matching instruction to the gap
DESCRIPTION
Matching Instruction to the Gap. 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. - PowerPoint PPT PresentationTRANSCRIPT
Matching Instruction to the Gap
This PowerPoint was adapted from a Presentation by Margaret Heritage
as part of the Iowa Assessment for Learning
InstituteOctober 14, 2009
Supported by the U.S. Department of Education Award #S283B050057
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.
Learning ProgressionDetermine learning
goals&
Define criteria for success
ZPDStudent’s Current
Achievement
Learning Goal
Learning Gap
Beyond Reach at Present
Zone of Proximal Development
ZPDStudent’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
ZPDStudent’s Current
Achievement
Learning Goal
Instruction/ Formative Assessment
Learning Gap
Beyond Reach at Present
Instruction and Assessment
No Instruction Needed
Summative Assessment
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
Differentiation
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
What are you still wondering about?
CONNECT TO PRIOR KNOWLEDGE
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
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