
. The
se fa
ctor
s ar
e of
ten
obse
rved
by
ps
ycho
logi
sts
duri
ng
trad
ition
al,
stan
dard
ised
as
sess
men
t. h
owev
er,
in d
ynam
ic a
sses
smen
t, it
is p
ossi
ble
to e
xplo
re t
he
exte
nt o
f th
ese
emot
iona
l fa
ctor
s, a
nd e
xplo
re i
f it
is p
ossi
ble
to
chan
ge t
heir
im
pact
on
the
child
’s l
earn
ing.
for
exa
mpl
e, s
ome
of t
he e
mot
iona
l fa
ctor
s co
mm
only
obs
erve
d in
chi
ldre
n du
ring
as
sess
men
t are
as
follo
ws:
y
anxi
ety
y
fear
of f
ailu
re (i
f the
chi
ld is
frig
hten
ed to
try
out r
espo
nses
fo
r fe
ar o
f bei
ng w
rong
)
y
mot
ivat
ion
y
confi
denc
e (d
oes
the
child
ans
wer
with
con
vict
ion
or m
ore
timid
ly)
y
frus
trat
ion
tole
ranc
e (if
the
chi
ld f
ails
to
atte
mpt
cer
tain
pr
oble
ms
beca
use
of th
eir d
ifficu
lty, f
eelin
g it
is fu
tile
to e
ven
try)
.
in d
ynam
ic a
sses
smen
t, th
e as
sess
or c
an e
xplo
re th
ese
emot
iona
l fa
ctor
s an
d ot
hers
, e.
g. i
f th
ey a
re ‘
acce
ssib
le t
o as
sist
ance
’, to
a
muc
h gr
eate
r ex
tent
th
an
in
stan
dard
ised
as
sess
men
t.
Cop
yrig
ht ©
Fra
ser
Lauc
hlan
and
Don
na C
arri
gan
2013
mor
eove
r the
ass
esso
r can
att
empt
to re
duce
the
impa
ct o
f som
e of
th
ese
emot
iona
l fac
tors
dur
ing
the
asse
ssm
ent b
y in
tera
ctin
g w
ith
the
child
in a
mor
e ac
tive
way
tha
n st
anda
rdis
ed a
sses
smen
t w
ill
allo
w. f
or e
xam
ple,
if t
he c
hild
is a
nxio
us, t
hen
the
asse
ssor
can
m
ake
him
/her
less
anx
ious
. if t
he c
hild
has
litt
le c
onfid
ence
, the
n th
e as
sess
or c
an p
rovi
de p
rais
e, e
ncou
rage
men
t an
d fe
edba
ck o
f w
hat
they
are
doi
ng w
ell
(whi
ch is
not
per
mitt
ed in
sta
ndar
dise
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Copyright © Fraser Lauchlan and Donna Carrigan 2013
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In-ServIce TraInIng (InSeT)
Dynamic assessment: an introduction Why Dynamic assessment?
• Traditional assessment looked at what children could do without help, mirroring teaching
approachesintheclassroomatthetime(thereforeIQtestswerepopular).
• Contemporaryapproaches to learningand teachinghighlight thegains tobemadebypeer
learningandworkingingroups(oftencalled‘thesocialnatureoflearning’).
What is Dynamic assessment?
• ‘Whatchildrencandowiththeassistanceofothersmightbeinsomesenseevenmoreindicative
oftheirmentaldevelopmentthanwhattheycandoalone’(Vygotsky,1978,p.85).
• Thezoneofproximaldevelopmentisdefinedasthedistancebetweentheactualdevelopmental
level(whattheycandowithouthelp)...andthelevelofpotentialdevelopment(whattheycando
withadulthelporincollaborationwithmorecapablepeers)(Vygotsky,1978).
• Thereforethechild’scapacitytoworkinasocialenvironmentandtorespondtoassistancemust
formabasisfortheassessment(i.e.DynamicAssessment).
Support for Dynamic assessment
• ‘Ifyouwanttofindouthowachildlearns,thenteachhim.’
• ‘Itismoreimportanttofindouthowresponsivethechildistointerventionthantofocuson
whatshealreadyknows.’(quotes made by teachers – Lidz, 1991)
Copyright © Fraser Lauchlan and Donna Carrigan 2013
Measures of intellectual functioning
Dynamic assessment: what is the eP looking for?
• towhatextentthechildcanrespondtohelp
• howthechildresponded
• howthechildwaslearning
• whatkindofthingsdidthechildfinddifficult
• whatkindofhelpandhowmuch/littleproducedthehigherlevelofperformance.
What is the eP looking for? cognitive skills:
• communication
• comparativebehaviour
Copyright © Fraser Lauchlan and Donna Carrigan 2013
• efficiency
• exploratorybehaviour
• justificationofresponse
• memory
• natureofresponse
• planning
• problemdefinition
• recognition
• reflectiveness
• spatialorientation
• transferoflearning
• vocabulary.
