Scenario – Zone of Proximal Development

Step 1: Teacher, Liam, prepares for his middle school mathematics class, reflecting on his students’ diverse learning needs. He notices varying levels of understanding during previous lessons, prompting him to implement effective teaching practices.

Step 2: Liam begins the class by conducting a quick diagnostic assessment to gauge his students’ current comprehension levels. Through observations and formative assessments, he identifies individual Zone of Proximal Development (ZPD) for each student, noting where additional support is needed.

Step 4: Over the course of the lesson, Liam monitors student progress closely, adjusting his teaching strategies as needed. By incorporating Cognitive Load Theory principles, such as using visual aids and presenting information incrementally, Liam ensures that all students can engage with the material effectively, reducing cognitive strain and promoting equitable access to mathematical learning opportunities.

Step 3: Liam structures his instruction to accommodate the diverse ZPDs in his classroom. For students who grasp content independently, he provides challenging tasks to extend their learning. Meanwhile, for those requiring additional support, Liam offers scaffolded instruction, breaking down concepts into manageable steps and providing personalised interventions.