Learning becomes a reciprocal experience for the students and teacher. The physical classroom, based on Vygotsky's theory, would provide clustered desks or tables and work space for peer instruction, collaboration, and small group instruction. Like the environment, the instructional design of material to be learned would be structured to promote and encourage student interaction and collaboration. Thus the classroom becomes a community of learning. Because Vygotsky asserts that cognitive change occurs within the zone of proximal development, instruction would be designed to reach a developmental level that is just above the student's current developmental level.
Appropriation is necessary for cognitive development within the zone of proximal development.
Individuals participating in peer collaboration or guided teacher instruction must share the same focus in order to access the zone of proximal development. Furthermore, it is essential that the partners be on different developmental levels and the higher level partner be aware of the lower's level. Instructional Strategies and Their Implementation in Instruction Scaffolding and reciprocal teaching are effective strategies to access the zone of proximal development. Scaffolding requires the teacher to provide students the opportunity to extend their current skills and knowledge. The teacher must engage students' interest, simplify tasks so they are manageable, and motivate students to pursue the instructional goal.