Hector, Aminee

Module #501
September 9, 2016

EDUG 501 Assessment

The zone of proximal development (ZPD) is a useful tool and mindset to have as a

teacher. The ZPD can be seen as the guidance from another that helps a student understand and

master a certain concept. The zone of proximal development (ZPD) has been defined 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 under adult

guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p. 86). As a teacher,

there will be many times where students are on the brink of either understanding, or not

comprehending the concept. This is the moment where the ZPD is used by a teacher, and even

sometimes ones peers. For example, in your classroom you could be teaching a lesson on

subtraction. You are walking around and checking everyones work. You notice that one of your

students cannot seem to understand to carry the one over in certain problems. You kneel next to

them and let them know why they cannot seem to get the right answer and what the rules are

about carrying over the one in subtraction. After you spent a little more time with them on this

concept, she was able to finish the problem and get it correct, along with the rest of the problems.

This could be a make it or break it moment for that student to be able to grasp the concept of

subtraction and to be able to successfully solve problems. In that moment, that student is

working in the ZPD for that certain concept and as a teacher, providing that assistance and

correction will give them the tools to achieve that task. A Teacher Performance Expectation that

reflects the importance of the zone of proximal development is TPE 1.3. This TPE says that

teachers should connect subject matter to real-life contexts and provide active learning
experiences to engage student interest, support student motivation, and allow students to extend

their learning. This TPE relates to ZPD because as a teacher, one of our main goals should be to

extend and strengthen our students learning by creating engaging learning environments as well

as providing them the assistance they need through the learning process.

Universal Design for Learning (UDL), is another beneficial resource that teachers should

implement into their classroom. UDL focuses on the goal that all students have access to high-

quality curriculum and instruction. Burkhardt (2014) states, Universal Design for Learning is a

conceptual understanding of how our brain works and a means to provide flexible opportunities

for learning. It is a set of principles for curriculum development that provide opportunities for all

students to learn (p.8). These principles and opportunities are provided through three different

means: 1) Multiple means of representation, 2) Multiple means of action/expression, and 3)

Multiple means of engagement. Essentially, these are the what, how, and why of learning. This is

crucial to implement because it allows you to teach the content in a variety of ways, gives the

students a chance to show their learning in different ways, and connects the topic to why is it

important through a real-world application. For example, in a math class they are talking about

finding the area of certain objects. The teacher may use a visual, video and a real life object to

teach this concept. Once it is time for students to show what they have learned, the teacher gives

them many different revenues to show their knowledge such as a poster, video, or working in a

group and presenting. The teacher then brings back the topic to why they are actually going to

need to know how to find the area of objects. The teacher mentions that she is getting carpet in

her house and that the class is helping her find out how much she will need. A Teacher

Performance Expectation that exhibits the importance of UDL is TPE 1.1 which says that

teachers should, Apply knowledge of students, including their prior experiences, interests, and
social-emotional learning needs, as well as their funds of knowledge and cultural, language, and

socioeconomic backgrounds, to engage them in learning. In order to make sure that as teachers,

we are making sure that out students have the best curriculum and instruction, it is our job to

incorporate our students interests, experience, and background. Taking into consideration those

parts of our students, we will be able to teach a curriculum that will resonate with them, give

them different opportunities to assess their learning and ingrain the importance of certain

concepts, but most importantly as education as a whole.