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What is Zone of Proximal Development (ZPD)

Chapter 17
Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms
There is an actual level of development and a potential level of development for learners. The ZPD is the difference between what a learner can accomplish on his or her own and the zone that represents what a learner cannot accomplish, regardless of assistance. In the ZPD, learners can accomplish tasks with support from others who have greater knowledge and understanding.
Published in Chapter:
Using Literature Circles Instruction to Develop Reading Comprehension Skills
Jing Zhao (Brighton High School, USA) and MaryAnn Christison (University of Utah, USA)
Copyright: © 2020 |Pages: 20
DOI: 10.4018/978-1-7998-2722-1.ch017
Abstract
This chapter introduces readers to the interactive methodology of literature circles instruction. The chapter shows how this methodology is effective for the development of literacy skills for linguistically and culturally diverse groups of language learners. Literature circles instruction is supported by two key theoretical perspectives in second language acquisition, namely, sociocultural theory (SCT) and the basic tenets of reader-response theory. Also in this chapter is a brief overview of the research on literature circles instruction in two areas: (1) the development of reading comprehension skills and (2) the attributes of effective literature circles instruction, including a discussion of the issues related to the use of literary texts and the importance of student-led discussion groups. The second part of the chapter provides information for classroom practitioners, showing how the principles for literature circles instruction can be enacted in classrooms with diverse language learners.
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Chapter 30
Using Games to Teach Design Patterns and Computer Graphics
Determined by distance existing between real capacity to solve problems in an autonomous way and potential capacity to solve problems with the help of a partner (another person as teacher, colleague, or even a group).
Published in Chapter: Using Games to Teach Design Patterns and Computer Graphics; From: Handbook of Research on Effective Electronic Gaming in Education
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Chapter 12
Second Life and World of Warcraft: Harnessing Presence Learning
This Vygotskyan approach views learning as a social practice facilitated and scaffolded by the learner’s teachers and other peer learners.
Published in Chapter: Second Life and World of Warcraft: Harnessing Presence Learning; From: Handbook of Research on Practices and Outcomes in Virtual Worlds and Environments
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Chapter 7
Massive Multiplayer Online Role-Playing Games as English as a Foreign Language Learning Environments
Determined by distance existing between real capacity to solve problems in an autonomous way and potential capacity to solve problems with the help of a partner (another person as teacher, colleague, or even a group).
Published in Chapter: Massive Multiplayer Online Role-Playing Games as English as a Foreign Language Learning Environments; From: English Language Teaching in a Post-Method Paradigm
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Chapter 12
Examining Bilingual Teacher Candidates' Use of Digital Media
The difference between what a learner can do without help and what he or she can do with help.
Published in Chapter: Examining Bilingual Teacher Candidates' Use of Digital Media; From: Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners
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Chapter 10
Dynamic Assessment in an Inclusive Pre-K FLEX Program Within Universal Design for Learning (UDL) Framework
The dynamic zone between what the learner can achieve alone and what the learner can accomplish in collaboration with the assistance of more capable peers.
Published in Chapter: Dynamic Assessment in an Inclusive Pre-K FLEX Program Within Universal Design for Learning (UDL) Framework; From: Handbook of Research on Perspectives in Foreign Language Assessment
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Chapter 3
Scaffolding Undergraduate STEM Majors: A Strategic Mentoring Program
The level of cognitive development that the learner can obtain with the guidance of teachers or in collaboration with peers.
Published in Chapter: Scaffolding Undergraduate STEM Majors: A Strategic Mentoring Program; From: Engaging STEM Students From Rural Areas: Emerging Research and Opportunities
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Chapter 96
Team Learning Systems as a Collaborative Technology for Rapid Knowledge Creation
ZPD is the difference between what a learner can do by themselves and with the assistance of a more capable adult or peer.
Published in Chapter: Team Learning Systems as a Collaborative Technology for Rapid Knowledge Creation; From: Encyclopedia of Decision Making and Decision Support Technologies
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Chapter 111
The Wireless Revolution and Schools
The ZPD theory goes back to the work of social psychologist Vygotskij, according to which social interaction is critical to learning. He considers the learning process as continuously moving from an “actual development level” to a “potential development level”. The movement between these two levels, where the ZPD lies, occurs through the interaction of an expert and a novice.
Published in Chapter: The Wireless Revolution and Schools; From: Encyclopedia of Information Communication Technology
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Chapter 3
Establishing a Praxis Between Sociocultural Perspectives and CALL-Based Practices
ZPD is the difference between what a learner can do without help and what he or she can do with help. It is a concept introduced, though not fully developed, by Soviet psychologist Lev Vygotsky (1896–1934) during the last ten years of his life.
Published in Chapter: Establishing a Praxis Between Sociocultural Perspectives and CALL-Based Practices; From: CALL Theory Applications for Online TESOL Education
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Chapter 8
Teachers' and Students' Role in the Learner-Centered Classrooms: Experiences from Namibia
The space between what students can do on their own without the assistance of others and what they cannot do even with the help of others.
