|
(Guru: Piaget) |
(Guru: Vygotsky) |
| The MIND is in the head; focus on "cognitive reorganization" | The MIND is in social transactions and emerges from acculturation into a community of practice |
| RAW MATERIALS; uses primary data, "manipulatives," or other interactive materials | AUTHENTIC PROBLEMS; learning environments reflect real-world complexities |
| STUDENT AUTONOMY; thinking and learning responsibility in students' hands to foster ownership | TEAM CHOICE AND COMMON INTERESTS; builds on common interests and experiences within a learning group, and gives some choice to that group; learning activities are "relevant, meaningful, and both product and process oriented" |
| MEANINGFULNESS AND PERSONAL MOTIVATION; learning related to personal ideas and experiences | SOCIAL DIALOGUE AND ELABORATION; uses activities with multiple solutions, uncertainty, novelty, etc, demanding dialogue, idea sharing, etc.; encourages student elaboration/justification for their responses through discussion, questioning, group presentations |
| CONCEPTUAL ORGANIZATION/ COGNITIVE FRAMING; information organized around concepts, problems, questions, themes, interrelationships; activities framed within thinking-related terminology | GROUP PROCESSING AND REFLECTION; encourages group processing of experiences |
| PRIOR KNOWLEDGE AND MISCONCEPTIONS; builds on prior knowledge and addresses misconceptions | TEACHER EXPLANATIONS, SUPPORT, AND DEMONSTRATIONS; demonstrates problem's steps and provides hints, prompts, cues, and clarifications where requested. |
| QUESTIONING; promotes individual inquiry with open-ended questions; encourages question-asking behavior | MULTIPLE VIEWPOINTS; fosters multiple ways of understanding a problem; builds in audiences beyond the instructor |
| INDIVIDUAL EXPLORATION AND GENERATING CONNECTIONS; promotes individual discovery of information, ideas, and relationships, and knowledge connections metaphors, insights, projects | COLLABORATION AND NEGOTIATION; encourages students' collaboration, negotiation of meaning, consensus building, general social interaction |
| SELF-REGULATED LEARNING; identifies and fosters skills needed to manage learning; collaborative learning is important insofar as it supports increase of individual metacognitive skill | LEARNING COMMUNITIES; creates an atmosphere of joint responsibility for learning, where "participation structures are understood and ritualized." Technology can be valuable element uniting the community |
| ASSESSMENT; focuses on individual cognitive development via portfolio, performance-based measures | ASSESSMENT; focuses on team as well as individual in "socially organized practices"; "educational standards are socially negotiated"; "assessment is continual, less formal, subjective, collaborative, and cumulative." |