What is the eP looking for? affective/emotional factors:
• accessibilitytoassistance
• attention
• concentration
• confidenceincorrectresponses
• flexibility
• frustrationtolerance
• motivation
• presentation
• taskperseverance
• vitalityandawareness.
What do we mean by ‘help’?
• DuringDynamicAssessment,helpisprovidedforthechildintheformofclues,promptsand
hints(knownasmediation).
• Sometimesthehelpcaninvolveexplicitdiscussionofproblem-solvingstrategiestoseeifthe
childcanpicktheseupandusethemfurtheronintheassessment.
Copyright © Fraser Lauchlan and Donna Carrigan 2013
What kind of questions ‘help’? (When starting a task)
• Whatdoyouhavetodohere?Wherewillyoustart?Whatwillyoudonext?
• Howisthissimilartosomethingyoualreadyknow/havedone?
• Whatdoyouknowaboutthisalready?
• Whatdoyouexpecttofindout?
• Isthereanotherwayyoucoulddothis?
What kind of questions ‘help’? (When finishing a task)
• Isyouranswerright?Doyouneedtochangeit?Doyouneedtoaddmore?
• Whathaveyoulearned?
• Didyouunderstandeverything?Doyouneedtoaskaquestion?
• Whatdidyoulikeanddislikeaboutthetask?
• Whatdidyoufindeasy/difficult?
What kind of questions ‘help’? (During the task)
• Processquestions(thesehelpchildrentopayattentiontotheirownthinking)
° Yes,tellmewhatyoudid?
• Bridging(thishelpsthechildtomakelinksbetweentheirpreviousexperienceandthecurrent
task)
° Howisthissimilartosomethingyoualreadyknow/havedone?
What kind of questions ‘help’?
• Challengingoraskingforjustification
° thishelpsthechildtotakeresponsibilityfortheirlearningandnotrelyontheteacherto
tell themthattheyareright.Challengingacorrectanswerhelpschildrentolearnthata
challengedoesn’talwaysmeanthattheiransweriswrong(forexample‘Areyousurethat’s
right?’,‘Howdidyouknow?’).
What else do we mean by ‘help’?
• Planning:encouragethechildtoplan.
• ‘Nooneplanstofail,theyonlyfailtoplan.’
• Regulation–makingthechildlessimpulsivebyencouragingthemtoslowdown,stopand think.
Copyright © Fraser Lauchlan and Donna Carrigan 2013
• Self-monitoring–gettingthechildtochecktheiranswers.
• Verbalisation–gettingthechildtotalktheirwaythroughproblems.Thisshowsthemwhere
theyaregoingwrongandencouragesregulation.
• Praiseandencouragement–giving feedback to thechildabout exactlywhat theyaredoing
right.
• Scaffolding–helping thechild todoaslightlyharder taskeach timewithout themfeeling
overwhelmedordiscouraged.
• Highlightingchange–pointingouttothechildnewskillstheyhavelearned.
What does all this tell us?
• Doesthechildperformmuchbetterwithhelp?Whatkindofhelp?
• Isthechild’slearningstyleveryresistanttochange?
• Dotheyimproveonhowtheywereperformingontheirown?
• Ifthechilddoesrespondpositivelytohelpandreachahigherlevelofperformance,doesthis
giveanindicationofthekindsofsupportneededtohelpthemreachtheirpotential?
• WhichLearningPrinciples(cognitiveandaffective/emotional)appeartoaccountfordifficulties
withproblemsolving?
• WhichLearningPrinciples(cognitiveandaffective/emotional)weredemonstratedasstrengths
andshouldbepromotedintheclassroom?
• Whatinterventionsfromtheassessorworked(i.e.producedasignificantlevelofchange)?
• Whatinterventionsfromtheassessorfailedtoenhancelearning?
What you may see in a Dynamic assessment report
• Aqualitativeaccountthatdescribesratherthanquantifies(thatmeansnoIQscores!).
• Describesareasofchangeintermsofcognitiveskills,thinkingprocesses,affective/emotional
factors,approachestolearning.
• Describesthenatureandamountofmediationrequiredtoproducechange:fromdependentto
independentlearning.
• Mayprovidesuggestionsforclassroomintervention.
Copyright © Fraser Lauchlan and Donna Carrigan 2013
Moving on Learning: linking formative assessment to Dynamic assessmentFormative assessment
• Gipps(1994)outlinedanumberofpurposesinthecontextofassessmentineducation:
‘assessmenthastosupportteachingandlearning,provideinformationaboutpupils,teachers
andschools,actasaselectionandcertificatingdevice,asanaccountabilityprocedure,and
drivecurriculumandteaching…buttheprimepurposeofassessmentisprofessional:thatis
assessmenttosupporttheteaching/learningprocess.’(pp.1-3)
• Formativeassessmentisintendedtohaveasubsequent,positiveeffectonachild’sdevelopment
thoroughtheuseoffeedbackandconsultation.
