The document discusses Vygotsky's Zone of Proximal Development (ZPD) and its application in teaching nontraditional learners, emphasizing the importance of scaffolding and technology in enhancing cognitive skills. It describes how online learning environments can facilitate this development by incorporating existing knowledge and experiences of adult learners. Additionally, it highlights the role of social and internalized speech in cognitive function and the potential for utilizing digital resources in the learning process.

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RE: Discussion - Week 9
1 month ago
Orlanda Haynes
Zone of Proximal Development (ZPD) from the Context of Teaching
and Learning
According to Newman and Newman (2016), Vygotsky theorized that learning and development share
interconnective pathways that intersect at the zone of proximal development, which refers to learners’
current levels of cognitiveabilities and academic skills and their potential levels, especially if they receive
guidance from mentors with advance knowledge of subject matters or other forms of
scaffolding sources such as student-centered curricula including activities (Delen, Liew, & Willson, 2014).
The Individual’s Learning Experience and Assessing the Zone of Proximal Development (ZPD)
The student in this scenario is a nontraditional learner, which usually refers to adults who ,in most
instances, have families, careers, and other adult responsibilities while enrolled in undergraduate or
graduate degree programs, and who do not depend on parents or legal guardians for financial
support (Knowles, Swanson, & Holton, 2005).Vygotsky’s ZPD theory has two assessment methods: (1)
standardized intelligence tests that specify which age-group individuals align with and (2) finding the
ZPD, which could be determined by using a scaffolding technique (Delen, Liew, & Willson, (2014; Gredler,
2012; Kavanaugh, Puckett, & Tatar, 2013).
Public domain websites like YouTube ,for example, archive education videos including APA guidelines;
educatorscould use them to teach students how to format research papers and PowerPoint presentations;
then, they couldinstruct learners to show what they have learned by creating scholarly works using either
of the mediums shown in the videos. Results would show students’ potential for further development
of higher-order cognitive skills (Gredler, 2012).According to Gredler (2012),
Vygotsky highly emphasized the effectiveness of teaching and learning curricula that are based
on concepts of ZPD. As such, I will employ Vygotsky’s assessments and proper scaffolding tools and
resources to enhance the nontraditional student’s learning experience.
Using Scaffolding to Provide Proper Support
From the context of distant education, the learner will use computers, related devices such as iPads, and
wireless technology (e.g., the Internet). Kavanaugh, Puckett, and Tatar (2013) discussed how these tools
have supportedlearners and educational communities for decades. Similarly, Newman and Newman
(2016) that instructional scaffolding is a process that enables students to become active participants in the
learning process.
If the curriculum, for instance, is based on multiple scaffolding components (such as teachers, computers,
and wireless devices), students could use the Internet to connect to the online classroom and then upload
assignments as well as post to discussion boards. Moreover, Kavanaugh, Puckett, and Tatar
(2013) used the term “scaffolding technology” to highlight the effectiveness of using wireless and web-
based technologies in ZPD. Largely because mostonline learners do not have face-to-face contact with
teachers or facilitators.
Getting Started with the New Skill: Preliminary Steps
The learning format will be distant education, also known as online learning. To be successful, the student
must be or become self-directed in his/her approach to learning (e.g., learning new concepts and
principles) ( (Delen, Liew, & Willson, 2014).

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Knowles, Swanson, and Holton (2005) noted that unlike children and adolescents, most nontraditional
students have prior experiences and knowledge that serve as existing foundations to which new learning
evolves. In work-place environments, for example, they routinely use multiple forms of technology including
the Internet and digital software programs, as well as communication tools such as online conferences
and web-based training podcasts and seminars.
Delen, Liew, and Willson (2014) referred to teaching and learning concepts that use technologies to
facilitate students’ ZPD as distributed cognition, curricula (or scaffolding resources) that include people,
artifacts, and digital technologies. Likewise, Vygotsky suggested that curricula based on concepts of ZPD
use students’ existing developmental abilities to further develop their cognitive skills (Delen,
Liew, & Willson, 2014).
Internalization of Social Speech
Forms of speech include social, private, and inner. All of which play a role in regulating cognitive functions
such as personalities. For instance, the act of talking with others refers to social speech; from this
context, it is not the subject of the conversation that matters but the act itself.
On the other hand, Internalization of social speech occurs when a person accepts or internalizes the belief
or the ideology of the subject matter, thus it becomes a part of the person’s personality. In contrast, talking
aloud to one’s self is known as private and the opposite is inner (e.g., silent speech) (Newman, & Newman,
2016). As to whether the student in my scenario would internalize social speech, would depend ,largely, on
the rational of the subject matter in relation to his/her social-cultural beliefs.
References
Delen, E., Liew, J., & Willson, V. (2014). Effects of interactivity and
instructional scaffolding on learning: Self-regulation in online video-based
environments. Computers & Education, 78, pp. 312–320. https://doiorg.
ezp.waldenulibrary.org/10.1016/j.compedu.2014.06.018
Gredler, M. (2012). Understanding Vygotsky for the Classroom: Is It Too Late? Educational Psychology
Review,24(1),pp. 113–131. https://doi-org.ezp.waldenulibrary.org/10.1007/s10648-011-
9183-6
Kavanaugh, A., Puckett, A., & Tatar, D. (2013). Scaffolding Technology for
Low Literacy Groups: From Mobile Phone to Desktop PC? International
Journal of Human-Computer Interaction, 29(4), 274–288. https://doiorg.
ezp.waldenulibrary.org/10.1080/10447318.2013.765766
Knowles, M. S., Swanson, R. A., & Holton, E. F. (2005). The adult learner (Vol. 6th ed). Amsterdam:
Routledge. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.
aspx?direct=true&db=oliban=130099&site=edslive&scope=site
Newman, B. M., & Newman, P. R. (2016). Theories of human
development (2nd ed.). New York, NY: Psychology Press/Taylor &
Francis. [Chapter 9, Cognitive Social-Historical Theory].