Piaget viewed the learner as active and independent, learning through hands-on experiences and problem solving based on their cognitive development stages. The teacher acts as a facilitator who sets up disequilibrium through problem questions. Learning happens through assimilation and accommodation of experiences.
Vygotsky saw the learner as active but accountable to others, learning through social interaction and internalizing information within their zone of proximal development. The teacher facilitates by asking questions, guiding, and using scaffolding. Learning occurs through group discussions and cognitive tools.
Social cognitive theory posits that learners are observant and learn through effective modeling by competent models. The teacher models behaviors and monitors students as they reproduce the behaviors themselves. Motivation is key
Piaget viewed the learner as active and independent, learning through hands-on experiences and problem solving based on their cognitive development stages. The teacher acts as a facilitator who sets up disequilibrium through problem questions. Learning happens through assimilation and accommodation of experiences.
Vygotsky saw the learner as active but accountable to others, learning through social interaction and internalizing information within their zone of proximal development. The teacher facilitates by asking questions, guiding, and using scaffolding. Learning occurs through group discussions and cognitive tools.
Social cognitive theory posits that learners are observant and learn through effective modeling by competent models. The teacher models behaviors and monitors students as they reproduce the behaviors themselves. Motivation is key
Piaget viewed the learner as active and independent, learning through hands-on experiences and problem solving based on their cognitive development stages. The teacher acts as a facilitator who sets up disequilibrium through problem questions. Learning happens through assimilation and accommodation of experiences.
Vygotsky saw the learner as active but accountable to others, learning through social interaction and internalizing information within their zone of proximal development. The teacher facilitates by asking questions, guiding, and using scaffolding. Learning occurs through group discussions and cognitive tools.
Social cognitive theory posits that learners are observant and learn through effective modeling by competent models. The teacher models behaviors and monitors students as they reproduce the behaviors themselves. Motivation is key
Piaget viewed the learner as active and independent, learning through hands-on experiences and problem solving based on their cognitive development stages. The teacher acts as a facilitator who sets up disequilibrium through problem questions. Learning happens through assimilation and accommodation of experiences.
Vygotsky saw the learner as active but accountable to others, learning through social interaction and internalizing information within their zone of proximal development. The teacher facilitates by asking questions, guiding, and using scaffolding. Learning occurs through group discussions and cognitive tools.
Social cognitive theory posits that learners are observant and learn through effective modeling by competent models. The teacher models behaviors and monitors students as they reproduce the behaviors themselves. Motivation is key
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Theory View of the Role of the How learning Practices
learner teacher happens
Piaget Active, hands on, Facilitator, sets Through Center time, independent, up problem experiences, experiment, accountability to question, problem solving, discovery self (assimilation disequilibrium depends on stages learning, inquiry and learning, accommodation) modeling questions Vygotsky Active, Facilitator, Through Discussions, accountability to involved using interaction, scaffolding, ask-use scaffolding, internalizing, ZPD, cognitive tools, resources question asking, groups self talk, group guiding, work, within encourager ZPD Information Active, computer Main role, Processing, Repetition, Processing processor programmer, attending, organized, facilitator meaningful memory codes, connection, novel previous experiences, knowledge is connecting old important, to new repetitive, knowledge, organized, gaining and maintaining student attention Social Observant To model and With an effective Live modeling, Cognitive learner produce models, model symbolic (Bandura) (power/prestige, modeling, and competent, gender verbal appropriate, modeling, I do relevant) we do you do I Meteorically monitor, reproduce, Motivation