• Inthelasttenyears,therehasbeenincreasingrecognitionthatassessmentshouldbeusedto
supportlearning,ratherthanmerelyreportachild’scurrent,orpast,achievement.Thishasbeen
ledbyresearchersatKing’sCollege,London,knownasthe‘BlackBox’research.
• The‘BlackBox’researchindicatedfivekeyfactorsinimprovinglearningviaassessment:
1. theprovisionofeffectivefeedbacktopupils
2. theactiveinvolvementofpupilsintheirownlearning
3. adjustingteachingtotakeaccountoftheresultsofassessment
4. recognitionthatassessmentcanhaveaprofoundeffectonthemotivationandself-esteemofpupils
5. theneedforpupilstobeabletoassessthemselvesandunderstandhowtoimprove.
• Thereneedstobelessattentionpaidtomarkingandgrading(i.e.summinguplearning,knownas
summativeassessment)andmoreonproviding advice for improvement.Theintentionofassessment
shouldbeto help the pupils learn more effectively(Assessment for Learning: Beyond the Black Box,1999).
• Byimprovingtheeffectivenessofhowassessmentisusedintheclassroom(i.e.workingonhowit
canpromotelearning),itispossibletohaveasignificantimpactonraisingpupilachievement.It
isemphasisedthatbeingassessedshouldbeapositiveexperience,notanegativeone(Assessment
for Learning: Beyond the Black Box,1999).
• AssessmentisforLearning(ScottishExecutiveinitiative)isbasedontheworkofthe‘BlackBox’.
• Assessmentshouldhelptoidentifythenext stepstobuildonsuccessesandstrengthsaswellas
tocorrectweaknesses.
Assessment is for Learning
• Recognitionthatgoodqualityfeedbackisessentialforeffectiveteachingandlearningbecause
ithelpstheplanningofpupils’nextstepsinlearning.
• Aimistomodifytheteachingandlearningactivitiesinwhichtheteachersandpupilsareengaged.
Copyright © Fraser Lauchlan and Donna Carrigan 2013
• Learnerslearnbestwhen:
1. theyunderstandclearlywhattheyaretryingtolearn,andwhatisexpectedofthem
2. theyaregivenfeedbackaboutthequalityoftheirworkandwhattheycandotomakeitbetter
3. theyaregivenadviceabouthowtogoaboutmakingimprovements
4. theyarefullyinvolvedindecidingwhatneedstobedonenext,andwhocangivethemhelpiftheyneedit.
Linking Dynamic Assessment to formative assessment
• InDynamicAssessment, thechild ispersonally involved in theassessmentprocesssuchthat
interactionbetweenassessorandpupil is legitimised.Thechild isencouraged to talk to the
assessor,askquestions,andcontributetotheassessmentinwaysthatwouldnotbepermittedin
standardisedtesting.
• ‘Thequestionsbehindpsychologicalassessmenthavetendedtomoveawayfromsuchconcerns
as,“Howcanwemostappropriatelysortandclassifychildren?”to“Howdoweteachthischild?”
and“Howcanwehelpclassroomteachersindividualisetheirprogrammes?”’(Lidz,1992).
• ‘Whatchildrencandowiththeassistanceofothersmightbeinsomesenseevenmoreindicative
oftheirmentaldevelopmentthanwhattheycandoalone’(Vygotsky,1978,p.85).
• ‘Irememberthischild,whoIwasveryconcernedabout,reactedveryfavourably–theinteraction
wasgreat…hisperceptionofthiswasitwassomethingverynice…hewarmedtoit.Thefact
thathewasthecentreofattentionandtheinteractionwassuchthathewasmadetofeelthat
hewasveryimportantandsoconsequentlyeverythingwasveryjolly…andsofromthatpoint
ofviewIthoughtitwasgreatandIcanseeasIwaswatchingthattheyweregettingsomevery
interestinganswersanditwasveryclearthatthechildwasgoodatoneaspectandnotanother…
thesesortsofresultsareverygoodbecausetheycaninformyourplanning’(quotebyteacher,
seeLauchlan,1999).
• ‘AssessmentshouldmakemeevaluatehowIamwiththechildrenandmakemequestionwhat
I’mdoing,becauseanythingthatmakesyouquestionwhatyou’redoingisagoodthing.For
example:“Barrydidnotapplyaplanorstrategyduringtheassessment”,andI’vegottothink,
“HaveIgivenhimtheopportunity toapplyplans inhiswork?”AndI’mactuallyobserving
whetherhehasastrategyandifhe’sapplyingit…Ithinkit’squiteeasytoletthingsgoandyou
forgettoask:“ShouldIbedoingthis?”Andit’sthingsyoufoundontheDynamicAssessment
thatmademethink:“Well,Ihadn’tstoppedtoconsiderthat”’(quotebyteacher,seeLauchlan,
1999).
