May 2021 Edition
By Jay Laxhman
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Zone of Proximal Development
‘Flipped learning’ is an approach that has become more prominent in education in recent years. Between 2013 and 2017, the EEF completed an efficacy trial with KS2 pupils using an online programme.1 The idea has said to stem from Vygotsky’s Zone of Proximal Development, ZPD2. When Jay revisited some of Vygotsky’s research, it inspired some thought provoking questions:
“Why are teachers in school?”
“What is the end goal?”
Overall, Jay believes that all pupils should make progress that is built upon prior to entering the schooling process. He provides his unique perspective of Vygotsky’s work below:
Figure 1: JLA’s illustration of the Zone of Proximal Development
“We all have our own ZPD and prior attainment. We also have the outer area of this diagram where we are unable to process the information and apply it. This area there where the learning is inaccessible. However, between our prior knowledge and the area lost to the learner we cannot access is a Zone of Proximal Development where, with the support and guidance of a facilitator and/or resources, one can access the learning. This zone is the area of push and individuals are encouraged to work harder and harder to understand the learning in this zone. Although it can be difficult at times, they do obtain the knowledge and improve their skills.”
Hattie discusses the importance of the difficulty faced when processing the learning in ZPD with explanation of two systems of thinking3. By pushing pupils into the ZPD, they need to switch away from automaticity and immediacy towards a process that allows them to ‘stop, look, listen, and focus’4. The slower thinking system is required for more challenging situations to be considered more deeply and this can lead to a ‘hurt’ more if our cognitive resources are not expanded by its regular use.5
Jay went on to explain how the Zone of Proximal Development can be applied to other aspects of life. He used the example of physical development at a gymnasium:
“An individual is clearly able to comfortably lift up two dumbbells of the weight of 8kg each. However, this does not help the muscles to rip and then bond to form larger stronger muscles, which is the purpose of the exercise.
“In the same gymnasium, a similar individual performing the same exercise is working hard with 20kg in each hand. This weight at present is not accessible for the individual.
“Therefore, ideal individual would be encouraged to focus on his posture, the movement and complete few reps with a 12kg weight.
The Zone of Proximal Development for this person could be between 10-14kg. This guidance, from a teacher or personal trainer, should assist in developing the individual.”
Lamov’s “Teach like a CHAMPION” blog6 often references the parallels between good coaching in sports and good practices as an educator. His focus on the similarities have led to simple, yet ground breaking revelations as to how clear instructions that move learners into the ZPD can accelerate progress.
Deliberate practice has also found its way into Jay’s example of how to use our knowledge of cognition to better our teaching and learning. The Confident Teacher7, a blog written by Quigley, as well as the CCT8 have referred this as a potential key part of becoming an expert in education. In the same way, through prior attainment and understanding, the individual is guided on a particular course to reach fluency. Jay reflected on this to further his understanding of the role of a teacher a potential aim:
“The teacher should be a guide that assists the individual to develop in their Zone of Proximal Development.”
Jay teachers Sanskrit IGCSE at Avanti House Secondary School and caters for a variety of pupils with various abilities. Some have knowledge from their primary schools if they were taught Sanskrit or have their home language (Hindi/Gujarati) to assist them. There are also some pupils from India which can help. However, there are some that have had no knowledge of the subject prior to their secondary learning. Sanskrit students have a keen interest for the subject through religiousness, curiosity, or just to attain a prestigious IGCSE grade.
Sanskrit holds its own as an ancient language alongside Greek and Latin and is known for its complex grammar. Cambridge International’s goal is that, “Students develop an analytical approach to learning language and are better equipped to compare the structure of Sanskrit with those of other languages. The syllabus also encourages students to develop an appreciation of literature, in terms of content as well as philosophical, cultural, social and historical contexts.”9
The advice offered by Jay to support your progression as an educator to harness the potential of the Zone of Proximal Development are:
- Know your subject –
o Have strong curriculum, pedagogical and subject knowledge
o Understand which topics are more difficult
o Proactively hunt for misconceptions
- Reflect –
o Use your experience to build your knowledge misconceptions
o Understand which topics may take more time or guidance
o Take the time to think about the experience of individual learners and their progression
- Active Participation
o Psychological Safety
o Teaching Standards 1 and 710
The three I’s for effective curriculum design are also used to ensure that the provision for the pupils meets Jay’s high expectations. He summarised how he uses them when strategizing his planning:
- Impact (previous)
o Establish a Baseline
o Check knowledge and skills
o Reflect
- Intent
o Know your pupils – SEND, different ways in processing learning
o Create an effective learning pathway
- Implementation
o Differentiate – grammar vs translation
o One stop tuition – pupil led explanations
o Extension activities
– Continuous development of skill into fluency, not just knowledge acquisition
– Ignite a passion for the subject
– Pupils allowed to build upon their own individual learning pathways
“We are all individuals and so all of our ZPD will be different.”
