Ensuring Technical Readiness For Copilot in Microsoft 365
Report for presentation
1. Report for Presentation
Piaget vs vygotsky
Class Learning-Instructional Theory
Professor Pro. Jeong min Lee
Group Group. 5
members 고지영, 김지현, 정연지, 한주경
3. Chapter 1. Introduction
Section 1. Vygotsky
Vygostsky ; Social Development Theory
1. Vygotsky awakes our eyes to the powerful role of culture and community in learning.
His theory presents the radical idea that our much thought and intelligence is really not
our own. Cultural tools are not inherited genetically. It’s the product of history and culture.
In summary, Individuals construct meaning through their interaction with others
2. Vygotsky presents a complex theory regarding the processes of thought and language.
The main premise of Vygotsky's most famous work is the interrelationship between
thought and that most universal of cultural tools - language. Language is the mother of
all mental tools. He maintained that thought is internalized language. As we internalize
these tools we become smarter.
3. We internalize these tools as we work in our Zone of Proximal Development (ZPD).
ZPD means the gap between actual and potential development. He believed that
students must be taught information within their ZPD to develop a relationship with the
material, then the scaffolding must be taken away to fully form an understanding.
Scaffolding means "a form of support for the development and learning of children and
young people".
Section 2. Piaget
Piaget ; Cognitive Development Theory
1. Piaget's stage theory describes the cognitive development of children. Cognitive
development involves changes in cognitive process and abilities.
A. He believed that child cannot undertake certain tasks until they are psychologically
mature enough to do. He proposed that children's thinking does not develop entirely
smoothly: instead, there are certain points at which it "takes off" and moves into
completely new areas and capabilities.
Stages of Cognitive Development
4. Stage Characterized by
Sensori-motor Differentiates self from objects
(Birth-2 years)
Recognizes self as agent of action and begins to
act intentionally: e.g. pulls a string to set mobile
in motion or shakes a rattle to make a noise
Achieves object permanence: realizes that
things continue to exist even when no longer
present to the sense (pace Bishop Berkeley)
Pre- Learns to use language and to represent objects
operational by images and words.
(2-7 years)
Thinking is still egocentric: has difficulty taking
the viewpoint of others
Classifies objects by a single feature: e.g.
groups together all the red blocks regardless of
shape or all the square blocks regardless of
color
Concrete Can think logically about objects and events.
operational
(7-11 years) Achieves conservation of number (age 6), mass
(age 7), and weight (age 9)
Classifies objects according to several features
and can order them in series along a single
dimension such as size.
Formal Can think logically about abstract propositions
operational and test hypotheses systemically
(11 years and up)
Becomes concerned with the hypothetical, the
future, and ideological problems
2. Piaget also highlighted assimilation and accommodation. children adapt to the world
through assimilation and accommodation
Assimilation is the process by which a person takes material into their mind from the
environment, which may mean changing the evidence of their senses to make it fit.
Accommodation is the difference made to one's mind or concepts by the process of
assimilation.
5. 3. Schema (or scheme)
The representation in the mind of a set of perceptions, ideas, and/or actions, which
go together.
Piaget's Key Ideas
Adaptation What it says: adapting to the world through assimilation
and accommodation
Assimilation The process by which a person takes material into their
mind from the environment, which may mean changing the
evidence of their senses to make it fit.
Accommodation The difference made to one's mind or concepts by the
process of assimilation.
Note that assimilation and accommodation go together:
you can't have one without the other.
Classification The ability to group objects together on the basis of
common features.
Class Inclusion The understanding, more advanced than simple
classification, that some classes or sets of objects are also
sub-sets of a larger class. (E.g. there is a class of objects
called dogs. There is also a class called animals. But all
dogs are also animals, so the class of animals includes that
of dogs)
Conservation The realization that objects or sets of objects stay the
same even when they are changed about or made to look
different.
6. Decentration The ability to move away from one system of classification
to another one as appropriate.
Egocentrism The belief that you are the centre of the universe and
everything revolves around you: the corresponding
inability to see the world as someone else does and adapt
to it. Not moral "selfishness", just an early stage of
psychological development.
Operation The process of working something out in your head. Young
children (in the sensori-motor and pre-operational stages)
have to act, and try things out in the real world, to work
things out (like count on fingers): older children and adults
can do more in their heads.
Schema (or The representation in the mind of a set of perceptions,
scheme) ideas, and/or actions, which go together.
Stage A period in a child's development in which he or she is
capable of understanding some things but not others
Chapter 2. Comparison
Section 1. Similarities
Similarities between Vygotsky and Piaget
1. Piaget and Vygotsky are both Constructivists who had an approach to teaching and learning
based on the premise that cognition is the result of "mental construction"
2. They focused on the mechanisms by which individuals develop higher cognitive processes.
They were both enormously significant contributors to the cognitive development
component of Psychology.
They analyzed particular development processes responsible for complex cognitive
functioning.
3. Learning is affected by the context in which an idea is taught as well as by students' beliefs
and attitudes
4. The boundaries of cognitive growth were established by societal influences.
7. Section 2. Differences
Differences between Vygotsky and Piaget
1. Piaget emphasized the growth of logical thinking as the goal of cognitive development, but
Vygotsky described the transformation of simple perception, involuntary attention, and simple
memory into categorical perception.
2. Piaget insisted that learning happens after development while Vygotsky pointed out that
learning takes place before development can occur.
3. Vygotsky believed that development can’t be detached from social context unlike Piaget.
Vygotsky focused on the role of culture in cognitive development, the role of egocentric
theory, and the pivotal role of school subjects.
Piaget did not believe in the significance of inputs that can be acquired from the
environment but Vygotsky was confident that kids do acknowledge the inputs from their
environment.
Piaget regarded knowledge as changing body of knowledge, individually constructed in
social world. But, Vygotsky regarded knowledge as changing body of knowledge,
mutually constructed with others.
4. Vygotsky claimed that language plays an important role in cognitive development. Piaget only
viewed language as a plain milestone in development.
5. Vygotsky thought that students learn collaborative construction of socially, culturally defined
knowledge and values through socially and culturally constructed opportunities, tying to
students’ experience.
Piaget thought that peers are not necessarily encouraged, but can stimulate thinking,
raise questions. Vygotsky thought that peers assume part of knowledge construction,
contribute to definition of knowledge, and help define opportunities for learning.
6. Piaget believed that instructors help learners to challenge thinking toward more complete
understanding. Vygotsky believed that instructors help learners to co-construct knowledge
with students by sharing expertise and understanding.
7. Compared to Piaget, Vygotsky placed greater emphasis on the role of make-believe play in
that it provides opportunities for the child to extend his or her behavior beyond that of his or
her average age.
8. 8. Piaget thought that students learn active construction, restructuring prior knowledge through
multiple opportunities and diverse processes to connect to what is already know.
9. Piaget’s cognitive development theory has four evident phases. Vygotsky assumed that there
are no set of stages at all but only 3 components.
10. Piaget viewed role of teachers as facilitator, guide. Vygotsky viewed role of teachers as
mediator, mentor.
Piaget thought that teachers create opportunities for interacting with meaningful ideas,
materials, others. Vygotsky thought that teachers construct with students opportunities
for interacting with meaningful ideas, materials, others.
11. Piaget viewed role of students as active construction within mind. Vygotsky viewed role of
students as active co-construction with others and self-negotiating meaning.
Piaget thought that teachers create opportunities for interacting with meaningful ideas,
materials, others. Vygotsky thought that teachers construct with students opportunities
for interacting with meaningful ideas, materials, others.
Section 3. Pros and Cons
Pros and cons of Vygotsky’s theory
Pros
1. The theory pays considerable attention to student’s relationship with others. Parents, teacher,
peer have effects on student’s learning ability by not just giving learning environment or
delivering knowledge but facilitating his/her learning.
