Beruflich Dokumente
Kultur Dokumente
HITE PAPE
Angela Lui
Contents
1. Introduction 2 2. WhatistheZoneofProximalDevelopment(ZPD)? 2 3. WhatarethebenefitsofteachingintheZPD? 5 4. HowcanIlocateandteachintheZPD? 5 9 5. HowdoestheZPDapplyto21stcenturyeducation? 6. References 10 Who this guide is for o Teachers o Educationalspecialists What it will help you do o Understandtheconceptofthezoneofproximaldevelopment o Learnhowteachinginthezonecanbenefitstudentsandinform classroomteachingstrategies o LocatetheZPDforeachstudentanduseittodifferentiateinstruction o Identifyspecificstrategiesandtoolsthatcanhelpyouapplythisconcept
Introduction
Inaclassroomof30students,eachstudenthas alearningpaceandstylethatismost appropriateforhimorher,yetdifferentiating instructionforall30canbeaformidable challenge.Atthesametime,wealsoknowthat teachingwithouttakingintoaccountwhat studentsalreadyunderstandandwhattheystill needtoworkonisineffective. Thiswhitepaperintroducesteachersand educationalspecialiststotheconceptofthe zoneofproximaldevelopment(ZPD)and exploresitsroleinstudentseducational experiences.Understandinghowtolocateand useeachstudentsZPDcanhelpeducatorsplan moretargetedinstructionforthewholeclass, smallgroups,andeachindividual.Ultimately, aligningclassroomteachingstrategiesto studentsZPDscanhelpeducatorsmore effectivelyguideallstudentstowardachieving learninggoals.
Whatthechildisabletodoin collaborationtoday,hewillbe abletodoindependentlytomorrow. LevVygotsky InstructionfocusedwithineachstudentsZPDis nottoodifficultortooeasy,butjustchallenging enoughtohelphimorherdevelopnewskillsby buildingononesthathavealreadybeen established.Studentsaremostreceptiveto instructionwithintheirZPDbecauseit representsthenextlogicalstepintheirongoing skilldevelopment.Incontrast,withoutreliable informationonstudentsconstantlyevolving ZPDs,itisdifficulttoidentifywhoisreadyfor morechallengingmaterialandwhoneeds additionalassistance. TheconceptoftheZPDwasoriginally establishedasaframeworktodescribethe processofselfdevelopment(Chaiklin,2003; VanderVeer,2007)asitoccurswiththe guidanceofadultsandpeersinthelearning environment.ThisconceptaroseasVygotskys
responsetotheuseofintelligencetestingasa complexrelationshipsbetweenlanguageand measureofstudentknowledgeandskillsaswell thoughtaswellaslearningandplay.Whathe asanindicationofwhatshouldbetaught foundwasthatchildrenssocialinteractions (Blanck,1990;VanderVeer,2007).Vygotskys withsignificantindividualsintheirlives pioneeringresearchfocusedontheroleof (parents,peers,teachers,andotheradults) socialinteractionsinhumandevelopment.In profoundlyshapetheirinterpretationsofthe hisinvestigationofcognition,heexaminedthe worldandhigherorderthoughtprocesses. THE ZPD IN A SOCIAL CONTEXT Level of Potential Development: Refers towhatastudentisnotabletodoindependently but abletodounderadultguidanceorincollaborationwith Level of Potential Development more competentpeers.Teachingshouldnothappenatthis level as itwouldnotresultineffectivelearning. Zone of Proximal Development Zone of Proximal Development (ZPD): Refers totheareabetweenthelevelofactualdevelopment Level of Actual Development and the levelofpotentialdevelopment.Alsoknownasthe instructional level,thisiswhereinstructionshouldbe focused to drive thegreatestlearninggainsforeachstudent. Level of Actual Development: Adults & Peers Also referredtoastheindependentlevel,itencompasses skills astudenthasalreadymasteredandcanperform independently. Instructionfocusedherewouldnotprovide Student a sufficient challenge forstudents. Vygotskysuggestedthatinstructionlocatedat Withthelevelofpotentialdevelopmentasa orbelowastudentscurrentlevelof goaltoworktoward,studentslearningcanbe understandingwouldnotbechallenging visualizedastheirjourneyaidedbythe enoughtopromotefurtherdevelopment;atthe supportofpeers,teachers,andfamilythrough sametime,instructionthatisbeyondwhata theconstantlyevolvingZPD. studentcancomprehendisineffectivefor stimulatinglearning.Hepostulatedthat Asanextensionofthisconcept,Wood,Bruner, instructionshouldthereforebetargeted andRossusedthetermscaffoldingtoreferto somewhereinbetween,offer[ing]tasksthat theinstructionallysupportiveactivitiesand areabovethechildsintellectuallevel,butnot socialinteractionsthatoccurbetweenthechild toofaraboveit(VanderVeer,2007,p.79).He andotherindividualsastheyguideeffective proposedthatthiswouldenablestudentsto learninganddevelopmentintheZPD. buildoncurrentknowledgeinordertoadvance intheirlearning. Instructionalscaffoldingmayincludeskill modeling,initializingandmaintaininginterest Studentsexposuretoandinteractionwith andmotivation,andsimplifyingproblemstoa othersisacriticalelementoftheireducational levelthatthestudentunderstands(Wood, growth(Gallimore&Tharp,1990;Tudge,1990). Bruner,&Ross,1976) .