• ‘Unless there is greater emphasis placed upon informing intervention than on classification
andselection,itisunlikelythatmostclinicianswillconsiderDynamicAssessmentsufficiently
worthwhiletomoveawayfromexistingassessmentpractices’(Elliott,2000,p.735).
Copyright © Fraser Lauchlan and Donna Carrigan 2013
Dynamic assessment part one: background theory and key conceptsActivity 1
• WhyshouldEPsconsiderDynamicAssessmentasaviablealternative?
• WhatcouldwegainbyusingDynamicAssessment?
• WhatcantheuseofDynamicAssessmentofferthatotherapproachescan’t?
Dynamic Assessment as a viable alternative
• ‘Thequestionsbehindpsychologicalassessmenthavetendedtomoveawayfromsuchconcerns
as,“Howcanwemostappropriatelysortandclassifychildren?”to“Howdoweteachthischild?”
and“Howcanwehelpclassroomteachersindividualisetheirprogrammes?”’(Lidz,1992).
• ‘Whenchildrenask,“WhydoIhavelearningdifficulties?”,orwhenparentsandteachersask
suchquestionsaboutachild,what theyaregenerallyaskingfor isanexplanation.Theyare
askingformorethanasetoftestscoresandobservationsthatdescribeaseriesofbehaviours
whichtheyalreadyrecognise’(Stringeret al.,1996).
Historical Background
• Theincreasingrecognitionofthesocialnatureoflearning(Bruner,DonaldsonandVygotsky,
1970–1990).
• Thechildwasnowperceivedasasocialbeing,‘onewhoplaysandtalkswithothersandwho
learnsthroughinteractionswithparentsandteachers’(BrunerandHaste,1987).
• Intelligenceshouldbeseenasresidingwithintheenvironmentratherthanasadirectfunction
ofthebrain(Vygotsky).
• Learningismediatedthroughsocialinteractionsbothataninterpersonallevelandatasocio-
culturallevel.
• Theinterpersonalleadstotheintrapersonal(learningtakesplacebetweenpeopleandisthen
transferredtowithinpeople).
• Languageisthekeytounderstandingduringtheinternalisationstage:
‘childrenuselanguageasthe“clout”todevelopcognitivestructures,toexpressconceptsand
ideas.Thevocabulary and concepts used shape theways inwhichpeople construct their
experience.’(BrunerandHaste,1987)
Copyright © Fraser Lauchlan and Donna Carrigan 2013
Relating the social nature of learning to assessment
• Isolatedversussociallyembeddedlearning.
• Traditionalapproachwasstudentsworkingindependentlytoacquiretheknowledgeandskills
neededforsuccess(thereforeIQtestswerepopular,whichlookedatwhatchildrencoulddoon
theirown).
• Contemporary approaches to learninghighlight thegains tobemadebypeer learningand
workingingroups(seeTheSocialNatureofLearning).
• Matchingtheassessmentcontexttotheinstructionalsetting.
• Thereforethechild’scapacitytoworkinasocialenvironmentandtorespondtoassistancemust
formabasisfortheassessment.
• ‘Ifyouwanttofindouthowachildlearns,thenteachhim.’
• ‘Thebestlinktoclassroominterventionisasampleintervention.’
• ‘Itismoreimportanttofindouthowresponsivethechildistointerventionthantofocuson
whatshealreadyknows.’(quotes made by teachers – Lidz, 1991)
Dynamic Assessment: theoretical roots
• ‘Whatchildrencandowiththeassistanceofothersmightbeinsomesenseevenmoreindicative
oftheirmentaldevelopmentthanwhattheycandoalone’(Vygotsky,1978,p.85).
• ‘Thezoneofproximaldevelopmentisdefinedasthedistancebetweentheactualdevelopmental
level as determined by individual problem-solving and the level of potential development
asdetermined throughproblem-solvingunderadultguidanceor incollaborationwithmore
capablepeers’(Vygotsky,1978,p.86).
• Theobjectiveoftheassessmentistoexploretowhatextentthechildcanrespondtoassistance,
andmoreimportantly,howthechildresponded,howthechildwaslearningandwhatwasthe
natureoftheassistancethatproducedthehigherlevelofperformance.
• Acollaborativeframeworkfacilitatestheexaminationofthematuring,ordevelopingprocesses
ofthechild’sdevelopmentratherthanthedevelopedprocessesrevealedinindependentactivity:
‘Theexplorationofcollaborativeactivity(intheZPD)willshedlightonthenatureofthe
learner’scognitivestrategiesandonthosefunctionswhichareabouttodevelop(andwhich
maybepresentincollaborativeorassistedactivity)…itisthroughsuchinformationthatone
canadviseonhowbesttofacilitatethechild’sdevelopment’(Lunt,1993).
• Feuerstein–late1940sand1950sinIsrael.
