Sharpening a tool for teaching: the zone of proximal development

Wass, Rob; Golding, Clinton

doi:10.1080/13562517.2014.901958

Cited by 128 publications

(87 citation statements)

References 13 publications

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“…With the support by a knowledgeable advisor, an individual may be able to work at a higher level of expertise than he or she would be capable of on his or her own (Wass & Golding, 2014). For inexperienced teacher education candidates, their initial ability to teach a lesson is hampered because teaching involves many components (Nitsche, Dickhäuser, Fashcing, & Dresel, 2011;Scantlebury, GalloFox, & Wassell, 2008).…”

Section: Scaffoldingmentioning

confidence: 99%

Teacher Candidates Respond to Teaching the Junior Achievement Curriculum

Martin¹

2017

Sage Open

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Junior Achievement is an international nonprofit organization that is committed to improving the life of elementary, middle, and high school students by helping them understand the relevance of personal finance, economics, and entrepreneurship in the local and global marketplace. It is a potential resource for teacher education programs that seek an additional option for a field experience placement or wish to supplement an existing field experience placement. In this study, 19 middle school teacher candidates from a variety of content areas were provided a chance to coteach a Junior Achievement unit with a fellow classmate at a local school. After participating in the Junior Achievement project, 100% of the participants found the scaffolding component of the Junior Achievement curriculum to be helpful or very helpful, 95% of the participants reported that they benefited personally, and 100% reported that they benefited professionally from the experience. Junior Achievement provides teacher education programs an opportunity to view field experience from a different perspective, and through collaboration, universities, community partners, and schools have the potential to achieve more together than they can individually.

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Section: Scaffoldingmentioning

confidence: 99%

Teacher Candidates Respond to Teaching the Junior Achievement Curriculum

Martin¹

2017

Sage Open

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“…An alternative model could be to scaffold an issue, including the complexities & problems, (which may be just outside of a learners reach) and with help allow the learner to work through the scaffolding to develop their critical thinking, reasoning and evaluation skills on the topic. As Wass [41] suggests 'Scaffolding allows students to identify and solve the educative problems, while structuring removes these problems for the student'.…”

Section: Cse Web Linksmentioning

confidence: 99%

“…It is suggested by Barnett [40] that to become critical beings young people have to 'think collaboratively' and this must be sustained through shared activity and discourse around collective standards in a community'. Wass [41] argues that Vygotsky (1896Vygotsky ( -1934 conceptualised the zone of proximal development (ZPD) [42] to help teachers assist people to develop skills beyond their immediate reach, and this can include critical thinking. He argued that ZPD is the difference between what a learner can do on their own and what he or she can achieve with help.…”

Section: Using Simulated Learningmentioning

confidence: 99%

Children and Young People’s Vulnerabilities to Grooming

Reeves¹,

Soutar²,

Green³

et al. 2018

Contemporary Perspective on Child Psychology and Education

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Child abuse is evolving, pervasive and complex and children are vulnerable to its widespread reach in many aspects of their lives, from face-to-face interactions to those they have online. This chapter aims to review contemporary literature which outlines the vulnerabilities of children to face-to-face and online grooming as part of a process leading to child abuse and exploitation. The chapter will undertake a review of literature on two aspects of grooming: child sexual exploitation (CSE) and radicalisation. It will draw on contemporary case examples to illustrate grooming drawn from UK Serious Case Reviews (SCR) on CSE and, on radicalisation, the case of the three girls from Bethnal Green who were groomed for travel to Syria. It will then reflect on the push and pull factors of grooming to highlight the similarities between CSE and radicalisation. Moving on, the chapter will then consider how and if interactive social media simulations, linked to an innovative, preventative educational approach and designed with reference to Vygotsky's social construction theory, have the potential to educate young people to help protect them from being groomed. The chapter will then make reference to the findings of a small pilot study which evaluated the use of this approach with young people.Keywords: child abuse, grooming, preventative learning, simulations, radicalisation, child sexual exploitation The context of grooming in the UKWhile many children across the globe experience happy, secure childhoods, amassing the skills to help them thrive into adulthood, many are abused in the most horrific and sustained ways possible. UNICEF in a report from 2014 [1] estimate that around 120 million girls worldwide (about 1 in 10) will have experienced forced intercourse or other forced sexual acts at some © 2018 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. time in their lives; a shocking almost incomprehensible amount. Child abuse is an evolving, pervasive contemporary social problem for humanity, but for some it is a multi-million pound business with transactions carried out on the 'dark web' via the internet as well as face-to-face in contact abuse. Some young people are born into this type of abuse in families or community circumstances or latterly in the form of trafficking and modern day slavery, others are groomed into being abused. 'Stop the traffik' [2] estimate that 600,000-800,000 men, women and children are trafficked across international borders each year with an approximation of 80% women and girls. Up to 50% are estimated to be minors. A recent report by The Children's Society [3] estimates that 'The scale of child trafficking, as officially monitored, has increased by 55% between 2012 and 2014 and the numbers of boys and young men trafficked has more than doubled in th...

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“…Children of diverse linguistic backgrounds may need additional instruction on technical vocabulary. Preteaching could help then to narrow this gap in order to more adequately prompt students' zone of proximal development [27].…”

Section: Preteaching and Extended Instructionmentioning

confidence: 99%

Realist Review of Literature on Catering for Different Instructional Needs with Preteaching and Extended Instruction

Smets

Struyven

2018

Education Sciences

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This literature review focuses on achieving educational equity through catering for differences in students' instructional needs. In heterogeneous classes the need for tailored direct teacher instruction is dependent upon students' instructional needs. Realist review methodology is used to study how instructional strategies can add to catering for students' different needs. The focus lies on two proactive strategies in which teachers cater for these differences, namely preteaching and extended instruction. The aim of this realist review is to verify how preteaching and extended instruction may contribute to catering for students' different instructional needs. It is noticed that the complexity of differentiated teaching is not always reflected in studies on preteaching and extended instruction. The focus of many studies lies in measuring learning progress in a linear and fixed way for a selected group of students which is not aligned with theory on differentiated instruction which suggests cyclical teaching processes. To respond to students' needs ongoing monitoring of cognitive and affective indicators of learning is needed. Implications for theory and practice are discussed.

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Sharpening a tool for teaching: the zone of proximal development

Cited by 128 publications

References 13 publications

Teacher Candidates Respond to Teaching the Junior Achievement Curriculum

Teacher Candidates Respond to Teaching the Junior Achievement Curriculum

Children and Young People’s Vulnerabilities to Grooming

Realist Review of Literature on Catering for Different Instructional Needs with Preteaching and Extended Instruction

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