Group11 final
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Group11 final

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Group11 final Group11 final Presentation Transcript

  • PIAGET &VYGOTSKYGROUP 11 KIM, 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 childrens functioning  Children = Active stand in their own development  Learn by exploring and testing their surroundings.  The periods of development are experienced by each child 3 / 18
  •  Key factors DIFFERENCES Strength & Weakness  Types of Learning  Strategies  Role of Learner and Instructor Piaget VS Vygotsky 4 / 18
  • KEY FACTORS PIAGET VYGOTSKYAssimilation Socio-cultural interaction Accommodation Language Equilibration 5 / 18
  • STRENGTH piaget vygotsky•The child’s spontaneity •Make passive student active•Appropriate learning according to •Prompt many types of learningchild’s cognitive development•Direct experience for raising •Use language as a learning toolchild’s comprehension 6 / 18
  • WEAKNESS piaget vygotsky•Standardized stages •No exact guidelines• No explanation after final • A lot of time and resources stages required•Overlooked social and cultural •Problems to examine individualcharacteristics participation 7 / 18
  • TYPES OF LEARNING PIAGET VYGOTSKY • Audio-visual aids • Anchored instruction • Digital multimedia • Cognitive apprenticeships • Individualized learning • Problem-based learning (PBL) 8 / 18
  • STRATEGY PIAGET VYGOTSKY• Proper learning environment • Scaffolding according to learners’ – Quiz developmental stage(4) – Hint • Verbal activities – Role play• Experimentation with – Dialogue physical object 9 / 18
  • ROLE PLAY KIM, 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 OFLEARNERS PIAGET VYGOTSKY Participation in classes individually. Collaborative participation in classes Discover and Construct knowledge Interact and Construct knowledge 11 / 18
  • ROLE OF INSTRUCTORS – Co-learner of collaborative •Consider the child’s present cognitive level learning • Provide guidelines and stimulate •Consider student’s cultural the students background •Present materials and situations that allow them to discover new •Give scaffolding to students learning •Design collaborative learning • Make students participate in active learning •Make students apply information to real world-Facilitator ofknowledge. 12 / 18
  • PIAGET Todays my learner just graduated kindergarten.They are in a concrete operational stage. so. how I’m gonna teach them? Hum.. 13 / 18
  • VYGOTSKY 14 / 18
  • SUMMARY PIAGET VYGOTSKY Physical Social interaction Educational Tools Scaffolding Developmental Stage 15 / 18
  • CONCLUSION Key factor strategy implication• Assimilation + • Proper • focus on the accommodation instructing process of child = equilibration according to ren’s thinking.(c developmental ognitive constru• Zone of stage ctivism) Proximal development • scaffolding • more advanced learning than current level.(social constructivism) 16 / 18
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