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I felt that during my primary to secondary years, the use of charts, visual organisers or mindmaps etc depending on subject made it easier for me to learn, remember and understand better as a student in class. I am definitely stronger in my languages as compared to my Math and Sciences thus instructional scaffolding in my weaker subjects has definitely helped.

I observed that a teacher's delivery would also impact my learning. I tend to not be able to sit down all the time and focus and I prefer hands on activities or anything that requires me to apply the practical concept after studying the theory. I love practical lessons, field trips, school excursions or learning journeys back then as it made me think on my feet. Group or pairwork appealed to me as compared to individual assigments as I can check my understanding if I am on the same level as my peers.

Vygotsky's theory has enabled me as a student to learn and solve under a teacher or a buddy with a more advanced understanding especially when I am learning Maths.

Piaget's theory also did benefit me as my teachers back then would always check for understanding and make sure we know where we went wrong especially in Humanities subjects. We could have scored better if we plan our answers and also essential whenever we do summary writing in English.

In conclusion, I felt both theories have worked for me in different points of my life as a student.

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Q1. The use of visual diagrams alongside verbal explanation helped me to better understand science concepts.

For the subjects that I struggled in, I was usually paired up with a student that fared well in the subject.

Q2. Yes, some strategies adopted by my teachers resonated with what I learned.

Piaget’s Cognitive Theory:

In secondary school, the teachers expect us to have a solid foundation of English, Math, and Science. This acts as our pre-existing schemas. The teachers then introduce us to intermediary concepts that build upon our pre-existing schemas. The students then adapt and adjust their mindsets to take in new information. (assimilation and accommodation)

We would be given tests to measure our understanding of the intermediary concepts taught. The teachers can then mark the papers and have a good sensing as to whether the students successfully understood the concepts. The students that fared well experienced the state of equilibrium. The students that did not fare as well experienced that state of disequilibrium.

The teachers would go through the test with the entire class to correct any misunderstandings. (allow the class to reach the state of equilibrium)

Vygotsky:

Since I fared poorly in most of my tests, my teachers decided to pair me up with a more knowledgeable student. They encouraged me to develop better cognitively by getting me to socialize and collaborate with a more advanced peer.

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In the process of learning, I learnt and understand things differently at different age.

When I was young, I learnt better when teacher can break things down into simpler form for me to grasp step by step (e.g., learning Math concept). Visuals also makes things easier to remember and follow. When teacher asked question on the lesson, I can remember the concept and idea better when my peers answered the question. At that age, I am too sky to answer teacher’s question. However, I enjoyed talking to my peers and teachers when I am older. I learn new things from them during the interaction. I am more engaged when the lesson is interesting and fun. I also enjoyed learning journey where learning becomes authentic for me.

For some skills or knowledge such as science experiment, hands on activities makes my learning easier as I can think, do and remember at the same time.

Scaffolding indeed makes learning easier and not so intimidating when encountering with question or task that I am not sure of. If I don’t understand a concept or idea, I can also approach the teacher or friends. That’s why I agree with Vygotsky’s theory of sociocultural development. Talking to someone who knows more or better and learn from them. I find meaning in learning this way. Interaction makes me remember things faster and longer.

On other hand, I also agree with Piaget’s cognitive theory. Ride on prior knowledge also makes my learning easier. I have some form of knowledge or background and I can learn and add on to my prior knowledge to learn new things or concept. I feel that mindset is also important. Must learn with an open mindset.

In conclusion, both theories serve different learning style and leaning needs at different situation or environment. I learn well all these years with the combination of both theories.

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I have always found that I learnt best with visual aids. I find it easier to process information and grasp content with the use of visuals such as mind maps, infographics and charts. Especially for subjects such as Science, I can make associations with the concepts and content taught by my teachers, hence making learning more effective for me.

But of course the mode of delivery and how well my teacher delivers the lesson plays a part as well. I feel that teachers who were able to give clear and concise instructions, break down lessons into meaningful chunks play an essential role in my learning. As I progressed to secondary school and tertiary, I was exposed to more group work setting. Group work gives me opportunities to share knowledge and leverage on the strengths of others. The shared involvement among group members lend opportunities for me to clarify, gather and share ideas as well as to carry out roles to facilitate my learning.