2. He emphasized social-cultural context because society shares its cognitive goals with the
learner, and the learner shapes the environment.
3. It acknowledges differences between individuals within the same culture and between
people from different cultures.
4. His effort to revaluate the importance of language in cognitive development helps the
instructor to use language as a method of facilitating.
9. Cons
1. Teacher’s roll as facilitator has possibility that hinder the learner’s spontaneity. If
collaboration with peers and guidance from instructor are too helpful, the learner might lean
on them expecting they do all the things instead of themselves.
2. Just recognizing children’s zone of proximal development does not help the instructor in
understanding their exact level of ability and learning style or other children’s level of
development. Simply assessing children’s zone is incomplete developmental picture.
3. There’s no specific standard to measure ZPD and no deep research on the generality and
stability of the learner’s zone.
4. There’s less information about children’s development level, needs, and interests along with
ages.
Pros and cons of Piaget’s theory
Pros
1. Instructor can provide high quality education for students by teaching sophisticated
knowledge to students.
2. Thanks to piaget's theory, we can define that children's way of thinking is different to adults.
3. He provide important and wide viewpoint about children's cognitive development.
4. He clarify developmental process of children's reasoning skills about science and
mathematics
Cons
1. Piaget overlooked children's cultural differences.
2. Piaget excessively generalized extensive social and emotional phenomenon .
3. At pre-operational stage and concrete operation stage, theory's concept that changes
depending on student's age can't be clarified clearly.
10. 4. Piaget defined cognitive development theory that is restricted to adolescence
Chapter 3. Application
Section 1. Strategy
There are no explicit principles of instruction from both piaget and vygotsky’s theory. So, most
instructional principles are developed by other instructors based on their writings.
Basic principles of Vygotsky’s social development theory
1. The instructor must understand student’s zone of proximal development [ZPD] and provide
appropriate level of instruction.
Students can learn from instructor because instructor can is both model and mentor.
When instructor leads students to right direction and share his/her own problem solving
experiences, student can construct their own way of ability to deal with the task. The
instructor can use scaffolding and reciprocal teaching.
2. Playing and studying with peers should be encouraged.
Students work better when they collaborate with peers. They learn how to work with other
people and develop language skills by using more complex and high level language skills
to communicate with peers. Sharing different experiences and ways of thinking help them
to form more deep and broad skills for problem solving.
Basic principles of piaget’s cognitive social development theory
1. Instructor should encourage students to explore and construct their own knowledge.
Instructor can facilitate student by providing environment with many activities which
designed based on assimilation, accommodation. The learner should constructs
knowledge through self-directed and peer-collaborative. Just teaching knowledge with
abstract language, especially when students try to learn mathematics and science is not
helping. Teacher’s role is to create and organize situations that students can solve their
problems in their ways and ask meaningful questions.
2. Providing peer-collaborative activities help students to construct more sophisticated and high
levels of thinking.
Piaget especially emphasized communication between peers. Children learn from others
by generating problems, investigating questions, and examining their answers. Through
collaboration they learn new ways of recognize situation.
11. 3. Curriculum based on stages of cognitive development can help the learner to go to the next
level.
Although there are some individual gap between learners’ cognitive development, based
on Piaget’s theory, stages of cognitive development based on children’s age can be
helpful in designing curriculum. With this curriculum, children can develop their cognitive
structure more specifically.
Section 1. Strategy
Design plans of Vygotsky’s theory
1. Scaffolding can be useful when instructor helps the child in his/her ZPD so the child can
reach to new level.
Ji young, who is a teacher of this math class, scaffolds a lesson by presenting
information on multiplying fractions and showing a few examples where she shows
multiply fractions on the chalk board. Then Ji young puts a few more fraction-
multiplication problems on the board and asks Joo kyoung, Ji hyun, and Yeon ji, who are
the students of this class, to help solve the problems by talking them through the process
as a group. Finally, Ji young gives the students a few more problems where they have to
multiply fractions on their own. In this way, Ji young took the students from not knowing
anything about multiplying fractions to knowing how to do it on their own; Ji young
brought them through the zone of proximal development.
