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: Success Criteria: 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 learning Focus 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 planning discussions 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 Continuum Indicators 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 P.L.T. Plot and Plan

Setting the Scene For Lead Learners /TALC forums: How Do We Do This? Oh My God!!!!!!

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 learning Focus 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 planning discussions 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 Continuum Indicators 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 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

‘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)

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 learning Supported learning Focus 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 planning discussions 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 Continuum Indicators 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 P.L.T. Plot and Plan

Zone of Proximal Development Conditions for Learning Assessment Formative v’s Summative FOR How to establish the Zone for our students AS To 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 - reflection language student engagement Other : e.g. Fractions & Decimals Interview Rich Assessment Tasks Early Years Numeracy Interview SNMY/LAF Planning: Lessons Analysis - Glasson Overviews Continuums Indicators for Progress

Activity: The Assessment FOR Learning Strategies Two word reflection Based 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)

Everything About My Fraction 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

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 learning Focus 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 planning discussions 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 Continuum Indicators 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 P.L.T. Plot and Plan

Planning Tools: Activity Time: 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

Where To Now?????? Lunch time …………………..

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

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

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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