1

Gippsland Teaching and Learning Coach Forums

Zone Of Proximal Development and its

application in the area of Decimal and

Fractional Numbers

Jane Gray, Cathy Curwood and Jenny Smethurst

2

Learning Intentions:

To provide a model for Lead Learners as active participants in the learning process.

Success Criteria:

Applying it in our work environment

Learning Intention: Hopes Fears Expectations(Success criteria)

To provide a simple model for Lead Learners

Explore characteristics of Lead Learners How to spreading the learningSupported learningFocus teaching

Understanding and meeting the expectations and requirements of being a Lead Learner

“doing more harm than good”

Transference of active learning individually and in teams through planningdiscussions and engagementTo use the Learning Spiral to identify where we are at

Tools to identify the Zone of Proximal Development

Revisit the notion of the Zone of Proximal Development To enhance our understanding of how as a tool we use it to guide our planning and teaching.

Being able to identify suitable tools

Use of summative tools rather than formative tools

Transference of active learning in this area through using the Language of Z.P.D., Capacity building of individuals and teams via Coaching and P.L.T.’s and the Learning Spiral

To identify assessment FOR learning strategies using a rich assessment task

Explore and extend our notion about assessment FOR learning

Difficultly in capturing or quantifying assessment FOR Learning through a rich assessment taskBreaking down the barriers of summative assessment

Transference of active learning in this area through feedback , self reflection, strategic questioning, success criteria

To utilize the available tools:Developmental ContinuumIndicators of Progress Overviews SNMY/LAF

To explore tools and models which identify and support the decisions we make about Students and their Zone in terms of Decimals and Fractions

It’s All Just TOO hard…

Time to do it…..

Moderation

Transference of active learning in this area through: Coaching Moderation P.L.T. Plot and Plan

4

Setting the Scene For Lead Learners /TALC forums:

Oh My God!!!!!!

How Do We

Do This?

Learning Intention: Hopes Fears Expectations(Success criteria)

To provide a simple model for Lead Learners

Explore characteristics of Lead Learners How to spreading the learningSupported learningFocus teaching

Understanding and meeting the expectations and requirements of being a Lead Learner

“doing more harm than good”

Transference of active learning individually and in teams through planningdiscussions and engagementTo use the Learning Spiral to identify where we are at

Tools to identify the Zone of Proximal Development

Revisit the notion of the Zone of Proximal Development To enhance our understanding of how as a tool we use it to guide our planning and teaching.

Being able to identify suitable tools

Use of summative tools rather than formative tools

Transference of active learning in this area through using the Language of Z.P.D., Capacity building of individuals and teams via Coaching and P.L.T.’s and the Learning Spiral

To identify assessment FOR learning strategies using a rich assessment task

Explore and extend our notion about assessment FOR learning

Difficultly in capturing or quantifying assessment FOR Learning through a rich assessment taskBreaking down the barriers of summative assessment

Transference of active learning in this area through feedback , self reflection, strategic questioning, success criteria

To utilize the available tools:Developmental ContinuumIndicators of Progress Overviews SNMY/LAF

To explore tools and models which identify and support the decisions we make about Students and their Zone in terms of Decimals and Fractions

It’s All Just TOO hard…

Time to do it…..

Moderation

Transference of active learning in this area through: Coaching Moderation P.L.T. Plot and Plan

6

Zone of Proximal Development

Vygotsky’s Key ideas:

Learning and development cannot be separated

Learning occurs in social contexts

Learning is driven by language

There is a zone of proximal development

7

‘When students are effectively supported in their learning, they are operating within their “zone of proximal development’. That is ‘the distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers.’ (Vygotsky 1978)

8

Lead Learners are prepared to :

Take risks Try new things

When they get stuck, look for alternative solutions in a strategic way

Actively participate in the learning process

Take responsibility, use their initiative

Use what they know to solve their problems

Link their learning – make connections from the known to the unknown

Reflect Discuss Wonder

Act upon constructive feedback

Team Approach

Have a laugh

Learning Intention: Hopes Fears Expectations(Success criteria)

To provide a simple model for Lead Learners

Explore characteristics of Lead Learners How to spreading the learningSupported learningFocus teaching

Understanding and meeting the expectations and requirements of being a Lead Learner

“doing more harm than good”

Transference of active learning individually and in teams through planningdiscussions and engagementTo use the Learning Spiral to identify where we are at

Tools to identify the Zone of Proximal Development

Revisit the notion of the Zone of Proximal Development To enhance our understanding of how as a tool we use it to guide our planning and teaching.

