I need help with describing Piaget- and Vygotsky-based teaching practices that I might include in a teaching practice and explain why. can you explain how I can analyze the implications of excluding theory-based practices from teaching.
(a) I need help with describing Piaget- and Vygotsky-based teaching practices that I might include in a teaching practice and explain why.
Both Piaget and Vygotsky taught from a constructive perspective. Constructivism is a realm of teaching and suggesting how individuals learn. The constructive technique "places the individual in the active process of thinking, learning and coming to know" (Orstein & Hunkins, 2004, p. 117). In other words, according to Orstein and Hunkins, the learner is the key player in generating meaning and understanding, For instance, the learner constructs meaning from the inside and not the outside. Piaget minimized the role of social interaction in learning and development, and emphasized the child's own active and learning processes. Based on Piaget's theory, children take an active part in their learning process.
By active involvement, his teaching method was based on the premise that children are actively engaged in efforts to understand the world in which they live, and form their own opinions. For example, children's development are theorized to be based on schemas (mental models representing people, events, or concepts) that include: (a) sensory motor gain feedback through actions, (b) functional dependency children observe the effects of their actions on objects or material, (c) symbolic ...
This solution explains the teaching practices of Vygotsky and Piaget. It further discusses teaching practices from a nontheory-based perspective.