I also remember that my teacher constantly check for understanding, addressing any misconception and providing assistance should I require any explaining on any parts of my learning. This brings back to Vygotsky's key constructs called the zone of proximal development and scaffolding. He believed that with support and guidance, a child can solve a problem.

I feel teachers who are able to differentiate their teaching and effectively use different teaching tools to meet the learning needs of their pupils contribute greatly to their learning.

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During my primary and secondary school days, I learn through drills and practices. Examples, memorized time tables and modern compositions, copying the whole Chinese Textbooks as holiday homework, etc.

Build schemas :-

For Maths, teachers will provide multiple examples on step by step to problem solving which I use as reference in my problem sums.

For English and Mother Tougue, teachers will provide scaffolding by giving guided questions for composition writing and vocabulary word list to help us in our writing.

Arrange physical and concrete experiences :-

I enjoy all my learning journeys to the zoo, bird park, Changi Airport, Science Centre, etc. The LJs enhanced my learning and application of the new knowledge acquired.

Therefore, my learning journey as a student is more related to Vygotsky's theory for cognitive development.

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Looking back on my school days, I was often called lazy, stupid and other nasty terms. Partly because i was unable to spell or memorize words which had a specific meaning but were unfamiliar or new to me. Later i found out during my adult years and through my contact with education specialist and work that i may be dyslexic but was undiagnosed.

Later i found it was easier for me to study in the morning and i found remembering easier. Also in a space of a relaxing environment and frequent breaks made it easier for me to concentrate.

I found it when the teacher or mentor made the lesson interesting and personal was i able to listen more intently. If not i would be very quickly distracted.

Also Piaget's theory of existing schemas and assimilation applied more to me.
I found using my own derived knowledge of theories and concepts made it easier for me to memorize and learn. Eg. the term dyslexia, i was constantly unable to spell it. only through breaking up the word to dyson the vacuum cleaner to "dys" and "lexia" was i able to spell the words. Also i could not differentiate between a "b" and a "d" only through looking at my name "Andy" can i know the difference and which letter to use.

Looking back i do not think my teachers helped to break up words and find out which words and problems i had with spelling, they all thought i was just stupid or lazy to learn spelling. So i can relate to students and their experiences and looking forward to helping them achieve their potential.

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Most of my teachers integrate scaffolding into their pedagogical methods. They’d build our capacity by doing teacher guided examples of maths questions, he would employ a direct teaching method with him attempting the questions himself after explaining what the lesson is about.

He would then let us do similar difficulty questions ourselves first to model after his example and build our confidence. When we’re facing difficulty getting through the first stage, he would encourage peer to peer assistance first. It was easier for me to approach my peers as we were both learning on the same level.

When he eventually did one to one teaching he would do guided prompts to lead me to the answers. Which reflects a lot on what Vygotsky emphasised on his sociocultural theories of cognitive development, whereby we develop more through social interaction with the peers around us and guided learning with an expert would expand what I know towards what I am able to learn with guidance from a teacher.

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During my Primary and Secondary school years, most of us are not aware of any teaching strategies being employed in our learning. Often I recall being taught to memorize and regurgitate methods and facts. It was not until Secondary school that I was aware I was being taught D&T and Science through Concept Based Learning, a term I was only aware when I started teaching myself. I remember it was because the subject teachers was specific in telling us HOW they were going to teach us, something that I do not remember any other teachers attempting to do.

In retrospect I realised it triggered this idea where I can learn through my own observations and understanding. I constructed my own knowledge through building my own schema from connections made from past experience, thoughts and memories shared by unrelated source, context or environment (Vygotsky).

This had incredible advantages as it advanced my learning by leaps and bounds for a brief period but also presented notable disadvantages. I was an introvert and had no confidence in my oracy. I was too afraid to ask questions or speak up for clarification therefore my learning did not benefit a lot from a social context save for exchanges within a small circle of like minded friends.

It was not until adulthood when I began teaching that I learned strategies like Instructional Scaffolding and employing methods through Social Interactions and Culturally Authentic contexts. All the while practicing Vygotsky's Theories without knowing who came up with it. Perhaps like my teachers before me we may or may not be aware but we use it because it works.

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As a student, I remember this incident for math very clearly during my secondary one lesson. I am able to resonate with this till today, very clearly as very good support and scaffolding were given to us during the math lesson.

The teacher taught a topic on ratio.  Later after providing examples, she tested us (call our names out) by prompting for answers to the questions on the board. She also provided guided notes for the topic so we can look at the examples given on the notes.