• DevelopedtheLearningPotentialAssessmentDevice.
• Thetheoryofstructuralcognitivemodifiability.
• Thetheoryofmediatedlearningexperience.
Copyright © Fraser Lauchlan and Donna Carrigan 2013
Measures of intellectual functioning
Dynamic Assessment: structural cognitive modifiability
• ‘Modifiability relates essentially to alterations that have occurred in the individual himself,
hispersonalitytraits,his thinkingabilityandcapacity,andhisgeneral levelofcomplexity…
modifiabilityisalsoameaningful,substantialanddurabledeparturefromatrendofdevelopmentthat
hasbeenpredictedonthebasisoftheindividual’straditionallymeasuredlevelofperformance’
(Feuersteinet al.,1988,p.7).
Structural cognitive modifiability (short version)
• Humanbeingsareopensystems,capableofcognitivechangethatwillraisetheirintellectualand
socialfunctioning.Suchchangeispossibleregardlessofage,natureofimpairmentorseverity
ofimpairment.
Copyright © Fraser Lauchlan and Donna Carrigan 2013
• Thepotentialforcognitivechangecanbeexploredviatheprovisionofadultorpeermediation
(mediatedlearningexperience).
Dynamic Assessment: mediated learning experience
• ‘Mediatedlearningexperienceisdefinedastheinteractionalprocessbetweenthedeveloping
humanorganismandanexperienced,intentionedadultwho,byinterposinghimselfbetween
the child andexternal sourcesof stimulation, “mediates” theworld to the childby framing,
selecting,focusing,andfeedingbackenvironmentalexperiencesinsuchawayastoproducein
himappropriatelearningsetsandhabits’(Feuersteinet al.,1979,p.71).
Copyright © Fraser Lauchlan and Donna Carrigan 2013
Mediated learning experience: eleven components:1. mediationofintentionalityandreciprocity
2. mediationofmeaning
3. mediationoftranscendence
4. mediationoffeelingsofcompetence
5. mediationofregulationandcontrolofbehaviour
6. mediationofsharingbehaviour
7. mediationofindividuationandpsychologicaldifferentiation
8. mediationofgoalseeking,setting,planningandachieving
9. mediationofchallenge
10. mediationofchange
11. mediationofanoptimisticalternative.
Providing mediation through:
• assistingchildrentofocusontaskbyreducingthenumberandcomplexityofvariablesinatask
• providingopportunitiesforchildrentohaverepeatedexposuretoimportantvariablesinorder
tolearn
• providingopportunitiesforchildrentoperceiveandunderstandrelationshipsbetweenprevious
andcurrentexperiences
• providingopportunitiesforchildrentogeneralisetheirexperiences
• supplyinginformationneededtolearnrelationships
• askingquestionsratherthangiveanswers
• guidingchildren’sdeductions
• buildingchildren’sconfidence
• maintainingameta-cognitivefocus.
What do we mean by ‘mediation’?
• DuringDynamicAssessment,helpisprovidedforthechildintheformofclues,promptsand
hints(knownasmediation).
• Sometimesthehelpcaninvolveexplicitdiscussionofproblem-solvingstrategiestoseeifthe
childcanpicktheseupandusethemfurtheronintheassessment.
Copyright © Fraser Lauchlan and Donna Carrigan 2013
What kind of questions ‘help’? (When starting a task)
• Whatdoyouhavetodohere?Wherewillyoustart?Whatwillyoudonext?
• Howisthissimilartosomethingyoualreadyknow/havedone?
• Whatdoyouknowaboutthisalready?
• Whatdoyouexpecttofindout?
• Isthereanotherwayyoucoulddothis?
What kind of questions ‘help’? (When finishing a task)
• Isyouranswerright?Doyouneedtochangeit?Doyouneedtoaddmore?
• Whathaveyoulearned?
• Didyouunderstandeverything?Doyouneedtoaskaquestion?
• Whatdidyoulikeanddislikeaboutthetask?
• Whatdidyoufindeasy/difficult?
What kind of questions ‘help’? (During the task)
• Processquestions(thesehelpchildrentopayattentiontotheirownthinking).
° Yes,tellmewhatyoudid?
• Bridging(thishelpsthechildtomakelinksbetweentheirpreviousexperienceandthecurrent
task).
° Howisthissimilartosomethingyoualreadyknow/havedone?
What kind of questions ‘help’?
• Challengingoraskingforjustification.
° Thishelpsthechildtotakeresponsibilityfortheirlearningandnotrelyontheteacherto
tell themthattheyareright.Challengingacorrectanswerhelpschildrentolearnthata
challengedoesn’talwaysmeanthattheiransweriswrong(forexample‘Areyousurethat’s
right?’,‘Howdidyouknow?’).
Copyright © Fraser Lauchlan and Donna Carrigan 2013
What else do we mean by ‘mediation’?
