The zone of proximal development was found by Lex Vygotsky. Lex Vygotsky was a Russian developmental psychologist whose major contributions to the field and education occurred between the early 1920s and late 1930s. Vygotsky focused a lot not only on the development of children, but also on the learning process involved in the development of children. According to Vygotsky “learning occurs because we interact with the environment. Furthermore, we do not learn because we have developed, but we develop because we have learned. In short, learning perceives development.” Learning new things improves our level of development. However, to learn we must confront tasks that are just beyond the reach of our current capabilities. Tasks that are too simple or that are already within our current capabilities do not promote learning. On the other hand, tasks that are too complex become frustrating and no learning takes place. Vygotsky believed that those tasks, which are just beyond our current capabilities, existed in what he called the “Zone of Proximal Development” (ZPD). Tasks in the ZPD are the things we can almost do ourselves, but which need the help of others to accomplish. After receiving help from others, we will eventually be able to do them ourselves, thus moving them out of our zone of proximal development. In other words, we learned something. ZPD factors fit into today's teaching role by teaching students subjects that fall within their ZPD. Students are capable of learning the material, they just need guidance and encouragement from teachers to do so. Teachers need to be aware that every student has a different ZPD. Therefore teachers need to design lesson plans that meet the ZPD… half of the paper… they should have a good understanding of what is happening and how to process the information given to them. Another One way to use ZPD to teach adult students would be for the teacher to explain to students what a lesson expects from a student when giving an oral presentation. Next, the teacher will give the students the task of making an oral presentation on a certain topic, giving them some suggestions on how the presentation should be presented. Finally, the teacher will simply observe the students as they perform the presentation in class, without providing suggestions or advice to the students. At this point, the student will have a very good idea of ​​how to structure the presentation and what is expected of him. The central message: "every student learns differently but, more importantly, every student can learn, they just need a teacher's help.”