MsJacobs Teaches 26 Second Grade Students Who Represent a Wide

Essay

Ms.Jacobs teaches 26 second grade students who represent a wide range of diversity.Her students include six English learners,one student who just arrived from Mexico,three students with special learning needs,students from extreme poverty to middle class,and students from various ethnic groups.She has divided students into three reading groups and expects other students to work silently and independently as she works with reading groups.All students work on the same spelling tasks and worksheets during their independent seatwork.
How might Ms.Jacobs's teaching procedures during reading group time need to change if she followed Vygotsky's ideas about the zone of proximal development?