• Planning:encouragethechildtoplan:
° ‘nooneplanstofail,theyonlyfailtoplan.’
• Regulation–making thechild less impulsivebyencouraging themto slowdown, stopand
think.
• Self-monitoring–gettingthechildtochecktheiranswers.
• Verbalisation–gettingthechildtotalktheirwaythroughproblems.Thisshowsthemwhere
theyaregoingwrongandencouragesregulation.
• Praiseandencouragement–giving feedback to thechildabout exactlywhat theyaredoing
right.
• Challenge – helping the child to do a slightly harder task each timewithout them feeling
overwhelmedordiscouraged.
• Highlightingchange–pointingouttothechildnewskillstheyhavelearned.
• Scaffolding–graduallybuildingupskills,fromotherregulatedtoself-regulated.Givingless
andlesshelpuntilthechildtakesoverresponsibilityforlearningthetask.
Dynamic Assessment: what is the EP looking for?
• towhatextentthechildcanrespondtohelp
• howthechildresponded
• howthechildwaslearning
• whatkindofthingsdidthechildfinddifficult
• whatkindofhelpandhowmuch/littleproducedthehigherlevelofperformance
• DynamicAssessment:whatistheEPlookingfor?Theoryofcognitivefunctioning(Feuerstein
et al.,1979)
• InputPhase(accurate,throughandpreciseinformationgathering)
• Elaboration Phase (manipulating, applying and implementing this information to solve the
problem)
• OutputPhase(expressingandcommunicatingthesolutionoftheprobleminaclearandcoherent
manner).
Copyright © Fraser Lauchlan and Donna Carrigan 2013
What is the EP looking for? (Deficient cognitive functions):
• impulsiveness
• lackofevidenceofaplan
• deficitsinvocabularytolabelinformation
• lackofexploratorybehaviour
• inabilityinconsideringtwosourcesofinformationatonce
• lackofprecisionandaccuracy
• inabilityinrecognitionofincorrectanswers
• lackofspontaneouscomparativebehaviour
• deficitsindefiningtheproblem
• lackofsummativebehaviour
• deficientspatialorientation
• trialanderrorresponses
• inabilitytocommunicateresponsesclearlyandcoherently
• inabilityinjustifyingresponses
• lackofepisodicgraspofreality(transferoflearning).
(Feuerstein etal., 1979)
What is the EP looking for? (Affective/emotional factors):
• anxiety
• fearoffailure
• (lackof )vitalityandawareness
• accessibilitytoassistance
• (lackof )motivation
• (lackof )confidenceincorrectresponses
• (lackof )frustrationtolerance
• distractibility
• locusofcontrol.(Tzuriel etal., 1988)
Copyright © Fraser Lauchlan and Donna Carrigan 2013
What could all this tell us?
• Doesthechildperformmuchbetterwithhelp?Whatkindofhelp?
• Isthechild’slearningstyleveryresistanttochange?Orveryamenabletochange?
• Doesthechildimprovesignificantlyonhowtheywereperformingontheirown?
• Ifthechilddoesrespondpositivelytohelpandreachahigherlevelofperformance,canthis
giveanindicationofthekindsofsupportneededtohelpthemreachtheirpotential?
• Whichcognitiveskillsandaffective/emotional factorsappeartoaccountfordifficultieswith
problemsolving?
• Whatinterventionsenhanced(orfailedtoenhance)learning?
• Towhatextentwerenewlyacquiredskillsappliedspontaneouslyinothersituations/tasks?
• Howmucheffortwasrequiredtoinducechange(fromdependenttoindependentlearning)?
• Canweprovidevaluablepracticalclassroomsuggestionsforthoseworkingwiththechild?
Communicating with staff following Dynamic Assessment
• ‘Oneof themajoradvantages I found inDynamicAssessment is thatfinally I canclose the
communicationgapbetweenmeandteachersandothereducationalhelpingagents.Insteadof
talkingwithteachersaboutremoteconceptsthatmainlyconcernpsychologists(e.g.discrepancy
betweenverbalandperformancescales,thepsychologicalmeaningoffiguredrawings),Ican
talkaboutlearningprocesses,behaviourproblemsthatmightaffectlearning,mediationalstyles,
strategiesforeffectivechange,andtheeducationalphilosophythatIbelieveshouldbeadopted
indealingwithlearningproblems’(Tzuriel,1992).
Copyright © Fraser Lauchlan and Donna Carrigan 2013
Dynamic assessment part two: moving from theory to practice A guide to using Improving Learning Through Dynamic Assessment: A Practical Classroom Resource for Educational PsychologistsadvantageS of dynamic aSSeSSment (according to ePS) (from deutSch and reynoldS, 2000):
• practicaladviceforteachers(51%)
• positiveforchildandforEP(47%)
• goodalternativetopsychometrics(22%)
• richininformation(21%)
• interactivenature(15%)
• flexibility(9%)
• moreculture-fair(5%).