Later after she has explained the examples, there will be a worksheet indicated at the top right-hand corner “Level 1” through “Level 4”. My teacher lets us do the worksheet for “level1” where it forms the basic concepts we have learned in class and goes through the answers. As for level 2, we usually do the worksheet together with our peers sitting beside us and the teacher takes indicates on the board who has answered certain questions wrongly. She went through the questions that most students have answered wrongly after going through the entire worksheet. She will also let the class know the misconceptions we have made pertaining to the topic. The progress of each level also indicates the difficulty and challenging sums on the given topic for ratio.

Hence moving forward with the “level 3” worksheet she gets my peers to work out their solutions and present them on the board. She picked out some of my classmates to share their worked solutions with the class. She then goes through the answers with the class. In order for us to have a greater depth of knowledge and sense of understanding, we were assigned homework to re-emphasize the concepts taught in class. (level 4 worksheet)

The zone of proximal development (ZPD) refers to the difference between a student’s “actual developmental level as determined by independent problem solving” and the student’s “potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers”.

In reference to ZPD, I feel my teacher taught the topic on ratio and scaffolded stage by stage, she also increased the level of difficulty and also made verbal thinking possible through interactions with classmates. When we were able to discuss and work with our classmates, learning was visibly seen. Interactions with classmates assisted performance from my teacher helped hand in hand with independent learning which was seen through the homework given to us.

In conclusion, Vygotsky's theory believes that social interactions are important. There is an emphasis on the concept of instructional scaffolding that allows the learner to build connections based on social interactions. I believe that I also learned through Vygotsky’s Theory when I was a student and this is why I am able to learn/ remember and understand the concepts.

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As a secondary school student, I did not attain very good results most of the time. I was an express student but I was always failing my Math and Science. When I went to upper sec, I was failing more subjects like Combined Humanities and other electives. I rarely did my homework. If I did, it was submitted way past the deadline.

Fortunately at the last minute when it was nearing my GCE O levels, something struck me and woke my senses up to get my priorities straight. I began spending more time revising my subjects and actively seek help for the topics that I did not understand. I made sure to seek out extra practice papers or worksheets from my teachers, as I always felt that more practice would help me most efficiently.

If I were to put this into the context of what I just learned, I forced myself to be in disequilibrium. I sought out new ideas and understanding to replace my existing (and lacking) knowledge (Piaget's theory). Along with that, I made sure to put my understanding into words by completing my practice papers (Vygotsky's theory). The most important factor was that I surrounded myself with encouraging peers, which helped all of us learn better through the exchange of ideas (Vygotksy's theory).

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Looking back, I really enjoyed my school life. I have wonderful memories of making good friends, playing in the classroom and in the school field. I used to look forward to lessons as I had some wonderful Teachers who taught me not just curriculum but about life. I learnt many things that helped make me who I am today.
Was Piaget or Vygotsky in my journey? I believe so but in a subtle way. I remember learning Mathematics and Science using manipulatives and real life items. We had to go out and find insects, plants, flowers to learn about science. Art lessons was out in the garden or around school.
Memorizing and route learning was also very much part of my school days and I can still remember my times table even till today. It helped me do mathematics faster as the number was already there in my head. All this helped in adding on to my schema of knowledge.
A lot of my learning came from play, and group work, so Vygotsky's Development Theory was there as well.
I never used to like mathematics as a child but a particular teacher made a difference in my life. She was patient, taught me step by step, gave me a lot of personal attention and helped me build my confidence in this subject that i went on and did Engineering later on as I love Mathematics.

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Back in my primary  and secondary school days, I went through quite a few strategies to better understand in class. I remember a lot of memorising and drilling. We also made use of a lot of concrete materials for hands-on lessons. I also prefer drawing models for Math lessons as I understand better through visuals.

Another one of the strategies I remember very fondly was creating jingles for math and science formulae. I realised that it has helped a lot in my learning, and I still remember the jingles to date. I've also shared them with my colleagues and students in school and they are still currently sharing those strategies.

There was also quite a lot of group work or paired work. In the group, there will definitely be students with different abilities. Looking back, that was where we applied Vygotsky's theory back in school. Students of different strengths and weaknesses coming together to discuss and share ideas. We were always encouraged to think aloud and voice out whatever ideas we've had. The teachers would provide guiding questions and suggestions as scaffolding, which was essential to our learning.

