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: Success Criteria:
To provide a model for Lead Learners as active participants in the learning process.
Success Criteria:
Applying it in our work environment

3. 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

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

5. 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

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

9. 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

10. 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

11. 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

12. 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 ISBN page 6)

13. 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 page 77

14. Activity:
Analysis/Planning for Assessment FOR Learning Table
Feedback:
Feedback via Rubric

15. 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

16. 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

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

18. 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

19. 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

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
Glasson, T., Improving Student Achievement: A Practical Guide To Assessment For Learning, Curriculum Corporation, Melbourne ISBN

22. Safe travelling home to the many corners of Gippsland…