Focused Teaching Promoting Accelerated Learning. Questions to Guide our Thinking What is the Zone of...
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Transcript of Focused Teaching Promoting Accelerated Learning. Questions to Guide our Thinking What is the Zone of...
Focused Teaching
Promoting Accelerated Learning
Questions to Guide our Thinking
• What is the Zone of Proximal Development?
• How does it help learners?
• What does ZPD look like in an NISD classroom?
Principles of Learning
• Effort produces achievement.
• Learning is about making connections.
• We learn with and through others.
• Learning takes time.
• Motivation matters.
The Principles of Teaching
• The teacher matters.• Focused teaching promotes accelerated
learning.• Clear expectations and continuous
feedback activate learning.• Good teaching builds on student’s
strengths and respects individuals’ differences.
• Good teaching involves modeling what students should learn.
Principles of Curriculum
• The curriculum should focus on powerful knowledge.
• All students should experience a “thinking curriculum.”
• The best results come from having an aligned instructional system.
Focused Teaching Promotes Accelerated Learning
• What type of feedback is given – descriptive or evaluative?
• Is the learning goal communicated clearly? How does the feedback move the student toward mastery of the learning goal?
• What opportunities are provided for students to reflect and self-assess regarding learning difficult concepts?
• How are the other students engaged in learning when the teacher is providing specific feedback to an individual or small group?
• Do the student responses demonstrate deep understanding?
Theorists
Lev Semoyonovich Vygotsky (1896-1934)
Jean Piaget 1896-1980
Piaget’s Theory • A focus on the process of children’s thinking, not
just its products.
• Recognition of the crucial role of children’s self-initiated, active involvement in learning activities.
• A de-emphasis on practices aimed at making children adultlike in their thinking.
• Acceptance of individual differences in developmental progress.
Educational Psychology: Theory and Practice by Robert E. Slavin
Piaget’s Work (con’t)Self efficacy:• People are more likely to engage in certain behaviors
when they believe they are capable of executing those behaviors successfully. This means that they will have high self-efficacy. In layman's terms self-efficacy could be looked as self confidence towards learning.
How self-efficacy affects behavior:• Joy of activities: individuals typically choose activities
they feel they will be successful in doing.• Effort and persistence: individuals will tend to put more
effort end activities and behaviors they consider to be successful in achieving.
• Learning and achievement: students with high self-efficacy tend to be better students and achieve more.
Zone of Proximal Development
• Vygotsky maintained the child follows the adult's example and gradually develops the ability to do certain tasks without help or assistance. He called the difference between what a child can do with help and what he or she can do without guidance the "zone of proximal development" (ZPD).
www.ncrel.org
Zone of Proximal Development
The distance between the individual’s actual and potential level
Source: Vygotsky, 1978
Level of challenge
Level of competence
Zone of p
roxim
al develo
pment
actual developmental level
Scaffolding occurs through the support
of the ‘more knowing other’
potential developmental level
Where learning occurs
Zone of Proximal Developoment
• When you assign a task and the students successfully complete it without help, they could already do it. They have been taught nothing.
• Teaching is leading development instead of responding to it, if teaching is in the Zone of Proximal Development.
• Learning always proceeds from the known to the new. Good teaching will recognize and build on this connection. (Scaffolding)
• Students have a need to develop and exhibit competence. Teachers must assist them to develop competence as they engage in challenging tasks in which they can be successful.
• A meaningful learning context is crucial. Learning is purposeful and situated.
• Learners can only begin to learn within their individual zones of proximal development, current interests, and present state of being. But humane teaching can develop new interests, new ways of doing things, and new states of being.
Stages of the ZPD
Source: Adapted from Tharp and Gallimore, 1988, p.35
Assistance provided by
more capable others
Assistance provided by
the self
Zone of Proximal Development
Internalization and
automatization
Capacity begins
Capacity developed
Capacity internalized
Zon
e of
Act
ual D
evel
opm
ent
Assistance provided by
more capable others:
teacher or peer or some other type of
model
Social Speech:
- Adult uses language to
model process
- Adult and student share
language and activity
Private Speech:
Student uses for himself/
herself language that adults use to
regulate behavior
(self-control)
Inner Speech:The student’s
silent, abbreviated
dialogue that he/she carries
on with self that is the essence of conscious
mental activity
Hill Video - A Continuum of
Strategies
Teacher Student
Read To
Shared Reading
Guided Reading
Partner Reading
Independent Reading
Capacity begins Capacity developed
Zon
e of
Act
ual D
evel
opm
ent Z
one of Actual D
evelopment
Assistance provided by
more capable others:
teacher or peer or some other type of
model
Social Speech:
- Adult uses language to
model process
- Adult and student share
language and activity
Private Speech:
Student uses for himself/
herself language that adults use to
regulate behavior
(self-control)
Inner Speech:The student’s
silent, abbreviated
dialogue that he/she carries
on with self that is the essence of conscious
mental activity
ZPD in the ELA Classroom
Level of competence
actual developmental level
potential developmental levelL
evel
of
chal
len
ge
Zone of pro
ximal d
evelopmentInferencing
The teacher is working with this child to build their background knowledge and knowing how to activate it.
The teacher is working with this child to make predictions based on what they infer.
ZPD in the ELA Classroom
Level of competence
actual developmental level
potential developmental levelL
evel
of
chal
len
ge
Zone of pro
ximal d
evelopmentMultiplication
The teacher is working with this child to show the relationship between repeated addition and multiplication.
The teacher is working with this child to make connections between multiplication and division.
What NCREL Says About Scaffolding
• Gradual Shift of Action
• Build upon what you know they know, or what they may have just said
• Appropriately Worded Guided Practice
• Metacognition
What is teaching?• Teaching is effective only when it “awakens
and rouses to life those functions which… lie in the zone of proximal development”. (Vygotsky,1956, p.278)
• Teaching may be defined as “assisting performance through the ZPD. Teaching can be said to occur when assistance is offered at points in the ZPD at which performance requires assistance.” (Tharp & Gallimore, 1988, p.31)
Forms of Assistance• Modeling
• Contingency Management
• Feedback
• Questioning
• Instruction
• Cognitive Structuring
ZPD in our classrooms
• Planning for Capability and Possibility (Expectation)
• Plan for building
• Ways to Plan
Educational Psychology: Theory and Practice by Robert E. Slavin
Questions to Guide our Thinking
• What is the Zone of Proximal Development?
• How does it help learners?
• What does ZPD look like in an NISD classroom?