In summary, my teachers did resonate with both Piaget's and Vygotsky's theories. As an educator now, I would also hope to put both theories in practice for my students, in order for them to develop better understanding.

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As a student, I always felt safer and assured to do the assigned work on my own after a particular amount of guidance was given. I very much needed scaffolding from my teachers in order for me to gain the confidence to do independent work. This reminds me of the I do, We do and You Do concept of teaching. Most of my teachers in Primary school always ensured that they gave us enough guidance and also did the activities with us together before giving us homework/independent work.

During certain lessons, I recall my teachers calling the student who has difficulty in a particular topic/concept and go through with him/her individually. We were also seated in groups where there were a mixture of abilities and my group mates and I helped out each other out. I remember my Primary 5 teacher calling me out when I had quite a number of mistakes in my Maths workbook under Decimals. She went through with me the concept of Decimals again and guided me through the work. Thereafter, I was able to grasp the concept and do the other pages on my own which were more complex.

This is very much in line with Vygotsky’s theory for Cognitive Development where Zone of Proximal Development is an essential part of a child’s learning. It encourages scaffolding which builds a child’s confidence and guides them to be independent learners. The right level of support is given to each child in order for him/her to reach independence level.

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What I could recall from my primary and secondary school days did not resonate much with Piaget and Vygotsky’s theories. Learning then was more autocratic style, just do as told. Lots of memory work and repetition and we survived without thinking too much as it felt like it was the norm.

However in college days, the teaching approaches and styles were different and we had more autonomy in our views and opinions  during lessons and group discussions. I recalled that my favourite subject was Literature and huge credit went to my lecturer/tutor who was visual and metaphorical in his presentations (I believe this resonates with Piaget’s theory where adaptation- assimilation occurred). My cohort had a mix of international students and we were familiar with English as a language (our schema?) but not in Literature form and with his methods, he was able to engage us positively and made the learning journey a memorable one.

The other subject I recalled was in computing science which I was weak at. My tutor deliberately put us in 3 groups where each group had a good balance of students who were strong in computing and vice versa. It was a deliberate collaboration that benefited us as we all played different roles in the group and the more advanced peers (MKO) were given more chances to articulate his/her ideas while the weaker ones were provided with good support. This method  resonates with Vygotsky’s Zone of Proximal Development.

In summary, base on my student days recollection, I learn well with a good level of teacher-peer support and in a non-judgmental environment.

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Thinking back, it was easier to understand lesson content when a lot of dialogue and discussion was involved in the lesson. The teacher was part of the discussion and asked questions to prompt thinking regarding the topic. This is similar to the strategy of allowing students to link prior knowledge to topics. It led to a better understanding and retention of information and allowed students to challenge prior misconceptions as well. This is akin to usage of schema through assimilation and accommodation which help improve information processing and comprehension. New information was taught by relating to existing knowledge. This strategy helped me develop better understanding of content and seemed to allow for better retention rather than just listening and memorizing.

However, for a long time most teachers would deliver lessons in the traditional manner of “I teach, you listen” and drill and practice. It would have been lovely if my teachers addressed the lack of understanding and ensured learners complete manageable tasks during lessons. It would have been beneficial if they incorporated more scaffolding according to ability during lesson with subjects I struggled with. Learning could have been made more achievable if additional steps or guidance were given before piling on more content. Guided notes or the application of reciprocal teaching would have made learning new content more achievable.

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To be honest when I was a student, I came from EM3 and Normal Technical Stream in the early 1980s generation.

I can remember that during my Primary Level, teachers are just doing drilling and practice method.  There wasn't any enough scaffolding especially for student who required extra support. However now, pictures, helping words and more guidance are given to the students to help them elaborate more on the story based on the pictures given.  For Math, I was given many repetitive same papers and questions to practice on.  There is no differentiated learning at that time. Those who finished the previous paper were given another paper to complete. At the same time, there wasn't enough technology for the student and teachers to explore with. OHP and video tape was the main advance technology at that period of time.  Paper and pen was the default for everyone. This include Special Needs Education wasn't a big thing at that time.

To conclude, I believe that most of my generation educators adapted Jean Piaget Cognitive Theory because memorizing and classifying pieces of information that is stored and retain in memory was the priority.

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How I leant well as a student?

