Who we are
How to join
Support groups
Coming events
NSWAGTC Shop
Gifted journal
Schools
Info Centre
Free Info Packs
Borrowing library
Book reviews
Links library
Wanted
Advertising
Admin
Prev
Getting kids into "the zone"
By Sue Burvill-Shaw
Current educational research makes much of Vygotsky's theory that the potential for cognitive development is limited to a certain time span which he calls the 'zone of proximal development' (ZPD). Furthermore, full development during the ZPD depends upon full social interaction. In addition, Vygotsky argues that the range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone. Thus learning is most effective in a social context. (Biner,) The "zone of proximal development" can be defined as the optimum range for effective learning to take place. The "ZPD" is a 'challenge' area situated just beyond what the student knows or can do now but not so far beyond as to be impossible to reach. Using the analogy of a high jumper, the ZPD would involve raising the bar high enough above the jumper's current 'personal best' to present a meaningful goal and challenge, but not so far that it becomes a seeming impossibility and the jumper gives up. Central to such a philosophy of learning is the belief that academic self-esteem rises from successfully meeting a challenge. (Gross).
The challenge for teachers, then, is to identify:
- where each student is at the beginning of each year;
- where their area of challenge might be (their "zone of proximal development");
- the most effective ways of guiding students to meet these challenges.
This is important for the effective learning of all students but VITAL for students with learning difficulties or deficits, and gifted and talented students.
So ….How can Teachers Help Students Find the Zone?
Begin with Pre-testing of Students.
This is central to understanding where the student's skills and knowledge lies. Pre-testing might take the form of administering end of unit examinations at the beginning of the unit, or it might involve using past examinations. A pre-test is vital for the identification of what students don't know, or can't do - which will then form the basis of the teaching programme. Importantly it also identifies what students do know and can do – which will further define the parameters revision. (MacLeod & Targett)
Differentiate Class Assignments and Learning Outcomes.
One of the realities of modern education for most teachers is the presence in their classroom of many children with different and special needs. One suggested strategy for meeting the needs of a variety of learners is through a differentiated curriculum within the mainstream classroom. Conceptually, a differentiated curriculum offers support for those learners at risk while challenging those who require extended learning opportunities. In practice, the implementation of such a curriculum is time consuming, difficult but tremendously rewarding.
Through a differentiated curriculum, the teacher can explore similar content with all students, whilst also challenging students to achieve different levels of outcome depending on the students' individual abilities. This strategy can also be applied to assessment (formative or summative). In planning class tasks or assessment refer to Bloom's Taxonomy to ensure inclusion of both low and higher level questions. (Teachers First) Differentiating tasks can be as simple as setting different questions of different complexities for different groups - colour coding works well here, or using three level guides. A single worksheet of graded complexity (perhaps using Bloom) could be begun and ended at different stages by different groups who then report back to the whole class or to their jigsaw groups.
In designing the differentiated units of work, it is useful to consider the aims outlined by Tomlinson.
- Begin by considering student differences
- Focus on multiple intelligences and learning styles
- Vary teaching strategies and learning environments
- Focus on essential skills and the making of meaning of key concepts and principles
- Aim to develop self reliant learners
- Develop a collaborative approach to problem solving.
Incorporate Multiple Intelligences into Your Lessons.
Howard Gardner's Theory of Multiple Intelligences considers intelligence in a different form and manner than "IQ intelligence" (such as a score generated by a WISC III for example). He argues that a person is 'intelligent' "if they can solve problems that confront them in life and can (or will in the case of children) produce goods or services that are of value to the people around them (their society). Gardner found that there was a wide variety of ways by which the human mind approached problem solving or producing goods or services." (Pittelkow, p16) Gardner identified 8 distinct ways people learn and comprehend reality ('intelligences'):
Gardner's theory has strong ramifications for the classroom: if we can identify children's different strengths and weaknesses, we can better accommodate the learning needs of the diverse children in our classrooms by teaching to their orientation to learning, or encouraging students to strengthen their weaker strengths.
