Zone of proximal development - June 2023
The zone of proximal development (ZPD) is a concept in educational psychology that was developed by Soviet psychologist Lev Vygotsky. It refers to the difference between what a learner can do without help and what he or she can achieve with guidance and encouragement from a skilled partner. The term “proximal” means that the skills are close to being mastered by the learner. The ZPD is the zone where instruction is most beneficial, as it is when the task is just beyond the individual’s capabilities. To learn, we must be presented with tasks that challenge us and promote cognitive growth.
The ZPD has three important components that aid the learning process:
- The presence of someone with knowledge and skills beyond that of the learner (a more knowledgeable other or MKO).
- Social interactions with a skillful tutor that allow the learner to observe and practice their skills (cooperative or collaborative dialogue).
- Scaffolding, or supportive activities provided by the tutor, to support the learner as he or she is led through the ZPD.
https://www.simplypsychology.org/zone-of-proximal-development.html
The ZPD has many implications for teaching and learning, as it suggests that teachers should tailor their instruction to match the learner’s current level of development and provide appropriate support and feedback to help them progress to the next level. The ZPD also emphasizes the importance of social interaction and collaboration in learning, as well as the role of culture and context in shaping cognitive development.
To apply the ZPD to teaching, educators need to:
- Assess the learner’s current level of development and identify their ZPD for a particular task or skill.
- Provide tasks that are challenging but achievable for the learner, within their ZPD.
- Provide guidance and feedback that are responsive to the learner’s needs and progress, using various scaffolding techniques.
- Encourage social interaction and collaboration among learners and between learners and teachers, using various communication tools.
- Monitor and evaluate the learner’s performance and adjust instruction accordingly
Scaffolding
Some examples of scaffolding techniques that teachers can use are:
Modeling: demonstrating how to perform a task or skill
Prompting: providing hints or cues to help the learner recall or apply a strategy
Questioning: asking questions that elicit higher-order thinking or problem-solving
Explaining: clarifying concepts or procedures
Feedback: providing specific and timely information on the learner’s performance
Bridging: linking new information to prior knowledge
Fading: gradually reducing the amount of support as the learner becomes more independent
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