Target grades may help the teacher understand the pupil’s ability but that is not the full picture. Jay has made large strides towards actualising his vision of a teacher that understands how much individual pupils can be stretched. He has provided the following table that he has constructed for when he is delivering IGCSE Sanskrit (Figure 2).
Figure 2 – Example of planning table used to expose Zone of Proximal Development
“One can see the different between these students. The target grades, as well as knowing the pupils well, assist in identifying the ZPD. The learning for each in the ZPD is different but not drastically. Student C would not be able to apply their work in translating sentences through the process of Sandhi. They struggle in recognising the cases in the dual and plural. If they are written in Sandhi this may be too much for them. However, this does not mean the teacher should not push them. If they are pushed too far the student may lose motivation to continue. This is where many teachers lose their pupils and after this point, it can be very difficult to retrieve them.”
Jay’s dedication and passion for research informed strategies has not been swayed by the Coronavirus (Covid-19). For those that have spoken to him, you will know that his practice has adapted to embed the more classical philosophers and psychologist to give an ageless approach to Cognition, Precision and Development.
Sanskrit
यद्यदाचरति श्रेष्ठस्तत्तदेवेिरो जनः । स यत्प्रमाणं कुरुिे लोकस्तदनुवितिे ॥ २१ ॥
yad yad ācarati śreṣṭhas tat tad evetaro janaḥ sa yat pramāṇaṁ kurute lokas tad anuvartate
Whatever action a great man performs, common men follow. And whatever standards he sets by exemplary acts, all the world pursues.
1https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/project/?id=193&t=EEF%20Projects&e=193&s= EEF Flipped Learning
2 Bruner, J. (1984). Vygotsky’s zone of proximal development: The hidden agenda
3 Hattie, J. & Yates, G. (2013). Understanding Learning: Lessons for learning, teaching and research – page 28
4 Stanovich, K. E. (1999). Who is rational? Studies of individual differences in reasoning. Mahwah, NJ:
Lawrence Erlbaum
5 Kahneman, D. (2011). Thinking fast, thinking slow. New York, NY: Farrar Straus Giroux.
Figure 1: JLA’s illustration of the Zone of Proximal Development
Area lost to the learner
ZPD
Prior Knowledge
6 https://teachlikeachampion.com/blog/ Lamov. D
7 https://www.theconfidentteacher.com/2013/03/becoming-a-better-teacher-by-deliberate-practice/ Quigley. A
8 https://impact.chartered.college/article/scaffolding-by-novice-expert-teachers-difference/ Shires. L
9 https://www.cambridgeinternational.org/Images/336801-2019-2021-sanskrit.pdf Sanskrit Syllabus 2019
2010 saw the official opening of the first Hindu state-funded school, Krishna Avanti Primary School. With its wood-clad buildings, large expanses of light and grass-covered roofs, the Krishna-Avanti Primary School in Edgware, north London, proclaims its respect for the environment. At its heart is the temple, above which rises a white tower, carved out of marble in India. Inside, pupils chant each morning in the ancient Indian language of Sanskrit, before lessons that include meditation and yoga. Pupils will study the national curriculum, but also tend the garden and learn Hindu concepts such as the equality of all living things.
BBC cover: http://news.bbc.co.uk/1/hi/uk/8486375.stm
Daily Mail cover: https://www.dailymail.co.uk/news/article-1055858/Britains-Hindu-faith-school-opens-doors-head-says-lead-racial-divide.html
Wikipedia: https://en.wikipedia.org/wiki Krishna_Avanti_Primary_School,_Harrow
Wellbeing
Avanti’s unique ethos places a key emphasis on each individual’s wellbeing. We’ve created this page on our website for staff, parents and students at Avanti and beyond to access some helpful tips and resources on improving and maintaining one’s wellbeing, especially during these uncertain times. We are always looking for ways to support our community’s wellbeing, both during the lockdown and beyond.
The resources we are sharing and the events we are hosting are meant to support your family wellbeing, they are an opportunity for the whole family to take part in wellbeing activities from the comfort of your homes. A chance to spend some quality time together. There is no subscription and no minimum requirements, you can even just join for 10 minutes a day. Why not start today?
Special Event: Wellbeing Webinar
Staff wellbeing webinar with Adrian Bethune and Emma Kell the authors of ‘Teacher Wellbeing & Self-Care’
How can I manage my workload effectively and efficiently?
How can I handle stress and take care of myself?
How can I exercise and promote agency in my role?
These are just some of the questions that Adrian and Emma will attempt to answer during the session.