During my Primary school days, I remembered I was asked to copy down notes to learn Hanyu Pinyin, there were no YouTube videos or audios to teach the pronunciation and teacher uses flash cards to teach. When we had mastered the skills of Hanyu pinyin, the Chinese teacher got us to start looking for words in a hard copy dictionary. This is similar to Piaget’s theory, linking to the prior knowledge of our Hanyu pinyin.

For English, teacher will do big book reading with us. First, she reads the book to the class, next she will get the whole class to read together and next, she will get selected pupils to read. All the time, a mixture of students with different abilities will be chosen to read. Pupils who cannot read well or stumbled upon words will get help from a more knowledgeable other (MKO), most of the time another peer will help. This is just like Vygotsky’s Theory on the Zone of Proximal Development (ZPD) where a child can be successful with when collaborated with a MKO. The lower ability child learns to read and is able to read fluently after some guidance from a MKO.

Science lessons were interesting when teacher planned for hands on activities. I remembered that we brought in green beans, onions, potatoes, ginger, etc when we were taught the topic on plant parts and their reproduction methods. This is similar to Vygotsky’s Theory on Scaffolding (using additional resources) & Piaget’s Theory that learning should be a direct experience during development (Concrete Operational).

During Secondary school, History means a lot of note taking and memorising. My History teacher uses mind map to help us. She modelled the use of mind map before she assigned us into groups to discuss and create our own mind map. This is a combination of Vygotsky’s Theory on Social Interaction and Piaget’s Theory on learning in the classroom should be student-centred and accomplished through active discovering learning. We discussed as a group (language is involved and we learn from each other) and it also enables us to be independent learner, we can do our own mind map for other topics or subjects.

Looking back, I think most of my teachers used a combination of Piaget’s and Vygotsky’s theories which helped in my learning since I learnt best with experience, activities, scaffolding and when my teacher puts me in my Zone of Proximal Development (ZPD). I guess there is no one best theory for cognitive development, each theory has their own effectiveness and strengths.

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I vaguely remember how I learnt when I was younger, especially in Primary School. There were a lot of drill and practice - practices of math equations, spelling and grammar items. I remembered struggling when it came to writing. What helped me at that time were the model compositions that my teacher had prepared. She also made us memorise good introductions and helpful words and phrases to help us with our writing. I would think that this strategy was part of Piaget's theory, where my mind build on and developed schemas for writing.

In Secondary school, I remembered that the use of media (songs, visuals, videos) had helped me to remember key concepts in some subjects. My history teacher would help us memorise key facts by using songs form Hi-5. My chemistry teacher taught us to remember how to balance an equation by remembering the word COCONUT. Reflecting on my experience and learning about theories of Cognitive Development made me realise that my teachers had linked our learning with what we were familiar with. There were also more social interactions and experienced, with group work and projects. I recall my teachers moving from one table to the next to ask us questions that would help us in our task. My teachers had essentially used part of Vygotsky's theories - in scaffolding and helping us learn through the use of social interactions.

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Based on the readings, Piaget proves that experiential learning is the foundation of cognitive development: through the 4 stages, namely sensorimotor, preoperational, concrete operational and formal operational, a child grows from merely experiencing things to becoming a confident expert at what has been learnt. This is the normal process of growing up and learning from experiences.

However, for as long as I can remember, since the days I was in primary school, we were mostly taught to learn things by heart and to try to score very well for exams. I do not remember the focus being "student-centered" or on the process of learning. Most of the time, we did not even have the luxury of experimenting and building our own knowledge based on what we discover along the way. It was like that both in school and at home. There was no such thing as an "authentic task" but more of "do as you are told", and of course, "make sure to get it right". None of these is aligned to Piaget's theory.

Vygotsky on the other hand talks about social and cultural context in constructing knowedge and internalising understanding through scaffolding which leads to students becoming independant learners.

Once again, if I were to look back at my own journey since when I was in primary or even in secondary school, I cannot recall having teachers who would encourage interaction during lessons or who would used graphics to help us better understand concepts or ideas, as shown in the videos. All we had were books, exams papers and more books. Learning was not fun then, not until I was much older and studying for my diploma.

