In the courses that I have lectured, the focus is on teaching effective reading strategies to assist student comprehension of information (text) on a literal and inferential level. Students are evaluated in the beginning of the semester with a multiple choice practice test and a summary writing exam. Based on my evaluation of these assessments a platform is established in which I proceed with teaching strategies and approaches that will bring about the best results from students based on their abilities. These are taught and reviewed by applying them to different forms of text as well as online testing material (RC program, Townsend Press).
The ZPD is an approach that helps me to determine student ability on an independent and assisted level. The level at which students seem to "coast" is applicable to Bloom's categories of learning which can be interpreted as a specific level of reading comprehension. The early semester assessments help to determine at what level of the taxonomy individual students fall.
I would like to continue to use these approaches in a more effective manner through collaboration where student ability is assessed and used to establish strengths and weaknesses, moving towards guided practice that promotes critical thinking using the application of reading techniques learned in class across two different course levels. From this my goal is to guide students in becoming better independent learners.