Advantages of Dynamic Assessment (according to EPs)
• ‘Ithelpswith(orisbetter)withmakingrecommendationsandlinkingtointervention’(39%).
• ‘Itencapsulatesapositiveattitudetowardschildrenwithlearningdifficulties’(32%).
• ‘Itallowsfortheexaminationofcognitiveandmeta-cognitiveskillsandlearningstyles’(29%).
• ‘Itprovidesadditionalinformationtothatofpsychometrictests’(29%).
• ‘Itmakesdemandsonmypsychologicalskills/providesanopportunityforappliedpsychology’
(14%).
Moving from theory to practice
• ‘Unlessthereisgreateremphasisplaceduponinforminginterventionthanonclassificationand
selection,itisunlikelythatmostclinicianswillconsiderDAsufficientlyworthwhiletomove
awayfromexistingassessmentpractices’(Elliott,2000,p.735).
• Realisationthatquantifiablescoreswerenotconsideredhelpfulforplanningintervention.
• Dangerofclassifyingchildrenas‘high’and‘low’learningpotentialbeingviewedas‘high’and
‘low’IQ.
• NeedtomaketheprocessandaimsofDynamicAssessmentclearertoteachersandparentssoas
toincludethemfully(productionofleafletbySouthLanarkshirePsychologicalService).
Copyright © Fraser Lauchlan and Donna Carrigan 2013
Improving Learning Through Dynamic Assessment: a practical resource for EPsStagedprocess:Stage1Assessment(checklist)Stage2Feedback(learningprofile)Stage3Intervention(strategies)Stage4Review
Stage 1 - Assessment
• Positivewording–whatchildcandoratherthanwhatcannotdo.
• Tooltobeusedbyassessorattimeofassessment.
• Prioritise3–5factorsthatareimportantforchild’slearning(tobeusedinfeedback).
Copyright © Fraser Lauchlan and Donna Carrigan 2013
Checklist of learning principles (cognitive):
• communication
• planning
• comparativebehaviour
• problemdefinition
• efficiency
• recognition
• exploratorybehaviour
• reflectiveness
• justificationofresponse
• spatialawareness
• memory
• transferoflearning
• natureofresponse
• vocabulary.
Checklist of learning principles (affective):
• accessibletoassistance
• frustrationtolerance
• attention
• motivation
• concentration
• presentation
• confidenceincorrectresp.
• taskPerseverance
• flexibility
• vitalityandawareness.
Copyright © Fraser Lauchlan and Donna Carrigan 2013
Stage 2 – Feedback
• Feedbacktochildren(promptcards/childfriendlylearningprofile)
° visual
° fun.
• Feedbacktoadults(learningprofile)
° time
° transferability
° practicalresource.
Feedback with children
• Child friendly learningprinciples.
• Child friendly feedbackmethod
° learningprofile
° promptcards.
• Jointworkingwithschool.
Child-friendly learning principles (cognitive)
• Icommunicatemyanswersinaclearway(communication).
• Icanspotwhenthingsarethesameanddifferent(comparativebehaviour).
• Iworkwithoutrushingortakingtoolong(efficiency).
• Itrydifferentwaystosolveproblems(exploratorybehaviour).
• IcanexplainhowIgotmyanswers(justificationofresponse).
• Icanrememberinformation(memory).
• Ichoosemyanswerscarefully(natureofresponse).
• IplanhowIwillsolveaproblem(planning).
• IunderstandwhatIambeingaskedtodointasks(problemdefinition).
• Inoticewhenmyanswersarenotcorrect(recognition).
• Itaketimetothinkaboutmyanswers(reflectiveness).
• Icanunderstandpositionsandknowmyleftsandrights(spatialawareness).
• IcanusewhatIhavelearnedtosolvenewtasks(transferoflearning).
• Iusethecorrectwordstonamethings(vocabulary).
Copyright © Fraser Lauchlan and Donna Carrigan 2013
Child-friendly learning principles (affective)
• IaskforhelpwhenIneedit(accessibletoassistance).
• Icankeepmymindonmyworkandnotbeputoff(attention).
• Icanstayinterestedinatask(concentration).
• Isticktomyanswerswhenchallenged(confidenceincorrectresponses).
• IcanchangethewayItrytosolveaproblem(flexibility).
• Igivemyworkatryevenifitlooksdifficult(frustrationtolerance).
• Iwanttodowellinschooltasks(motivation).
• Iamrelaxedandcomfortable(presentation).
• Ikeepgoingwithmyworkevenifit’sdifficult(taskperseverance).
• Iamawakeandreadytolearn(vitalityandawareness).