Explore Collaborative Learning with Your Students
According to Vygotsky, students learn best in a socially rich environment that provides opportunity to explore subjects with teachers and peers. (Briner) Such an environment is created using the collaborative learning model where, according to Wankat and Oreovicz, "Research has shown that a cooperative learning environment is conducive to learning higher-order cognitive tasks such as analysis, synthesis, evaluation, and problem solving." (Smyser) Collaborative learning is a highly effective method by which to provide "richer, more extended learning outcomes" for students (DeGiglio & Greenslade, p3). Collaborative learning techniques provide opportunities to develop many of the intelligences identified by Gardner, in particular the areas of interpersonal intelligence (suggested in the Key Competency area "Working in Groups") (Jordan & Le Métais). Collaborative learning is frequently referred to as cooperative learning and yet the two approaches are different in one important but subtle respect. Collaborative Learning is a methodology in which interpersonal skills are explicitly taught as part of the total learning experience. An understanding of the concepts of group dynamics and techniques such as conflict resolution are as important a learning outcome as an understanding of a scientific or historical concept. (DeGiglio & Greenslade). Cooperative Learning is a technique used where the key focus is on the achievement of "educational goals" (Marsh, p74) or academic learning outcomes and consequently, interpersonal skills are less significant and so are often implicit in the learning experience rather than explicit.
Lastly …..Create Like Ability Grouping… at least part of the time
Students, especially gifted students, need the opportunity to work with people who think at a similar conceptual level or in a similar way to themselves. Using like ability groups, with tasks of differentiated cognitive levels at least some of the time, enables students to experience a safe learning environment more nearly matched to their "zone of proximal development". Where students are grouped by ability and work with a curriculum "adjusted to the aptitude levels of the groups", the benefits are great. (Kulik in Reis p148.) As an addition to like ability grouping in classrooms, the introduction of mentors provides the student with the opportunity to share concerns and experiences with like-minded people. "One of the most valuable experiences a gifted student can have is exposure to a mentor who is willing to share personal values, a particular interest, time, talents, and skills. When the experience is properly structured and the mentor is a good match for the student, the relationship can provide both mentor and student with encouragement, inspiration, new insights, and other personal rewards." (Berger)
Sue Burvill-Shaw is Head of Teaching and Learning at Canterbury College, QLD -–an Anglican day school catering for students from P to 12. Sue firmly believes that effective teaching and learning can only be achieved when both teachers and students are encouraged to continually unpack their thinking and to deliberately employ a range of thinking strategies to achieve curriculum goals.
References
Biner, Martin. (1999). Lev Vygotsky. http://curriculum.calstatela.edu/faculty/psparks/theorists/501vygot.htm Downloaded August 30, 2001.
Berger, Sandra L. (1990). Mentoring Relationships and Gifted Learners. http://www.mentors.net/LibraryFiles/MRelatpGifted.html (downloaded September 6, 2001)
DeGiglio, Kathy, Greenslade, Dee. (1994). Towards Collaborative Learning, Department for Education and Children's Services. Adelaide.
Gardner, Howard. (1983). Frames of Mind: A Theory of Multiple Intelligences. Basic Books, New York.
Gross, Miraca. (2000). Recognising and Responding to the Underachievement of Gifted and Talented Students. Paper presented to the Excellence in Teaching and Learning 2000 Conference, Perth WA, January 24.
Jordan, Don W., and Le Métais, Joanna. (1997). Social Skilling Through Cooperative Learning. Educational Research. 39, 1, 3-21.
MacLeod, Bronwyn & Targett, Ruth. (2001). Differentiating the Curriculum Workshop. Presented Brisbane, June 21.
McKenzie, Walter. (1999). http://surfaquarium.com/mi.htm Downloaded October 12, 2000.
Marsh, Colin, Ed. (1998). Teaching Studies of Society and Environment, 2nd Ed. Prentice Hall, Sydney.
Pittelkow, Kay. (2001). Variety is the Spice of Life: Multiple Intelligences and the Gifted. Gifted. 118,1,16-18,23-27.
Reis, Sally et al. (1992). Curriculum Compacting. Hawker Brownlow, Melbourne.
Smyser, Bridget M. (1999). http://www.wpi.edu/~isg_501/bridget.html Downloaded 2000.
Teachers First. (2001). http://www.teachersfirst.com/gifted/strategies.html Downloaded April 5, 2001.
Tomlinson, C. A (1999). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD: Virginia.
© NSWAGTC 2007
Jump to... Top
|
Suggestions?
| Like to Help?
| Disclaimer
|
Webmaster
| Site maintained for the NSWAGTC by Austega