ABSTRACT
Taking individual students into account, facilitating learning needs, and organizing the classroom environment in a way that keeps students engaged and in their zone of proximal development (ZPD), learning can be achieved when working with a more capable counterpart (Vygotsky, 1978) has always been a challenging task for teachers. Lessons need to be designed carefully using knowledge about not only curricula demands, but also about where students are in relation to specific learning goals. Analyzing learning processes and keeping track of them in order to orchestrate the classroom effectively is difficult.