Published in Chapter: Teachers' and Students' Role in the Learner-Centered Classrooms: Experiences from Namibia; From: Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development
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Chapter 41
Cognitive Apprenticeship and Writing in Distance and Online Learning
A term coined by Vygotsky to describe the space between a learners current skill level and the next skill level which the learner cannot reach without assistance; the ZPD represents what the learner is poised to learn next.
Published in Chapter: Cognitive Apprenticeship and Writing in Distance and Online Learning; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 19
E-Social Constructivism and Collaborative E-Learning
Zone of Proximal Development (ZPD describes the distance between what one can do alone and what can be accomplished in collaboration with others who are more capable (Vygotsky, 1978).
Published in Chapter: E-Social Constructivism and Collaborative E-Learning; From: Handbook of Research on Electronic Collaboration and Organizational Synergy
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Chapter 53
Wikis as an Exemplary Model of Open Source Learning
The difference between what learners can do by themselves and with the assistance of more capable adults or peers.
Published in Chapter: Wikis as an Exemplary Model of Open Source Learning; From: Handbook of Research on Open Source Software: Technological, Economic, and Social Perspectives
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Chapter 5
Meeting Higher Education Expectations in the Digital Age and Reliability of Assessment in E-Learning Settings
It is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined under adult guidance or in collaboration with more capable peers. Kit is related to the concept of scaffolding learning through interactions with others (the teacher and peers).
Published in Chapter: Meeting Higher Education Expectations in the Digital Age and Reliability of Assessment in E-Learning Settings; From: Handbook of Research on Cross-Cultural Online Learning in Higher Education
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Chapter 20
Emerging Feedback in Two Asynchronous ESL Writing Forums
According to Vygotsky, instruction should capitalize not one’s currently accomplished or existing competency, but on enhancing one’s future learning constructs that are developmentally feasible or can be attained through challenging learning activities, that is acquiring new writing skills in L2.
Published in Chapter: Emerging Feedback in Two Asynchronous ESL Writing Forums; From: Handbook of Research on Computer-Enhanced Language Acquisition and Learning
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Chapter 6
Improving Undergraduate STEM Education: A Four-Dimensional Framework
The level of cognitive development that the learner can obtain with the guidance of teachers or in collaboration with peers.
Published in Chapter: Improving Undergraduate STEM Education: A Four-Dimensional Framework; From: Engaging STEM Students From Rural Areas: Emerging Research and Opportunities
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Chapter 29
Leveraging Learner Experience: Pedagogical Scaffolding With Refugee-Background Adults
The representation of the space in which ideal conditions for learning are established through scaffolding or support provided by a more experienced or capable peer. The ZPD reflects the distance between what an individual can do alone (actual level of development) and what the same individual can do with guidance from another.
Published in Chapter: Leveraging Learner Experience: Pedagogical Scaffolding With Refugee-Background Adults; From: Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms
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Chapter 16
Development of Language and Identity Through Author's Chair and Draw and Tell in the Context of Storytelling in Early Childhood Classrooms
The ZPD, a central concept in Vygotsky’s (1962) learning and development theory, refers to the area between what learners can achieve on their own and what they can do with adult supervision or in partnership with more capable classmates.
Published in Chapter: Development of Language and Identity Through Author's Chair and Draw and Tell in the Context of Storytelling in Early Childhood Classrooms; From: Handbook of Research on Socio-Cultural and Linguistic Perspectives on Language and Literacy Development
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Chapter 25
Cultural Historical Activity Theory
The zone of proximal development refers to transformational learning. Vygotsky (1978, p. 86) defined the zone of proximal development as ‘the distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem-solving in collaboration with more capable peers’ and with culturally produced artifacts.
Published in Chapter: Cultural Historical Activity Theory; From: Handbook of Research on Contemporary Theoretical Models in Information Systems
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Chapter 1
Social Media in Higher Education: Fostering Learner Engagement Through a Sociocultural Approach
The area of learning that occurs when an individual is helped by an instructor or more advanced peer.
Published in Chapter: Social Media in Higher Education: Fostering Learner Engagement Through a Sociocultural Approach; From: Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education
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Chapter 15
The Power of Metaphor in Bringing Clarity for Learners in Learner-Centered Design
The zone of proximal development is the difference between what a learner can do without help and what he or she can do with help. It is a concept introduced, yet not fully developed, by Soviet psychologist Lev Vygotsky.
Published in Chapter: The Power of Metaphor in Bringing Clarity for Learners in Learner-Centered Design; From: Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development
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Chapter 5
Reconceptualizing Universal Design for Learning (UDL) as Learning Technology in Non-Formal Education
The level where students can access content with support because it is geared towards beyond what the student has mastered, but lays below the frustration zone; proposed by Vygotsky.
Published in Chapter: Reconceptualizing Universal Design for Learning (UDL) as Learning Technology in Non-Formal Education; From: Handbook of Research on Transformative Digital Content and Learning Technologies
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