A pedagogical action on the zone of proximal (next) development

In this new millennium, teaching models have increasingly focused on enhancing teaching for competence. What does it mean? It means that teaching cannot be limited to the disciplinary perspective, but it must make students increasingly capable of solving new and unprecedented problematic situations. Learning must be transversal and use cooperative and laboratory approaches to transform the class into a small learning community. These general indications suffice to underline how the new directives (not so new in the history of pedagogy and educational psychology) move the teaching plan towards the perspective of the co-construction of learning, where experiential and group activities are enhanced, and assessment and evaluation models are to be modified.