When I entered the school of design at Temasek Polytechnic, learning suddenly came to life. We, students, were allowed to explore, to have fun with materials, to create, there was no such thing as right or wrong when we were trying to interpret a concept or when exploring the unlimited possibililties that exist in the design world. Learning truly became a process and that process was kept alive throughout the course, the excitement of learning burnt like a fire in me and drove me to wanting to do even more, pushing my own boundaries and challenging acquired knowledge, unlearning to re-learn. Most lecturers were very approachable and I could have very open discussions with them too, which was a huge change from what I had known in the past.

As a conclusion, I am now a firm believer of both Paiget's and Vygotsky's thoeries, which actually work hand in hand to make learning enjoyable. It has to be about the learner, the student, it has to be a process, an experience, a journey influenced by whatever is happening around that learner. That's how I learn best and hence, I am certain, is how most other people would learn best too. As an educator now, I must remember how I learn well, and try to apply the same principles in my teaching, to ensure that my students enjoy the learning process as much as possible.

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What made it easier for me to understand better is the interaction exchange that I have with my teachers and peers whenever I have doubts with the new topic or concepts that were being taught. Via these interaction exchange, it helped me to clear any misconceptions that I have. Aside from the interaction exchange, providing extensive scaffolding were provided by my teachers to help me better understanding. This resonates with Vygotsky’s theory.

Apart from Vygotsky’s theory, my teachers also used the Piaget’s theory where they used my prior knowledge as an example to explain the concept. This enables me to have better understanding and relate better to the concept that were being taught.

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How I have learned well as a student?

In my primary school days:
-My English teacher led us to read and learn from big books with pictures. Initially, my English teacher modelled reading for us. The big books consist of rhymes and repetitive words. Next, my English teacher encouraged us to read together, followed by getting us to take turns to read to her, facilitated with picture prompts. Through this guided process, I learned to read. The teacher also used the pictures with rhyming words to help me see the relationship between the words (for instance, 'goat' and 'boat' end with 'oat'). Through scaffolding by examples and questioning, i also learned new words ('coat', 'float' also end with 'oat'). I wrote these words in a Word Bank book and referred to them during my writing lessons to build my vocabulary.

In my primary and secondary school days:
-My Science teacher used wires, batteries and light bulbs to demonstrate how to light up/not light the bulbs. I was not very good in hands-on. However, through predicting questions given by the teacher and working in small groups to explore, I learned from my more able peers how to manipulate the circuits and understood how different systems of circuits will light up/not light up the bulbs. I also wrote these explanations on my notes for my learning revision.

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I have learnt better as a student when my teacher explained concepts with concrete and visual examples and linking concept with my prior experience- as backed up by Piaget's theory component of Assimilation. It sure does help me to understand better when teacher taps on my prior knowledge and adapting from what I already know - Schema by Piaget.

I also learnt better when I articulate or verbalise my understanding to the teacher or peers. This helps me clarify my misunderstandings and develop a deeper understanding of the newly taught concept. It is also important that my teachers constantly asked questions to check for understanding. This is evident in Vygotsky's work where student should be involved in social interactions to encourage students to use language to describe their developing understanding. (Session 2 Slide 31)

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When i was in school, i remember memorizing most of the time. The teacher drilled us when it comes to multiplication for maths and kept repeating the questions (kumon style) so that we will memorize the concept. For certain subjects in secondary school such as Humanities, i remember that we had to memorize the facts and theories. I remember having photographic memory as I can remember most words in the textbook and write out the answer during class tests or exam. I just had to remember the main points/facts and automatically the words will flow when I elaborate further on it. I learnt better when i memorize and automatically understand the concept. I can relate to one of the 3 basic components to Piaget's Cognitive Theory which is Schema where the cluster of related pieces of knowledge is stored in my mind.

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In secondary school and polytechnic, I learnt:

Better with visual stimulation: to see to learn

Building from prior knowledge connecting them bit by bit to construct new ideas.

Taking and making notes and reading them to remember.

Through research and building models, like making of Great Sphinx.

Learn from a more knowledgeable peer

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from my memory of secondary school, i remembered we did alot of memorising. whilst the teachers probably have taught along the way, it seems that i spent my time mostly memorising. sometimes without understanding.

As someone who was weak in Maths, and consistently failing it, I now am more aware that the better teachers used plenty of scaffolding to guide me. Many times I have been put at the ZPD level without me knowing.

at the same time, i realised that the teacher also did paired teaching for me by partnering me up with someone who was better at Maths. I realised that this put just not me at the ZPD, but also to the better person, to as much as possible, to put her up at the Independent Performer level.