“In viewing play as the source of the zone of proximal development, we focus on the collaborative…
Teaching literacy in the zone of proximal development...
Transcript of Teaching literacy in the zone of proximal development...
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Teaching literacy in the zone of proximal development – more
than a necessity for children with special educational needs
Dr. Hanna Sauerborn [email protected]
JANUARY 20th, 2017 LITERACY IN THE DIGITAL AGE
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Content
• Zone of proximal development • Teaching style framework • Teaching children with special educational
needs in Germany • Utilzation of the framework in the context of
teaching literacy for children with special educational needs: Description of Case studies
• Scaffolding for writing • Implications
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Teaching in the ZPD
Teaching framework
high challenge
high low support support low challenge Mariani 1997
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Teaching in the ZPD
Zone of proximal development
Van Lier 2001:190
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Teaching in the ZPD
Four Zones of Teaching and Learning
high challenge Learning/engagement zone (ZPD) frustration/anxiety zone high low support support comfort zone boredom low challenge Mariani 1997, Gibbons 2015:17
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Teaching in the ZPD Teaching children with special educational needs in Germany,
example Freiburg
• specialised schools until 2007 • since 2007 inclusive settings in some schools • Up to 5 children in an ordinary class • Special education teacher for 10 hours/week
in co-teaching
• Diagnosis – Kindergarten – During primary school
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Teaching in the ZPD
Case studies
• Longitudinal study (4 years) • Participant observations of 5 children with
special educational needs • Adaptive theory (Layder 1998)
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Teaching in the ZPD
Case studies
M (girl) Lu (girl) Lo (girl) M (boy) Ch (girl)
diagnosis kindergarten kindergarten 2 3 4
Siblings 4/6 1/5 4/8 3/5 3/3
Family disad-vantaged
gipsy disad-vantaged
gipsy
Reading skills (4)
3 4 3 3 3
spelling skills (4)
2 4 2 3 2
Writing skills (4)
2 5 4 4 3
Literacy (4)
2-3 4 3 < 3 < 3
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Teaching in the ZPD
Case studies
Example 1 Writing a story • M (boy)
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Teaching in the ZPD
Case studies
Example 2 Spelling task • Ch (girl)
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Teaching in the ZPD
Case studies
Example 3 Reading out loud • Lo (girl)
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Teaching in the ZPD
Case studies
Example 4 Almost any task • M (girl)
Refusal to work
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Teaching in the ZPD
Application of the teaching framework
high challenge Learning/engagement zone (ZPD) frustration/anxiety zone high low support support comfort zone boredom low challenge Mariani 1997, Gibbons 2015:17
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Teaching in the ZPD
Scaffolding for writing
The teaching and learning cylce
I • Building knowledge of the field
II • Modeling and deconstruting the genre
III • Joint construction
IV • Independent writing
Gibbons 2015
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Teaching in the ZPD
Scaffolding for writing
Teaching and learning cycle Building knowledge of the
field
Modeling and deconstruting the genre
Joint construction
Independent writing
Example
Walking to the teachers room, talking about the stroy
Questions about the story
Dictated story for the first paragraph
Independent writing
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Teaching in the ZPD
Scaffolding for writing
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Teaching in the ZPD
Application of the teaching framework
high challenge Learning/engagement zone (ZPD) frustration/anxiety zone autonomy high low support support skilled boredom practicing comfort zone boredom low challenge Mariani 1997, Gibbons 2015:17, Sauerborn i.E.
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Teaching in the ZPD
Implications
• Children with special needs. Scaffolding for: – Content learning – Learning itself/behavior
• Challenge of the right amount of support • Aim: Autonomous Learner
• What do teachers need in order to offer
learning in the ZPD?
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Thank you very much for your attention!
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References Gibbons, Pauline (2015): Scaffolding language, scaffolding learning. Teaching English language learners in the mainstream classroom. Second edition. Portsmouth, NH: Heinemann. Layder, Derek (1998): Sociological practice. Linking theory and social research. London, Thousand Oaks, Calif: Sage. Mariani, Luciano (1997): Teacher support and teacher challenge in promoting learner autonomy. In: A journal of TESOL Italy 23 (2). Online verfügbar unter http://www.learningpaths.org/papers/papersupport.htm, zuletzt geprüft am 23.12.2016. van Lier, Leo (2001): Interaction in the Language Curriculum. Awareness, Autonomy and Authenticity. Hoboken: Taylor and Francis (Applied linguistics and language study). http://de.freepik.com/fotos-kostenlos/wrinkled-zerknittertes-papier_18661.htm https://www.google.com/search?as_st=y&tbm=isch&hl=de&as_q=Motzendes+Kind&as_epq=&as_oq=&as_eq=&cr=&as_sitesearch=&safe=images&tbs=ic:gray#as_st=y&hl=de&tbs=ic:gray&tbm=isch&q=angry+child&imgrc=cw6ai4lBX5w-WM%3A https://www.schulbilder.org/malvorlage-weinendes-maedchen-i10558.html