ZOPEDZone of Proximal Development (psychology)
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In the context of the THERE model, one nexus of transgression levels stands out: T1/T5 ("teacher as outlaw") ties to T4/T2 ("reveal ZOPED") and T5/T1 ("engage real world"), focusing on Team 1's transgression (Table 1) of "Acting on presumption of equality with target."
Retracing my thoughts in uncovering the ZOPED, I feared I might have started with too great a distance between what students could initially demonstrate and what I was proposing I thought I had transgressed by asking too much of students who not only were tracked but were mainly freshmen or sophomores (78% of the class).
Of several possible ways that Team 3's transgressive realities map onto the THERE model, what happened to the team (and what they caused to happen) involves T3/T3 ("expand problem space") and T5/T1 ("engage real world") Although their experience necessarily also spans T4/T2 ("reveal ZOPED"), that is not the focus here.
In normal pedagogy, course syllabi are often sacrosanct (Goodboy & Myers, 2015), making this transgression more dramatic: in the middle of class, the instructor brought in an untried assignment to answer a need to balance workload requirements To experiential educators, this move is unremarkable, even routine, but to honors students, whom we know to profit by sticking to the rules, it can be disconcerting On the THERE model this move could be seen as provoked by adjustments in T3/T3 ("expand problem space") and T4/T2 ("reveal ZOPED"), stimulated by T5/T1 ("engage real world") Conjoining conventional expectations (all students do equal work) with quirks of the "real world" (flexibility in confronting the unexpected) means that multiple transgressions are practically unavoidable.