...the point at which the student is most ready to learn.
NB: It is NOT the students level of achievement but the level
at which they are working or developing
Vygotsky
Children can be on the verge of being able to solve a problem
at any given time
To assist their problem solving, they require structure,
encouragement, reminders, demonstrations, co-operative learning
with discussion
3. How do we know where we need to intervene? What is Known
(fully accessible) Point of intervention (accessible with help) ZPD
What is Unknown (inaccessible)
Often characterised by:
most answers are correct
Incorrect answers tend to be accidental
Disengagement
Lack of motivation
Often characterised by:
MKO is needed
Ability +1
50:50
motivation
engagement
Often characterised by:
Nearly all answers are incorrect
Correct answers tend to be accidental
Disengagement
lack of motivation
4. Linking developmental continua with planning for
intervention
So, how do we recognise the point of intervention?
Lets start with our assessment rubric...
We write our assessment rubric using a developmental
continuum
Here are just a few examples of developmental continua : Bloom's
Taxonomy of Cognitive Domain Krathwohl's Taxonomy of Affective
Domain The Dreyfus Model of Skills Acquisition The Problem Solving
Continuum NB: Our aim is not to make the assessment totally
objective. This is impossible given that we all have biases. Our
aim should be to eliminate as much subjectivity as we can, so that
our instrument is as objective as possible.
5. In this case we are using Dreyfus Process Novice Rigid
adherence to rules Advanced Beginner Guidelines based on aspects
may miss details Competent Standard and routine procedures
Proficient Looks for most important, deviations perceived Expert No
need to rely on rules, looks to the future
6. For ExampleA vocal performance Lets look at aesthetics
Category: Technical Skill Category: Aesthetics Expert 3.3
Articulates the lyrics according to the context of the composition
4.4 Extracts meaning from the composition according to context,
notation and knowledge of other extrinsic influences on the
composition. 5.3 Contextualizes emotions in the song and conveys
the emotions through voice, and facial expression. 6.3 Evokes
emotions in the listeners that oscillate with the moods,
interpretations and character contexts of the composition. 16-19
Proficient 1.3 Consistent placement of voice creating a warm and
rich quality across the breadth of the vocal range. 2.3 Pitch
accuracy and flexibility is supported by diaphragmatic control. 4.3
Conveys the context of the piece using notation and lyrics as a
guide. 5.2 Uses the lyrics and notation to guide the light and
shade of the performance 6.2 Arouses emotions in the listeners that
are congruent with the intentions of the composition. 11-15
Competent 1.2 Consistent vocal quality that spans the breadth of
the vocal range 3.2 Articulates consonants and rounded vowel
sounds. 4.2 Emphasizes key lyrics according to context and notation
6.1 Conveys emotions according to lyrics and notation 7-10 Advanced
Beginner 2.2 Accuracy of pitch varies depending on volume and
height/depth of the notes. 4.1 Interprets the song based on an
understanding of the lyrics. 5.1 Uses the context of the lyrics to
emphasize meaning-laden words and phrases. 4-6 Novice 1.1 Breath
control varies changing the quality of sound. 2.1 Accuracy of pitch
varies throughout the song. 3.1 Clarity of articulation varies
throughout the performance. 1-3 Indicators 1. Vocal quality 2.Pitch
3. Articulation of lyrics 4. Interpretation of the context 5.
Expression 6. Pathos Cut- points
7. Summary statements of learning at each level Level 4: At
this level, the student is learning to refine diaphragmatic control
across the full vocal range to support pitch and tone, and to
develop flexibility. S/he is learning to use the lyrics and
notation to inform and convey an understanding of the contexts
within the composition. Level 1: At this level the student is
learning to use the diaphragm to breathe. He/she is learning to use
the muscles of the vocal chords, face, mouth, throat, chest, back
and abdomen to control the quality of vocal production and pitch.
Level 5: At this level, the student is learning to interpret and
communicate the underlying story and emotions within a composition.
S/he is learning to use the voice to evoke emotions and imagination
in listeners congruent with the story that is being told through
the composition. Level 3: At this level, the student is learning to
maintain a consistent quality of sound across the vocal range. S/he
is learning to enunciate and emphasize lyrics in order to
communicate the emotions of the context and the intentions of the
composer. Level 2: At this level the student is learning to refine
their use of muscles to control volume and pitch. S/he is learning
to understand the relationship between the lyrics and the feelings
that the song represents. S/he is learning to enunciate consonant
and vowel sounds to convey meaning Category: Technical Ability
Category: aesthetics Expert 16-19 Proficient 11-15 Competent 7-10
Advanced Beginner 4-6 Novice 0-3 Indicators 1. Control of Vocal
Quality 2.Control of Pitch 3. Articulation of Lyrics 4.
Interpretation of the Context 5. Expression relevant to the
composition 6. Pathos communicated to the audience
8. Step 1: Turning the score into 1s and 0s
Excel formula for changing the score to 1 or 0
e.g. if you have 3 quality criteria for an indicator, you will
need to insert 3 columns. If my score is in Column B, then I would
insert the following formula into the neighbouring cell in: