This document summarizes Vygotsky and Keller's learning theories and how they can be applied to a Scrooge project. According to Vygotsky, learning occurs through social interaction and within one's zone of proximal development with guidance from teachers and more capable peers. Keller's theory emphasizes motivation, with teachers providing feedback, varying difficulty levels, and making lessons relevant. The Scrooge project will apply these theories by having students work collaboratively, with teachers providing scaffolding and feedback to help students learn independently.

1. Scrooge
Project
Based on
Vygotsky & Keller Theory
No.1 – 김예진, 김지수, 김효진, 원라인
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2. PRESENTATION
TABLE
Vygots
Keller
ky
Scrooge
Project
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3. Lev Vygotsky
John Keller
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4. Lev Vygotsky John Keller
Socio-cultural context Motivation
Key Factor
ZPD
Scaffolding Feedback
Teacher’s Role
Monitor Relevance
Participate actively Control their own learning
Student’s Role
Interaction with advanced Motivated learning
Learning Style
people
Cognitive apprenticeship ARCS Model
Basic Strategy
Community of learners
Language Strength & Systemic Frame
Restriction Weakness Can’t fit all of students
Emphasized socio- Emphasized the role of
Implication
cultural elements Moitivation
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5. Key Factor
Socio-cultural context of development
ZPD
Motivation
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6. Teacher’s Role
- Give scaffolding to students
- Structure the learning activity
- Monitor the learner's progress
- Gradually turning over more of the mental
activity to their students
- Promote cooperative learning exercises
- Give them attention
- Teach them with familiar language
- Make them understand how learning can be
connected to the real world
- Give them feedback
- Increase levels of difficulty
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7. Student’s Role
- Participate actively in social context
- Participate actively
- Control their own learning
- Retrieve prior learning
- Set their own model
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8. Learning Style
peer editing, role play,
team project, social therapy (play),
interaction with advanced people
We name it as
Motivated self-control learning
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9. Basic Strategy
cognitive apprenticeship model
-Modeling (interact with experts)
-Scaffolding and fading
-Authentic activity
(real world, complex, meaningful, social)
community of learners
-Joint problem solving
-Student directed inquiry
-Dialogue
ARCS Model
A : Attention
R : Relevance
C : Confidence
S : Satisfaction
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10. Strength & Weakness
Strength
-It connected language with learning
Weakness
-It ignored heredity or development of brain
-There are limits and restriction on this theory
Strength
-It provides systemic frame
-Motivated students continuously study even
though they are out of class
Weakness
-It can't fit all of students
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11. Implication
It emphasized the importance of socio-cultural
elements
It emphasized that knowledge can be
constructed with the culture or history, not
absolute itself
It emphasized the role of motivation
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12. Scrooge
Project
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13. Design Plan
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14. First Gauge
Target Learner
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28. Group activity &
Feedback
Talk with your friends.
It can help you to success simulation.
Also teacher will give you some feedbacks.
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29. Common & Differences
Teacher’s role – as facilitator
Final goal – making students as independent learners
Limitation – unmeasurable concept
Vygotsky - focus on learners’ external environment
(Socio-cultural / co-construct)
Keller – focus on learners’ internal environment
(Motivation)
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30. 30

31. References 1
http://www.google.co.kr/imgres?q=vygotsky&hl=ko&newwindow=1&biw=1366&bih=560&tbm=isch&tbnid=eXAgZ2cRge--
6M%3A&imgrefurl=http%3A%2F%2Fesl.fis.edu%2Fteachers%2Ffis%2Fscaffold%2Fpage1.htm&docid=ftUhzTziCVBr
qM&imgurl=http%3A%2F%2Fesl.fis.edu%2Fteachers%2Ffis%2Fscaffold%2Fzpd.jpg&w=350&h=279&ei=rsnQToeFK
6PUmAW-
xJXCDQ&zoom=1&iact=rc&dur=312&sig=108461278417431789531&page=1&tbnh=118&tbnw=148&start=0&ndsp=29
&ved=1t%3A429%2Cr%3A7%2Cs%3A0&tx=35&ty=87
http://www.learningandteaching.info/learning/constructivism.htm
http://www.projetospedagogicosdinamicos.com/vygotsky.htm
http://www.google.co.kr/imgres?q=keller+arcs&hl=ko&newwindow=1&biw=1366&bih=560&tbm=isch&tbnid=tLCvuW
lwwmKxGM%3A&imgrefurl=http%3A%2F%2Ffaculty.weber.edu%2Fpstewart%2F6030%2F6030.html&docid=6P7GPa
z29UV2cM&imgurl=http%3A%2F%2Ffaculty.weber.edu%2Fpstewart%2Fimages%2Fjmkeller.gif&w=133&h=140&ei=D
sLQTrvSOcuJmQWGt-
naDQ&zoom=1&iact=rc&dur=109&sig=108461278417431789531&page=1&tbnh=107&tbnw=93&start=0&ndsp=29&ve
d=1t%3A429%2Cr%3A22%2Cs%3A0&tx=81&ty=50
http://www.google.co.kr/imgres?q=keller+arcs&hl=ko&newwindow=1&biw=1366&bih=560&tbm=isch&tbnid=fvVIBX
KNjiTLWM%3A&imgrefurl=http%3A%2F%2Farcmit01.uncw.edu%2Ferg1602%2FGlossary.html&docid=NRZe0wzsMU
RXbM&imgurl=http%3A%2F%2Farcmit01.uncw.edu%2Ferg1602%2FARCS.jpg&w=1005&h=844&ei=DsLQTrvSOcuJ
mQWGt-
naDQ&zoom=1&iact=rc&dur=93&sig=108461278417431789531&page=1&tbnh=113&tbnw=135&start=0&ndsp=29&ve
d=1t%3A429%2Cr%3A15%2Cs%3A0&tx=105&ty=39
http://idtheory.pbworks.com/w/page/25380791/John%20Keller's%20ARCS%20Model%20of%20Motivational%20Desi
gn
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32. References 2
교수-학습 이론의 이해(2011, 변영계, 학지사)
교육공학-정의와 논평(2009, Alen Januszewski, 교육과학사)
http://blog.naver.com/18miles?Redirect=Log&logNo=9003
7430795
http://blog.daum.net/_blog/BlogTypeView.do?blogid=0O
Qri&articleno=14&categoryId=4&regdt=2009022312284
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33. No.1
Only.1
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