Examples of child’s learning profile
Copyright © Fraser Lauchlan and Donna Carrigan 2013
Examples of prompt cards
Examples of prompt cards
Copyright © Fraser Lauchlan and Donna Carrigan 2013
Feedback to adults
1
2
3
Areas that are important for
_________’s learningStrategies to try out
with __________
___________’s Learning Profile
Copyright © Fraser Lauchlan and Donna Carrigan 2013
Stage 3 - InterventionBank of StrategieS
• Linkwithlearningprinciples.
• Individuals,groups,wholeclass.
• Classroomtips,teacherresources,activitiesandworksheets.
• Child,teacher,parent,specialistsupportteacherandASN(AdditionalSupportNeeds)auxiliary.
Example of a completed learning profile
• ConsiderthelearningprofileofSean.
• Witheachstepofcompletingthelearningprofile,strategiesandactivitiesarechosenfromthe
BankofStrategiescontainedinSection4.
Copyright © Fraser Lauchlan and Donna Carrigan 2013
Sean’s learning profile
1. Reflectiveness
2. Confidence
3. Spatial Orientation
Areas that are important for
Sean’s learning
Strategies to try out with Sean
Sean was impulsive at the beginning of the assessment, but after mediation, was much more reflective and was checking his answers before responding.
Information gathered from the assessment revealed that Sean had very little confidence in himself and approached tasks apprehensively. However, as he achieved sucess on the tasks, and received praise, his confidence grew considerably.
Sean found it difficult to name the positions of the board, and often mixed up left and right. Mediation was provided on working out the correct position of the blocks.
1. Use prompt cards to encourage Sean to think about his answers and how he solves tasks (resource).
2. Introduce activities and discussion around sequences (activity).
1. Focus on Sean’s areas of strength and reinforce these wherever possible (tip).
2. Introduce ‘chat time’ into the classroom (activity and resource).
1. Encourage the use of words that indicate where things are in space i.e. beside, inside, above, behind (tip).
2. Introducing games relating to positioning, orientation and shape recognition i.e. Circle Circles All Around (activity and worksheet).
Copyright © Fraser Lauchlan and Donna Carrigan 2013
Bank of strategies – reflectiveness
Whole class / group Individual child activities resources
use meta-cognitive questions at the beginning and end of tasks to encourage reflectiveness
encourage child to talk through problems since this may slow them down while at the same time alerting them to any errors.use individual Prompt card at desk
Picture Sequencing(children asked to think of an event and create afilm strip by drawing thesequence of events)
Prompt cards
Encouraging reflectivenessreSource 1 – metacognitive PromPt cardS
What did i like about this task? do i need to change my answer?
What have i learned from this task?What did i not like about this task?
did i understand the task?how could i do better with the task next time?
Copyright © Fraser Lauchlan and Donna Carrigan 2013
Enhancing confidenceactivity – chat time
• Childrenwhohavelowselfconfidencecanfinditdifficulttoinitiateandmaintainaconversation
withpeers.Inthisactivity,‘chatcards’areusedasaprompttoencourageinteractionandbuild
confidence.Theactivitycanbeusedinclassaspartofthedailyroutine,i.e.chattimeorwith
groupsorpairsalongsidecircletimeactivities.
• Somestarter‘chatcards’areprovidedasaresourcebutyoualsomaywanttodevelopyouown.
reSource – chat cardS
Bank of strategies – spatial orientation
Whole class / group Individual child activities resources
investigate shape imprints in sand or other suitable materials, encourage children to make patterns and talk about their patterns using the appropriate language
Work on developingthe use of words todescribe where things are in spacei.e. beside, behind, inside, above
circles, circles all around(children asked to walk around class / school and see how many objects they can identify that are circular or part circular)
Worksheets for circles circles all around
WHAT’S youR FAvouRITE …………?
• film
• dessert
• animal
• game
WHERE DID you go ……….?
• fortheweekend
• lastnight
• foryourbirthday
• game
Copyright © Fraser Lauchlan and Donna Carrigan 2013
activity – circles, circles all around
• Inthisactivity,thechildrenareformedintopairsorsmallgroupsandaskedtonoticecirclesin
theenvironmentaroundthem.Thiscanbedoneinschoolorperhapsintheplayground.This
activitybridgesthechildren’sknowledgeofshapefromtheabstracttoreallifecontexts.
• Thisactivitycanbeadaptedtoincludeothershapes.
• Aworksheetisprovidedtoaccompanythisactivity.
Developing Spatial AwarenesscircleS, circleS all around (WorkSheet)
today’s shape is ……………
object (what is it?) Place (where is it?)
Copyright © Fraser Lauchlan and Donna Carrigan 2013
Stage 4 – Review
• FlexibleTimeScale(child,school).
• Formal
° reviewmeeting
° reassessment.
• Informal
° consultationwithchild,teacher,
° learningsupport,parent.
• OtherUsesforPack.
• SystemicWorking
° trainingmaterialsforstaff
° grouporwholeclassworkwithchildren.
• VideoWork
° feedbackwithstaff
° feedbackwithchild(whatdidyoudowell?).