1. PIAGET &
VYGOTSKY
GROUP 11
KIM, NA-RI
KIM, MOON-JEONG
AN, JEONG-YOON
LEE, JAE-MIN
PYO, MIN-KYOUNG
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2. 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
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3. 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
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4.  Key factors

DIFFERENCES
Strength & Weakness
 Types of Learning
 Strategies
 Role of Learner and
Instructor
Piaget VS Vygotsky
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5. KEY FACTORS
PIAGET VYGOTSKY
Assimilation Socio-cultural interaction
Accommodation
Language
Equilibration
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6. STRENGTH
piaget vygotsky
•The child’s spontaneity •Make passive student active
•Appropriate learning according to •Prompt many types of learning
child’s cognitive development
•Direct experience for raising •Use language as a learning tool
child’s comprehension
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7. 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 individual
characteristics participation
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8. TYPES OF LEARNING
PIAGET VYGOTSKY
• Audio-visual aids • Anchored
instruction
• Digital multimedia
• Cognitive
apprenticeships
• Individualized
learning
• Problem-based
learning (PBL)
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9. STRATEGY
PIAGET VYGOTSKY
• Proper learning environment • Scaffolding
according to learners’ – Quiz
developmental stage(4)
– Hint
• Verbal activities
– Role play
• Experimentation with – Dialogue
physical object
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10. 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
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11. ROLE OF
LEARNERS
PIAGET VYGOTSKY
Participation in classes
individually. Collaborative participation
in classes
Discover and Construct
knowledge Interact and Construct
knowledge
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12. 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
of
knowledge.
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13. PIAGET
Today's my learner just graduated
kindergarten.
They are in a concrete operational stage.
so. how I’m gonna teach them? Hum..
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14. VYGOTSKY
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15. SUMMARY
PIAGET VYGOTSKY
Physical Social interaction
Educational
Tools Scaffolding
Developmental
Stage
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16. 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)
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