1. Focused Teaching Promoting Accelerated Learning

2. 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?

3. Principles of Learning Effort produces achievement. Learning is about making connections. We learn with and through others. Learning takes time. Motivation matters.

4. 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.

5. 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.

6. 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?

7. Theorists Lev Semoyonovich Vygotsky (1896-1934) Jean Piaget 1896-1980

8. 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

9. 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.

10. 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

11. 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 proximal development actual developmental level Scaffolding occurs through the support of the ‘more knowing other’ potential developmental level Where learning occurs

12. 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.

13. 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 Zone of Actual Development

14. 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

15. Hill Video - A Continuum of Strategies TeacherStudent Read To Shared Reading Guided Reading Partner Reading Independent Reading Capacity begins Capacity developed

16. Zone of Actual Development 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

18. ZPD in the ELA Classroom Level of competence actual developmental level potential developmental level Level of challenge Zone of proximal development Inferencing 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.

19. ZPD in the ELA Classroom Level of competence actual developmental level potential developmental level Level of challenge Zone of proximal development Multiplication 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.

20. 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

21. 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)

22. Forms of Assistance Modeling Contingency Management Feedback Questioning Instruction Cognitive Structuring

23. 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

24. 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?