Avanti Schools Trust is pleased to extend an invitation to staff from other schools to join a ‘Wellbeing Webinar’ that will be facilitated by Emma Kell and Adrian Bethune the authors of a recently published guide book for staff working in school ‘Teacher Wellbeing & Self-Care.’ The webinar will focus on some tips and ideas that school staff might adapt in their daily lives to help promote their own wellbeing and explains how and why wellbeing is essential to effective teaching. Emma and Adrian will explain the thinking that underpins the guide book and take questions on all aspects of how best to ensure wellbeing and self-care.
Special Event: Family Wellbeing
Click the picture above to subscribe to our YouTube Channel where the talk will be shown. Subscribe to the channel to receive notifications of when the event begins.
Yoga
Yoga is beneficial for the body and mind. It can help with balance, mental health, immunity, sleep, focus, memory and even our mood! There are lots of places you can learn yoga online and follow video tutorials.
LIVE YOGA FOR ALL | Every Monday | Live Streamed on YouTube
Currently, we’re arranging weekly live Yoga sessions for anyone to access. These will be showing on the Avanti Schools Trust YouTube page, they’ll be every Monday morning. Each of the sessions will be recorded so you can watch it back at any time you would like, even if you can’t make it live!
To watch live yoga sessions or the recording throughout the week please visit: here
Share the love! Share this link with all family and friends, anyone can access our daily Yoga lessons and this webpage.
Think Out Loud – Wisdom
Spiritual wisdom workshops and sessions are a way to refuel our mind, broaden our horizons and empower us with a perspective that can be a much-needed anchor during uncertain times. At Avanti, we are organising weekly wisdom sessions open to all staff. These sessions will be based around various themes aimed to help you along your journey of life. These will be one-hour sessions facilitated by Avanti staff or supporters of Avanti. They will be a forum to ask questions and a chance to hear uplifting wisdom.
We’ll post the notes and recordings to each session below.
Meditation and Mindfulness
In previous Avanti conferences and retreats, we’ve held some well-received mindfulness and meditation sessions. Meditation and mindfulness help calm the mind, align our thoughts and reduce anxiety. One popular form of meditation is called mantra meditation. Mantra is a Sanskrit word that means to “free the mind”. Many experience mantra meditation as a way to retreat from the regular overburdened and distracted mind, to deepen spiritual strength and develop inner happiness.
Daily Meditation with Jay Shetty
Last year, Avanti House Secondary school had a special guest speaker, Jay Shetty a former monk, now a global speaker and wellbeing coach. He is leading 20 days of live meditation on Instagram and YouTube. You can watch previous sessions here and view it live each day on his YouTube page.
Mindful Music with Kal Key
Sanjay Bhandari, a previous chair of the SSC for one of the Avanti Schools is also a record-selling mindful music artist. He is doing live Mindful Music every Tuesday and Thursday, please visit his Instagram page here.
Daily Mantra Meditation with Jahnavi Harrison
Jahnavi Harrison, who has taught workshops and led meditations at many of our previous Avanti Schools Trust conferences, is leading a live mantra meditation session every evening at 8pm GMT for all to take part and benefit from. You can view her live streams and all the past sessions on her YouTube page.
Useful Wellbeing Tips
Find things that bring you joy! Advice on how to manage stress while maintaining social distance during the coronavirus outbreak.
Keep a routine
It helps to manage anxiety and will help you to adapt more quickly to this current reality. Create clear distinctions between work and non-work time, ideally in both your physical workspace and your headspace.
Work up a sweat
We all know that exercise is good for us, yet it rarely sounds like a good idea. With the early mornings, late evenings and sacred weekends of teaching it can be especially hard to find the time and the energy to get physical. You could do yoga in the garden, follow an exercise class on YouTube, or go for a run – again, though, ensure you keep away from others you see out by at least two metres.
Practice social media hygiene
This is a difficult one to follow. All around us, there is a media furore that verges on hysteria, reporting on the daily implications of the Covid-19 pandemic. Add to that the WhatsApp and Twitter rumours of travel restrictions, mandatory health checks, flight cancellations, government deliberations – it quickly becomes impossible to keep a clear head. As such, trying to limit social media at this time is vital and often people suggest to just watch the news once a day!
Stay in contact with colleagues
If you are finding all of this difficult, then you can be sure that someone you work with is in the same boat. Your frustrations and the pressures that cause them are universal for your colleagues, so don’t go it alone.
Check-in with your work friends, is there someone who has fallen off the radar over the past couple of days? Reach out, have a phone chat, a video call – Avanti has its own Zoom account and your principal can help you set up a virtual meeting.
It’s easy to feel like you’re alone when teaching remotely, but the truth is we are all in this together, so keep in touch whenever possible.
“No matter how brilliant your mind or strategy, if you’re playing a solo game, you’ll always lose out to a team.” Reid Hoffman