1. Matching Instruction to the Gap

2. This PowerPoint was adapted from a Presentation by Margaret Heritage as part of the Iowa Assessment for Learning Institute October 14, 2009 Supported by the U.S. Department of Education Award #S283B050057

3. Learning Goal: Understand the role of the theories of the zone of proximal development and scaffolding, and their relationship to the practice of eliciting evidence of student learning. Success Criteria: 1.I can explain the theory of the zone of proximal development and its relationship to differentiated instruction and instructional modifications. 2.I can explain the role of scaffolding instruction in increasing student learning.

4. Learning Progression Determine learning goals & Define criteria for success

5. ZPD Student’s Current Achievement Learning Goal Learning Gap Beyond Reach at Present Zone of Proximal Development

6. ZPD Student’s Current Achievement Learning Goal Learning Gap Beyond Reach at Present Hard Scaffolding Where the learner needs assistance from more expert others Soft (Contingent) Scaffolding Instruction Deeper Understanding and Internalized Skills Less support needed Independent Learning

7. ZPD Student’s Current Achievement Learning Goal Instruction/ Formative Assessment Learning Gap Beyond Reach at Present Instruction and Assessment No Instruction Needed Summative Assessment

8. Four-Stage Model of ZPD Excerpted from R.G. Tharp and R. Gallimore (1988). Rousing minds to life (p.35). Cambridge University Press. Intended learning goal

9. Differentiation

10. Strategy Examples Strategic whole class questioning Questions of incremental challenge Flexible subgroups More frequent meetings with some subgroups Differentiation by task Differentiation by outcome Feedback

11. What are you still wondering about? CONNECT TO PRIOR KNOWLEDGE

12. On a scale of 1-5 rate the degree to which you think you have met today’s success criteria (1 is not at all – 5 is to a great extent): 1.I can explain the theory of the zone of proximal development and its relationship to differentiated instruction and instructional modifications. 2.I can explain the role of scaffolding instruction in increasing student learning. Check Your Learning 

13. Supported by the U.S. Department of Education Award #S283B050057 Adapted from the Iowa Assessment for Learning Project, 2009-10 in partnership with CRESST, AACC, and NCCC