DescriptionZPD, otherwise known as Zone of Proximal Development, is a place where children are able to reach a higher level of knowledge and performance with the help from a knowledgeable person. Five key communication skills for ELLs that are needed for them to develop within ZPD are all of the following:
1. elaborating and clarifying. 2. Supporting ideas and evidence. 3. Building on or challenging ideas. 4. Paraphrasing. 5. Synthesizing. Video: The reason I chose this video is that it clearly defines what Vygotsky meant by zone of proximal development. It states that ZPD is the difference between what a learner can do with help versus what they can do without help. This is the overall key to ZPD. This video is also helpful because it talks about the importance of ZPD, and figuring out how deep you can dig within a child without them becoming too frustrated with their learning. Lastly it talks about being aware of your students and what is the best instruction for them whether it is an ELL student or not. Pictures: The reason I chose the following two pictures is that I feel that represent Vygotsky's zone of proximal development quite well. The first picture is of a young boy learning to ride his bicycle. This follows along with ZPD because the boy is learning a skill that was taught to the young child by a knowledgeable adult. I feel that this is a great example of ZPD in action. The second picture is of an adult working with a young boy. The adult must be the teacher and the young boy is working on some sort of farm activity. This is another great example of ZPD because the student is using pictures to tell their story. For ELL students this is helpful because it helps them with the supporting ideas and evidence, building on or challenging ideas, elaborating and clarifying, paraphrasing, and synthesizing. These are all key components for ELL students when learning through ZPD. The knowledgeable adult is figuring out what the student is able to learn versus what they are unable to learn. |
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Content AreasThe following are four content areas that you can find Vygotsky's Zone of Proximal Development take place:
1. Mathematics: The teacher may began with a pre-assessment in order to see what the students know. From this information, the teacher can then figure out what the students are able to learn versus unable to learn. You want to make sure that the math that the students are learning is just the right level and not causing the students to reach the level of frustration. With this information you can then teach the students the concept, such a multiplication. If it is a new concept you can definitely use scaffolding which is an approach that links to ZPD. 2. Science: When learning about a new unit you will want to see where each student falls under with what they know versus what they do not know. You can take this information and base your instruction off of it. If you are teaching a unit on plants you may activate the students' prior knowledge by digging into what they know without causing any frustration with the students. From there you can then teach the lesson knowing what students know versus what they don't know. 3. Reading: During a reading unit you can begin by grouping students into smaller groups. Then take each group and do a small group guided reading with students that are close in levels. This way students will not become frustrated if they are put into the wrong level. Also, as a whole group the teacher can read to the class a book through choral reading. This way all of the students get the chance to read with the class without feeling like they are unable to accomplish it. The goal during reading is to see where students fall under with their reading groups, then work on reading books that are not too high, but enough to help the students learn. The process of guided reading groups can be taught through scaffolding if students have not learned this concept. 4. Writing: For writing, the teacher can give the students a topic to write about that all of the students are able to relate to. Instead of giving the students specific guidelines, you can just tell them to write about their favorite thing to do. That way you will be able to see what a student can do versus what they cannot do. All students' stories will turn out different which is the key idea of this activity. This way the teacher will know who needs help with mastering the idea of writing a basic story and who needs advance work. This way the task is not too easy for certain students or too hard. *For all of these lessons you can keep in mind your ELL students and the following key communication skills that need to be used in all lessons: 1. elaborating and clarifying. 2. Supporting ideas and evidence. 3. Building on or challenging ideas. 4. Paraphrasing. 5. Synthesizing. Each of these five points are important when developing ZPD through ELL students. |
References1. Wright, W. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. (2nd ed., Caslon Publishing., p. 57). Philadelphia.
2. TCU Psychology of Thinking and Learning. ZPD Zone of Proximal Development. (2013, December 9). Retrieved September 28, 2015, from https://www.youtube.com/watch?v=HjLUiVRIqRc. |