You are a second grade teacher who would like toteach to your student's zone of proximal
development in math. How would you structure your activities to make sure this happens? Make
sure you discuss scaffolding as well as guided participation.
What will be an ideal response?
Math lessons would be designed to be at different levels with children working to their own
level of competence. Students who are at a higher level of competence would work in pairs with
students who may be at a lower level in order toprovide them with scaffolding and to use guided
participation to help them to understand the steps of more difficult math work. Learning centers where
children begin with basic work and then progress until they can no longer do the work are conducive
to encouraging work that is in each child's zone of proximal development. I would work individually
with children in the center to assess where they were and to use guided participation as a way of
involving them in their own learning.
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