BUILDING STUDENT SKILLS THROUGH SCAFFOLDING: GRADUAL RESPONSIBILITY TRANSFER FROM TEACHER TO STUDENT Task: Week 1 Portion of task completed Task: Week 2 by the student
Task: Week 3 Task: Week 4 Task: Week 5 Theconceptofthezoneofproximal developmenthasemergedindiscussionsof othertheoriesandinstructionalpractices,such astheuseofformativeassessmentasa teachingtool(Heritage,2010;Shepard,2006). Thecommonthreadbetweenformative assessmentpracticesandthepracticeof identifyingandteachingwithintheZPDisthe
challengingbutreasonable tasksthatstimulatethinking andmotivateeffortsto learn meaningfulinstructionand feedbackthathelpsdrive furtherdevelopmentatan appropriatepace alearningenvironment wheretheyarevaluedas individuals,acollaborative group,andaclass alearningenvironment wheretheircreativityand thoughtprocessesare acknowledgedandaccepted
identifyanduseareasof strengthandweaknessto tailorlearningexperiences attheindividualandgroup level engagestudentsinsocial interactionstoenable learning betterunderstandstudents asindividuallearners, learnersinasmallgroup settingandlearnersina largersocialsetting discoveruniquethought processesthatdifferent studentsmayusetosolve problems
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Wholegroupmeetingswillhelpstudentsreview prerequisiteskillsandintroducethenewskill.Small group/partnerworkwillhelpstudentsgethandson practicethroughactivitiesandworksheets.Interactive computersoftwarewithscaffoldingwillgatherinformation aboutstudentsindependentlevelsandZPDs. AmIobserving,assessing, Observe,assess,andlistentostudentbehaviors Duringwholegroupinstruction,Ikeepamentalnote ofthe andlisteningtomystudents andinquiriesinresponsetothetopic.Frequent skillsstudentsdisplay.Duringsmallgrouporpartnerwork,I inordertounderstandthe assessments,whetherformalorinformal,allow walkaround,informallyobservingwhattheyareableand patternsofstrengthsandweaknessesto unabletodo.Individualconferences,classworkand thoughtprocessestheyare usingtoarriveattheir emergebothattheindividualandgrouplevel. homeworkallowmetoseestudentsperformingattheir answers? ThiswillhelpyouidentifystudentsZPDs. independentlevel. AmIadjustingmy Modifyinstruction,activitiesandgroupsbased Joey,Anne,andPaulwereabletofollowalongactively instructionbasedonwhatI oninformationyougatheraboutwhatyour whenwesolvedaproblemasawholeclassusingobjects seemystudentshave studentscandoindependently,whattheycan butnotwhentheyworkedinsmallgroupsusingnumber graspedandwhattheystill dowithpeers,andwhattheyarestruggling lines.Theywillberegroupedsothattheirstrengthsin needtoworkon? withoverall. countingobjectscanguidetheirnumberlineskills. Workwithsmallgroupsandindividual ToJoey,Anne,andPaul:HowmanyM&Msareonyour AmIprovidingfeedback table?Whereisthatonthenumberline?Howmany thatusesstudentsstrengths students.Pushtheirthinkingbyaskingguiding tobuildontheir questions,modelingandproviding M&Msareinmyhand?Whenyouaddthistotheonesyou weaknesses? demonstrationsasnecessary. have,howmanydowehavealltogether?Letstryand showthisonthenumberline. DothetasksandactivitiesI havecreatedhelpmesee whatmystudents understandandwhatthey stillneedtoworkon?
