Understanding and Applying ZPD to Enhance Learning | Secondary

Kyle Graham
Assistant Headteacher for Teaching and Learning

Webinar

1h 8m

Rated 5 stars

(1)

This webinar will provide you with practical guidance on incorporating the zone of proximal development (ZPD) theory into your classroom practice, facilitating problem-solving under adult guidance or in collaboration with more experienced peers to help pupils achieve their potential.
CPD Certified
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Book individual webinar

£60.00
Total price (exc VAT)

For: Leaders, teachers, teaching assistants 

Aim: This webinar will provide you with practical guidance on incorporating the zone of proximal development (ZPD) theory into your classroom practice, facilitating problem-solving under adult guidance or in collaboration with more experienced peers to help pupils achieve their potential. 

Rationale: The concept of ZPD offers a valuable means of supporting learners’ intellectual development, yet although most teachers will have some knowledge of ZPD from their training, they may be unsure as to how to apply this practically in the classroom.

Outcome 1:

Gaining insight into the concept of the ‘zone of proximal development’, and how it can inform teaching and learning

Outcome 2:

Appreciating how ZPD theory can be translated into classroom practice and enhance pupil outcomes

Outcome 3:

Understanding how to identify each learner’s ZPD, with practical examples and strategies to support implementation

Outcome 4:

Being able to progress learning from the ZPD through modelling, sharing knowledge and guiding practice

Outcome 5:

Appreciating the importance of feeding this knowledge into the ‘assess, plan, do, review’ cycle, and short and medium-term planning

Kyle Graham

Kyle Graham is the Assistant Headteacher for Teaching and Learning at the recently outstanding Golborne High School near Wigan. Previously, Kyle was the Director of History for the Co-op Academies Trust, leading history across over 30 secondaries, primaries and special schools. Kyle has been published in several works, including Michael Chiles' The Feedback Pendulum, What is History Teaching Now? and, more recently, in Succeeding as a History Teacher. He has a first-class honours degree in history with the University of Ulster and a PGCE from the University of Cumbria. 

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