White Paper

Teaching in the Zone

An introduction to working within the Zone of Proximal Development (ZPD) to drive effective early childhood instruction

HITE PAPE
Angela Lui

Copyright 2012 Childrens Progress. All rights reserved.

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

2012 Childrens Progress. All rights reserved.

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.

What is the Zone of Proximal Development (ZPD)?

Wecanthinkofthezoneofproximal development(ZPD)asthedifferencebetween whatachildcandoindependentlyandwhathe orsheiscapableofdoingwithtargeted assistance(scaffolding). PsychologistLevVygotskycoinedthistermin the20thcenturytodescribethesweetspot whereinstructionismostbeneficialforeach studentjustbeyondhisorhercurrentlevelof independentcapability. LOCATING THE ZPD

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

Increasing Task Difficulty

2012 Childrens Progress. All rights reserved.

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) .

2012 Childrens Progress. All rights reserved.

Asillustratedinthefigurebelow,withtheaidof appropriatescaffolding,studentscangainskills andknowledgebycompletingtasks(with assistanceasneeded)untiltheyareeventually abletocompletethemindependently.Over

time,componentsinitiallyperformedbytheteacher arecompletelytakenoverbythestudent.As

MorrisseyandBrown(2009)state,theaimof scaffoldingistheultimatetransferof responsibilityforthetasktothechildasadult supportdecreasesandchildcapability increases(p.107).

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

Portion of task completed by the teacher

ideathatinorderforteachingandlearningto beeffective,instructionshouldfocusonskills andknowledgethatareattainableforstudents (nottooeasy,nottoodifficult,butjustright). Withconstantfeedback,orscaffolding,we knowthatstudentslearningandunderstanding cancontinuetodevelopatanappropriatepace.

2012 Childrens Progress. All rights reserved.

What are the benefits of teaching in the ZPD?

WhilethegoalofteachingintheZPDis providesubstantialbenefitsforteachersand ultimatelytobenefitstudents,maintainingthis administrators. typeofteachingandlearningdynamiccanalso TEACHING IN THE ZONE: BENEFITS FOR STUDENTS, TEACHERS AND ADMINISTRATORS
Students are provided with Teachers could Administrators could

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

promotehigherquality differentiatedinstructionin schools emphasizebetterteacher studentrelationships workwithmoremotivated teachersandstudents

How can I locate and teach in the ZPD?

LocatingtheZPDrequiresacloseexamination ofeachstudentasanindividuallearner.Inturn, teachingintheZPDinvolvesproviding scaffoldingthatisappropriateforthese learners.Withanentireclass,thiscanbea challenge.Onthenextpage,youllfindsix questionsandtipsforteachersandinstructional specialiststouseasaguideasyoumakeyour wayidentifyingandteachingintheZPD.

2012 Childrens Progress. All rights reserved.

CHECKLIST: AM I TEACHING IN THE ZPD?

Questions to Ask Yourself 1. DoIknowwhatIwantmy studentstounderstandby theendofthisunit? ZPD Tip Identifythetargetlevelofknowledgeand understandingyouwantyourstudentstoattain (e.g.fortheyear,aspecificunitoraspecific concept). Workbackwardsfromtheendofunitgoal(s). Askyourself:Whatneedstobeunderstood beforethisgoalcanbereached?Developa modelofthelearningprogressionthatyou expectstudentstofollowinordertoattainthe targetedknowledgeandunderstanding (Heritage,2008). Createtasks,activitiesandproblemsthatallow youtogatherinformationaboutstudents understandingofthetopicathandwhilethey arelearning. Example Iwantmystudentstobeableadd1digitnumbersbythe endoftheunit.

2.

DoIhaveanideaofthe skillsandknowledgethat studentsmusthaveinorder toreachthislevelof understanding?

Beforemystudentscanaddwithunderstanding,theyhave tobeableto: Identifynumbers120numericallyandconceptually Countfrom1to20 Userepresentationalmodelsandmanipulatives (numberline,snapcubes,drawings,objects)

3.

4.

5.

6.

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?
6

2012 Childrens Progress. All rights reserved.

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:

2012 Childrens Progress. All rights reserved.

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

Formal Individual Assessments

Computer based Assessments andTutorials

Informal Individual Assessments; ExitSlips

2012 Childrens Progress. All rights reserved.

How does the ZPD apply to 21st Century education?

Withagrowingfocusondifferentiating instructiontomeeteachchildsneedsinthe contextofResponsetoIntervention(RTI),now morethanever,theconceptoftheZPDis criticaltohelpingteacherstargettheir instructionandensurethatallstudentsare progressingatanappropriatepace. Technologybasedtoolscanbeindispensablein thisregard.Newcomputerbased,webbased andmobileapplicationsarebeingdevelopedat arapidpace.Asnotedinthetableabove,these toolspossessthepotentialtonotonlyprovide studentswithanengagingvirtuallearning environmentthatisinsomewaysoutsideof theclassroom,buttoalsocollectthedatathat teachersneedinordertoidentifyZPDsand differentiateinstructionquickerthaneverwhile alleviatingtherecordkeepingburden. Atthesametime,technologycannotand shouldnotreplacesocialinteractionsbetween students,peers,andteachers.Communication andcollaborationwithintheclassroomis essentialforbuildingthelearningenvironment wherestudentscognitiveprocessesandsocial andemotionalskillscandevelop. Inchoosingappropriatetechnologybasedtools tosupportourpracticeandhelpuslocate studentsZPDs,weshouldalwayskeepinmind thefactthattheutilityofeachtooldependson howwellweintegratetheresultingdatawithin abroaderlearningcontext.Aswecontinueto incorporatetheconceptoftheZPDintoour practice,letusfocusoneducational technologiesthat: assessthewayweteachinthe classroom,incorporatingtimely instructionalfeedback(scaffolding)and adaptingtoeachchildasheorshe learns, saveinstructionaltimebyprovidingrich datathatwillallowustoindividualize instructionquicklyandeffectivelyforall students, arebasedonsolidresearchalignedto educationalstandards.

About Children's Progress

ChildrensProgress(www.childrensprogress.com)isanawardwinningeducationaltechnologycompany. Wespecializeindevelopingengaging,adaptiveassessmentsforPreK3rdGradethathelpyoufocuson eachstudentsZPD.NamedaTop100ProductbyDistrictAdministrationmagazine,theChildrens ProgressAcademicAssessment(CPAA)isgroundedindecadesofresearchatColumbiaUniversityand MIT.Weworkwithdistricts,schoolsandearlylearningcentersnationwidetosupporttheongoing formativeassessmentprocess,informResponsetoIntervention(RTI)implementationsanddrive decisionmaking.In2012,webecamepartofNorthwestEvaluationAssociation(NWEA),aglobalnotfor profiteducationalservicesorganizationprovidingassessments,professionaldevelopment,andresearch. Tolearnhowwecanhelpyouquicklyidentifystudentneedsanddifferentiateinstruction,requesta demoforyourearlychildhoodteamtoday:http://www.childrensprogress.com/cpaa/requestdemo/.

2012 Childrens Progress. All rights reserved.

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.

2012 Childrens Progress. All rights reserved.

10