Piaget and Vygotsky- Cognitive Learning Theory

1. Individual Perspective (Vygotsky)- The learning theory for Vygotsky is meant as an absorption of knowledge from the environment. The social interaction a child/adult has plays a major rule in development of cognition.

1.1. One of the major ideas with Vygotsky and learning theory would have to be assessing students. Since data is very important in high school we have to check on the internal process of learning and push it externally. There is also a need to make sure students are aware and understand the lesson and topics covered. (Pg. 125)

1.2. Second of the major ideas with Vygotsky and learning theory is the collaboration between students. There is a need to look at how team work affects the learning process and how this effects either negative or positively. Also come to relationship process between the learning and the teacher or the other students. (Pg. 125)

2. Education and relationship with Cognitive Learning Theory- The Major focus would need to be working on team building and team learning. Seeing how this is different from learning through lectures and the teacher as the focus of the group.

3. Contrast- The two cognitive learning theory are focusing on where the information is coming from. With Vygotsky we are looking at the environment as the major role of learning and where learners expand their knowledge. On the other hand we have the Piaget learning theory where learning is taking from within and not focusing on much in the environment.

4. Reference (Vygotsky)- Gredler, M.E.(2012) Understanding Vygotsky for the Classroom: Is it Too Late? Educ Psychol Rev, 24, 113-131

5. Individual Perspective (Piaget)- The learning theory for Piaget is using learning as a set of building blocks. There are stages that are already set up in the mind with the only need to just "activate." There is a certain adaption process that children/adults learn about how to handle situation or gain knowledge.

5.1. One of the major idea with Piaget and my target age group is the need to observe where knowledge comes from. There is a need to look at the abilities and the environment plays a huge factor into what students learn and know. (pg. 304)

5.2. Second of the major ideas with Piaget and my target age group is does knowledge come from a single source or is it based on multiple identities of knowledge. Is the knowledge just need to be activated or is it something that others have to impose on the learner. (pg.306)

6. Compare- The two cognitive learning approaches are focusing very much on the learner. The goal is to see and observe where the learning is taking place. The need to experiment with children from early stages are exceptional in both learning theories.

7. 21st Century Connection- The goal now a days is to no longer make teacher the main receiver of information. The need to expand the knowledge and have students do some of the work. The end goal is to make it more interactive and no longer focus on student focus learning. The need is to understand where this knowledge comes from and how to help students in this new technology era.

8. Reference (Piaget)- Duckworth, E. (1979) Either We're Too Early and They Can't Learn It or We're Too Late and They Know It Already: The Dilemma of "Applying Piaget." Harvard Education Review, 49, 297-312