Gippsland Teaching and Learning Coach Forums
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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 1
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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. Learning Intentions: - PowerPoint PPT Presentation
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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 1
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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 learning
Supported 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 engagement
To 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 task
Breaking 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
Setting the Scene For Lead Learners /TALC forums:
Oh My God!!!!!!
How Do We
Do This?
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Learning Intention: Hopes Fears Expectations(Success criteria)
To provide a simple model for Lead Learners
Explore characteristics of Lead Learners
How to spreading the learning
Supported 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 engagement
To 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 task
Breaking 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
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
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‘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) 7
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 8
Learning Intention: Hopes Fears Expectations(Success criteria)
To provide a simple model for Lead Learners
Explore characteristics of Lead Learners
How to spreading the learning
Supported 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 engagement
To 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 task
Breaking 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
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
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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 - GlassonOverviewsContinuumsIndicators for Progress
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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)
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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
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Activity:
Analysis/Planning for Assessment FOR Learning Table
Feedback:
Feedback via Rubric
Learning Intention: Hopes Fears Expectations(Success criteria)
To provide a simple model for Lead Learners
Explore characteristics of Lead Learners
How to spreading the learning
Supported 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 engagement
To 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 task
Breaking 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
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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
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Where To Now??????
Lunch time …………………..
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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
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Tools…..Assessment FOR Learning Support Activities
Maths On Line Interview
“The” Indicators of Progress
Group Plotting Activity:
SNMY/LAF
Fractions and Decimals On Line Interview Classroom Activities
Rich Assessment Tasks Book
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Reflection:
Spiral Of Learning……..How have we progressed along the Spiral through
our Lead Learner’s journey.
Individual Personal Reflection …………….
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
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Safe travelling home to the many corners of Gippsland…