Being able to identify suitable tools

Use of summative tools rather than formative tools

Transference of active learning in this area through using the Language of Z.P.D., Capacity building of individuals and teams via Coaching and P.L.T.’s and the Learning Spiral

To identify assessment FOR learning strategies using a rich assessment task

Explore and extend our notion about assessment FOR learning

Difficultly in capturing or quantifying assessment FOR Learning through a rich assessment taskBreaking down the barriers of summative assessment

Transference of active learning in this area through feedback , self reflection, strategic questioning, success criteria

To utilize the available tools:Developmental ContinuumIndicators of Progress Overviews SNMY/LAF

To explore tools and models which identify and support the decisions we make about Students and their Zone in terms of Decimals and Fractions

It’s All Just TOO hard…

Time to do it…..

Moderation

Transference of active learning in this area through: Coaching Moderation P.L.T. Plot and Plan

10

Zone of Proximal DevelopmentAssessment

Formative v’s

Summative

FOR How to establish the Zone for

our students

ASTo give feedback

Monitoring progress through the Zone

OF

Environment

e.g.

Planning

Differentiated Curriculum

etc

Conditions for Learning

e.g.

E5

Zone of Proximal Development

Assessment FOR Learning

Strategies/Tools: Glasson - reflectionlanguagestudent engagement

Other : e.g.Fractions & Decimals InterviewRich Assessment TasksEarly Years Numeracy InterviewSNMY/LAF

Planning: Lessons Analysis - GlassonOverviewsDevelopmental ContinuumsIndicators for Progress

12

Activity:

The Assessment FOR Learning StrategiesBased on Black and Wiliam 1998a, 1999

Two word reflection

From:Glasson, T., Improving Student Achievement: A Practical Guide To Assessment For Learning, Curriculum Corporation, Melbourne 2009 ISBN 978 1 74200 307 8 page 6)

13

Activity:

Everything About My Fraction

From:Downton, A., Knight, R., Clarke D. & Lewis, G. Mathematics Assessment for Learning: Rich Tasks & Work Samples (Junior Primary to Junior Secondary)Mathematics Teaching and Learning Centre, Australian Catholic University, Melbourne ISBN 0-9756718-5-5 page 77

14

Activity:

Analysis/Planning for Assessment FOR Learning Table

Feedback:

Feedback via Rubric

15

Where To Now??????

Lunch time …………………..

Learning Intention: Hopes Fears Expectations(Success criteria)

To provide a simple model for Lead Learners

Explore characteristics of Lead Learners How to spreading the learningSupported learningFocus teaching

Understanding and meeting the expectations and requirements of being a Lead Learner

“doing more harm than good”

Transference of active learning individually and in teams through planningdiscussions and engagementTo use the Learning Spiral to identify where we are at

Tools to identify the Zone of Proximal Development

Revisit the notion of the Zone of Proximal Development To enhance our understanding of how as a tool we use it to guide our planning and teaching.

Being able to identify suitable tools

Use of summative tools rather than formative tools

Transference of active learning in this area through using the Language of Z.P.D., Capacity building of individuals and teams via Coaching and P.L.T.’s and the Learning Spiral

To identify assessment FOR learning strategies using a rich assessment task

Explore and extend our notion about assessment FOR learning

Difficultly in capturing or quantifying assessment FOR Learning through a rich assessment taskBreaking down the barriers of summative assessment

Transference of active learning in this area through feedback , self reflection, strategic questioning, success criteria

To utilize the available tools:Developmental ContinuumIndicators of Progress Overviews SNMY/LAF

To explore tools and models which identify and support the decisions we make about Students and their Zone in terms of Decimals and Fractions

It’s All Just TOO hard…

Time to do it…..

Moderation

Transference of active learning in this area through: Coaching Moderation P.L.T. Plot and Plan

17

Planning Tools:

Developmental Overviews

Developmental Continuum

Indicators of Progress

Explore………..

Activity Time:

Go back to the Activity Analysis/Planning Tables and plot where you feel this activity could be placed on the Fractions and Decimals Continuum

18

Tools…..Assessment FOR Learning Support Activities

Maths On Line Interview

Indicators of Progress

Group Plotting Activity:

SNMY/LAF

Fractions and Decimals On Line Interview Classroom Activities

Rich Assessment Tasks Book

19

Reading Time:

Diane Siemon Building Fraction Knowledge and Confidence

Everyone receives a Building Block from Di’s article. Please plot this next to the Fraction Progression Point

Discuss

20

Reflection:

Spiral Of Learning……..How have we progressed along the Spiral through

our Lead Learner’s journey.

Individual Personal Reflection …………….

21

References:

Downton, A., Knight, R., Clarke D. & Lewis, G. Mathematics Assessment for Learning: Rich Tasks & Work Samples (Junior Primary to Junior Secondary)Mathematics Teaching and Learning Centre, Australian Catholic University, Melbourne ISBN 0-9756718-5-5

Glasson, T., Improving Student Achievement: A Practical Guide To Assessment For Learning, Curriculum Corporation, Melbourne 2009 ISBN 978 1 74200 307 8

22

Safe travelling home to the many corners of Gippsland…