2. Learning and development is a social, collaborative activity. –
Joo kyung, who is a teacher of this class, splits the children into groups of four. Because
Vygotsky believed that children can learn from teachers and peers, and either a teacher
or peer can fill the role of the "More Knowledgeable Other.", Joo kyung puts more
intelligent children like Ji young with less intelligent ones like Yeon ji to ensure that there
is a "More Knowledgeable Other" figure within the group.
3. School learning should occur in a meaningful context, using technology.
Yeon ji who are taking in an economics class can take the roles of national leaders in a
computer simulation of economic decisions. Ji hyun who are taking a a geography class
studying American can take a simulated trip around the country and use desktop
publishing software to create a newsletter complete with scanned photographs and
charts about the county.
4. Relate out-of-school experience to the child’s school experience is important.
12. Children can experience out range of school like police station and public park. This
learning can be done field trips. Students and teacher go together that place and
experience. For example, in police station students put on police uniform and act like a
police. They manage traffic situation or catch someone who don't observe the traffic
signal on experience system. Also, they go to public park and observe live things and
record about their features. For instance, if students observe the flowers, they record the
size, collar, shape, etc. by doing this, students can apply what they learned in class and
can remember easily than just reading or hearing.
Design plans of Piaget’s theory
1. Class for children in stage of sensori-motor must include activities that children can touch,
move, watch, and respond to something so they can develop new cognitive schema.
Ji hyun and Yeon ji who are 5-years-old children continued their egocentric thinking so
they had trouble many times. Ji young, the teacher became concerned and came out
with new solution. She made two girls do role-play being each other’s position. As a
result, they started to understand each other.
2. At concrete stage, it is important that children should test their knowledge structure in real
problem, grasp problem and solve immediate problem through newly formed knowledge
structure.
Teacher whose name is Ji young give an assignment to 8-year-old Joo kyung. So, Joo
kyung has to group airplane, car, and ship into one category. Although she thought these
transportations respectively by this time, finally she realizes that three transportations can
belong in one category.
3. At operational stage, it is important that children should state abstract problem and infer
possibilities which can solve that problem. Also it is necessary that children can should test
possibilities actually, observe result, and compare own result with other’s.
These days, Ji hyun is interested in social and political issues. So Yeon ji gets Ji hyun to
make her blogs where she can share her thoughts with many people in cyber space.
Through this activity, she can know others thinking and enlarge her thought.
13. Chapter 4. Implication
Section 1. Vygotsky
Implications of Vygotsky’s social development theory
1. Language is important factor to learning. Because speech begins as a means of
communication and socializing, later becomes a tool of thinking. Especially, to improve inner
language that is intellectual stage, learners have to use self-regulated attention when they
thinking.
2. In vygotsky theory, instructor provides complementary instruction and proper scaffolding in
ZPD. So instructor can implement one or more strategies to determine a child’s readiness for
developing particular cognitive process. This is not a direct instruction that only give
knowledge but indirect instruction that emphasizes cooperation, support for learners.
3. Social interaction and social culture are important to cognitive development. Specifically,
mastering the signs and symbols of the culture is important. Also, communication and
interaction with others is main process for learning.
Section 2. Piaget
Implications of Piaget’s cognitive development theory
1. Intelligence is an ongoing and changing process, and the activity of the learner creates the
process of knowing. In this point, the concept of disequilibrium (=cognitive conflict)is
important factor for learner. Learners can achieve cognitive development by equaling this
disequilibrium.
14. 2. In Piaget theory, it focuses on children so it provides many descriptions of aspects through
the child’s perspective. Especially, stages of cognitive development provide to instructor how
to teach learners effectively.
3. It emphasizes to give a chance for learners to experiment or interact with others. In this
process they experience assimilation, accommodation, and equilibration. By doing this, they
can reach desired goals.
