The theory assumes that knowledge is distributed among members in any group and the work should be organized to draw upon their collective expertise. Because members may differ in their initial levels of competence from apprentice to expert, the contributions of apprentices may at first be limited or peripheral. However, the goal is for everyone to achieve full mastery by playing active and increasingly responsible roles. For example, the notion of a zone of proximal development challenges typical curriculum and instruction practices and reinforces the need for higher academic standards. Current practice generally aims to pitch instruction within the students' presumed level of competence.
Critics say instruction, especially remedial education, is too often below the students' level.
But, if learning takes place in a zone of proximal development, then learning experiences should be pitched a bit above a students' current level of competence to achieve optimal growth. Classrooms look very different when they become learning communities. Teacher and student roles are transformed. Teachers focus less on how to prepare a lecture that transmits knowledge or how to organize materials in a way that invites discovery. Instead, greater emphasis is placed on choosing challenging activities and organizing participation to provide for everyone's growth.