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Asdiscussedinthetableonthepreviouspage, wholegroupinstruction,smallgroupwork, individualassessments,andinteractive softwarecouldallbeusedintheclassroomto focusonteachingintheZPD.Knowledgegained fromtheseactivitiesandinstructionalpractices willenhanceunderstanding,helpstudents createnewinterpretations,andstimulate development(Chaiklin,2003). Eachofthesecomponentsisalsoan opportunityforyoutolearnmoreaboutyour studentswhiletheyworktogainunderstanding ofnewskillsandinformation.Researchhas shownthatinteractionsbetweenachildanda morecompetentpeeroradultinwhich everyoneisactivelyengagedtendtoproduce higherstudentachievement(DarlingHammond &Bransford,2006;Pianta,2006;Wasik,2008). Commonpracticesamonghighlyeffective teachersincludetoolsandactivitiesthat:
1. Includecleargoalsandobjectives 2. Useavailablespaceandappropriate resources 3. Involvemovementaroundthe classroom 4. Includearangeofindividual,small group,andwholegroupinstruction 5. Promoteandencourageinquiriesand discussions(DarlingHammond& Bransford,2006). Individualassessmentsarealsonecessaryin ordertoidentifyeachchildslevelofactual development(ormoresimply,whateachchild candoindependently).Fortunately,dueto advancementsintechnology,individual assessmentsarenolongerlimitedtopaperand pencilquizzesandhomework.Thefollowing chartprovidesguidelinesforusingvarious instructionalmethodsandtoolstoidentifythe ZPDandteachwithinitinyourclassroom:
GUIDELINES FOR USING MULTIPLE METHODS & TOOLS IN YOUR ZPD-CENTERED CLASSROOM
Method/Tool WholeGroup Instruction Guidelines Teachersintroduceatopic/unit withmodelsofwhatisexpected. Studentssharetheirworkand thinkingprocesses. Teachersandstudentsconcludea topic/unitbysharingthoughtsand reflections. Teacherspresentspecificcontent mostappropriateforeachgroupof students. Teachersandstudentsuse manipulativestosolveproblems andcommunicateideas. Teachersassessstudents understandingingreaterdepth. Studentsinteractwith,teach,and learnfrompeers. Teachersallowtimeforstudentsto explore,discoverandcreatewith materialsprovidedtothem. Teachersgaininstructionally valuableinformationabout studentsindependentthinking (NOTjustforthepurposeof obtaininganumberorgrade). Teachersexposestudentstothe samecontentinadifferent(often veryengaging)context. Teachersgatherdataonstudents progressand/orproficiency. Softwarethatincludesscaffolding supportstheteacherseffortsto teachwithineachstudentsZPD andhelpsherdothisefficientlyona largerscale. Teachersconfirmwhetherornot theplannedlearningtookplace, usingafewsimplequestionsatthe endofalesson. Benefits Mutualobjectivescanbeestablishedby teachersandstudentsupfront. Opportunitiesforthedevelopmentof listeningskillsincrease. Differentwaysofapproachingaproblem areencouragedandexplored. Teachingandlearningarefocusedona moreindividualizedlevel. Activestudentengagementinlearning increases. Opportunitiestoidentifyandworkin studentsZPDsemerge,asactivitiesare tailoredforeachgroupbasedonstudent performance. Opportunitiesforthedevelopmentof socialskillsincrease. Studentsfeelingofautonomyincreases. Studentscreativity,imaginationand otherstrengthscanbetapped. Opportunitiestoidentifystudentsactual levelofdevelopmentemerge. Opportunitiestoidentifystudents strengthsandweaknessesarise. Opportunitiesforteacherstoworkone ononewithstudents. Opportunitiesforstudentstobeexposed tothesamematerialinanothercontext andfromadifferentperspectivearise. Opportunitiesforstudentstobemore activelyengagedinlearningthroughthe useoftechnologyemerge. Opportunitiesforteachersto individualizeassessmentandinstruction basedoneverystudentsuniqueZPD emergewithoutsacrificingvaluable instructionaltime. Opportunitiesforteachersto immediatelyidentifyandclarify misunderstandingsarise. Opportunitiestodifferentiateinstruction emergebasedonstudentslevelsof understandingfollowingtheinitial lesson.
