Date post: | 24-May-2015 |
Category: |
Education |
Upload: | jaemin-lee |
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PIAGET & VYGOTSKY
GROUP 11KIM, NA-RI
KIM, MOON-JEONG
AN, JEONG-YOON
LEE, JAE-MIN
PYO, MIN-KYOUNG
1 / 18
CONTENTS - Comparison between PIAGET – VYGOTSKY• Similarities
• Differences
Key factors Strength & Weakness Types of Learning Strategies Role of Learner and Instructor
-Role Playing • Summary
-conclusion
- Q&A 2 / 18
SIMILARITIES
Common focus on understanding children's functioning Children = Active stand in their own development Learn by exploring and testing their surroundings. The periods of development are experienced by each child
constructivism3 / 18
DIFFERENCES
Piaget VygotskyVS
4 / 18
Key factors Strength & Weakness Types of Learning Strategies Role of Learner and In-
structor
KEY FACTORS
PIAGET
Assimilation
VYGOTSKY
Accommodation
Equilibration
Socio-cultural interaction
Language
5 / 18
STRENGTH
piaget vygotsky
•The child’s spontaneity •Make passive student active
•Appropriate learning according to child’s cognitive development
•Prompt many types of learning
•Direct experience for raising child’s comprehension
•Use language as a learning tool
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WEAKNESS
piaget vygotsky
•Standardized stages •No exact guidelines
• No explanation after final stages
• A lot of time and resources re-quired
•Overlooked social and cultural characteristics
•Problems to examine individual participation
7 / 18
TYPES OF LEARNING
• Audio-visual aids
• Digital multimedia
• Individualized learning
• Anchored instruc-tion
• Cognitive appren-ticeships
• Problem-based learning (PBL)
PIAGET VYGOTSKY
8 / 18
STRATEGY
• Proper learning environment according to learners’ devel-opmental stage(4)
• Experimentation with physi-cal object
• Scaffolding– Quiz – Hint
• Verbal activities – Role play– Dialogue
PIAGET VYGOTSKY
9 / 18
ROLE PLAYKIM, NA-RI / STUDENT#1
KIM, MOON-JEONG / STUDENT#2
AN, JEONG-YOON / NARRATION
LEE, JAE-MIN / STUDENT#3
PYO, MIN-KYOUNG / TEACHER
10 / 18
ROLE OF LEARNERS
PIAGET VYGOTSKY
Participation in classes individually.
Discover and Construct knowledge
Collaborative participation in classes
Interact and Construct knowledge
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ROLE OF INSTRUCTORS
•Consider the child’s present cog-nitive level
• Provide guidelines and stimulate the students
•Present materials and situations that allow them to discover new learning
• Make students participate in ac-tive learning
-Facilitator of knowl-edge.
– Co-learner of col-laborative learning
•Consider student’s cultural background
•Give scaffolding to students
•Design collaborative learning
•Make students apply in-formation to real world
12 / 18
PIAGET
Today's my learner just graduated kinder-garten.
They are in a concrete operational stage. so. how I’m gonna teach them? Hum..
4 + 5 ? 13 + 14?
927
13 / 18
VYGOTSKY
250
500
500 + 500 = 1000
250 + 250 =???
?50 + 50 = 100!500!
14 / 18
SUMMARY
PIAGET VYGOTSKYPhysical EducationalTools
DevelopmentalStage
Social interaction
Scaffolding
blocksVerbal
conversation 15 / 18
CONCLUSION
Key factor
• Assimilation + accommodation = equilibration
• Zone of Proxi-mal develop-ment
strategy
• Proper instruct-ing according to developmental stage
• scaffolding
implication
• focus on the process of chil-dren’s thinking.(cognitive con-structivism)
• more advanced learning than current level.(social construc-tivism)
PIAGET
VYGOTSKY16 / 18
QUESTION & ANSWER
FEEL FREE TO ASK
17 / 18
THANK YOU
FOR PAYING ATTENTION
18 / 18