group11 final

PIAGET & VYGOTSKY

GROUP 11KIM, NA-RI

KIM, MOON-JEONG

AN, JEONG-YOON

LEE, JAE-MIN

PYO, MIN-KYOUNG

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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

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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

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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

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TYPES OF LEARNING

• Audio-visual aids

• Digital multimedia

• Individualized learning

• Anchored instruc-tion

• Cognitive appren-ticeships

• Problem-based learning (PBL)

PIAGET VYGOTSKY

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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

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ROLE PLAYKIM, NA-RI / STUDENT#1

KIM, MOON-JEONG / STUDENT#2

AN, JEONG-YOON / NARRATION

LEE, JAE-MIN / STUDENT#3

PYO, MIN-KYOUNG / TEACHER

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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

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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

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VYGOTSKY

250

500

500 + 500 = 1000

250 + 250 =???

?50 + 50 = 100!500!

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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

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THANK YOU

FOR PAYING ATTENTION

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