SmallGroup Instruction
SmallGroup Play/Games
References
Blanck,G.(1990).Themanandhiscause.InL.C.Moll(Ed).VygotskyandEducation:InstructionalImplicationsand ApplicationsofSociohistoricalPsychology(p.3158).Cambridge,UK:CambridgeUniversityPress. Chaiklin,S.(2003).ThezoneofproximaldevelopmentinVygotskysanalysisoflearningandinstruction.InA. Kozulin,B.Gindix,V.S.Ageyev&S.M.Miller(Eds.).Vygotskyseducationaltheoryinculturalcontext (pp.3963).Cambridge,UK:CambridgeUniversityPress. DarlingHammond,L.,&Bransford,J.(2006).Preparpingteachersforachangingworld:Whatteachersshould learnandbeabletodo.SanFrancisco,CA:JosseyBass. Gallimore,R.&Tharp,R.(1990).Teachingmindinsociety:Teaching,schooling,andliteratediscourse.InL.C.Moll (Ed).VygotskyandEducation:InstructionalImplicationsandApplicationsofSociohistoricalPsychology (p.175205).Cambridge,UK:CambridgeUniversityPress. Heritage,M.(2008).Learningprogressions:Supportinginstructionandformativeassessment.Washington,DC: ChiefofCouncilStateSchoolOfficers.RetrievedMay2,2011,from http://www.k12.wa.us/assessment/ClassroomAssessmentIntegration/pubdocs/FASTLearningProgressions .pdf Heritage,M.(2010,September).Formativeassessmentandnextgenerationassessmentsystems:Arewelosingan opportunity?Washington,DC:ChiefofCouncilofStateSchoolOfficers.RetrievedApril29,2011,from http://www.edweek.org/media/formative_assessment_next_generation_heritage.pdf Morrissey,A.M.,&Brown,P.M.(2009).Motherandtoddleractivityinthezoneofproximaldevelopmentfor pretendplayasapredictorofhigherchildIQ.GiftedChildQuarterly,53(2),p.106120. Pianta,R.(2006).Teacherchildrelationshipsandearlyliteracy.In:D.K.Dickinson&S.B.Neuman(Eds.),Handbook ofearlyliteracyresearch:Vol.II(pp.149162).NewYork:TheGuilfordPress. th Shepard,L.A.(2006).Classroomassessment.InR.L.Brennan(Ed.),Educationalmeasurement(4 ed.,p.624646). Westport,CT:Prager. Tudge,J.(1990).Vygotsky,thezoneofproximaldevelopment,andpeercollaboration:Implicationsforclassroom practice.InL.C.Moll(Ed).VygotskyandEducation:InstructionalImplicationsandApplicationsof SociohistoricalPsychology(p.155174).Cambridge,UK:CambridgeUniversityPress. VanDerVeer,R.(2007).LevVygotsky.InR.Bailey(Ed.).ContinuumLibraryofEducationalThoughtVolume10. NewYork,NY:ContinuumInternationalPublishingGroup. Vygotsky,L.S.(1987).Thinkingandspeech(N.Minick,Trans.).InR.W.Rieber&A.S.Carton(Eds.),Thecollected worksofL.S.Vygotsky:Vol.1.Problemsofgeneralpsychology(pp.39285).NewYork:PlenumPress. (Originalworkpublished1934) Wasik,B.(2008).Whenfewerismore:Smallgroupsinearlychildhoodclassrooms.EarlyChildhoodEducation Journal,35,515521. Wood,D.J.,Bruner,J.,&Ross,S.(1976).Theroleoftutoringinproblemsolving.JournalofChildPsychologyand Psychiatry,17,89100.
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