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Matching Instruction to the Gap

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.

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Matching Instruction to the Gap

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  1. Matching Instruction to the Gap

  2. This PowerPoint was adapted from a Presentationby Margaret Heritageas part of the Iowa Assessment for Learning InstituteOctober 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: I can explain the theory of the zone of proximal development and its relationship to differentiated instruction and instructional modifications. I can explain the role of scaffolding instruction in increasing student learning.

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

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

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

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

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

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

  12. Check Your Learning  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): • I can explain the theory of the zone of proximal development and its relationship to differentiated instruction and instructional modifications. • I can explain the role of scaffolding instruction in increasing student learning.

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

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