1. I really still have a difficult time distinguishing between the Vygotsky and Piaget theory. I know the basic ideas of each, but seem to get them confused often. Could someone give tips or ideas of how to clearly distinguish between them?
2. In regards to metacognition, the book explains how students can choose whether they use the metacognitive skills they have developed. I am not sure what this is talking about or how they choose specific ones of another? I feel this whole idea, pg. 219 is confusing.
3. This might be a silly question, but what is the difference specifically between critical thinking and high-order thinking? They seem very similar, but I am not sure what the difference is and how you distinguish between the two?
Thanks for the help! :)
3. I actually had the same question. I didn't understand the difference between higher order thinking and critical thinking. However, higher-order thinking is an umbrella term that encompasses critical thinking, problem solving skills, and metacognition. Higher order thinking is defined as requiring students to manipulate information and ideas in ways that transforms their meaning and implication.Critical thinking is defined as actively and skillfully conceptualizing, analyzing, applying, evaluating, summarizying an action or a belief. So, looking into the deeper meaning of things which inquires higher order thinking because they are maniuplating information by analzying, evaluating, summaryzing and transforming into new ideas, while gaining information and new meanings.
ReplyDeleteWhen I think of Piaget's theory, I usually think of the development vs. learning idea. Piaget believed that one most be developmentally ready to learn, which explains the stages. For example, a student in the sensorimotor stage can't understand abstract thought, because they are not developmentally ready.
ReplyDeleteVygotsky, on the other hand, believed that learning can come before development. The ZPD (zone of proximal development) can be used to explain this. According to Vygotsky, if a child works with another child who is more cognitively advanced, children can develop new skills and rise above their current cognitive level. In other words, "theoretical learning", defined as the learning we do in school, can pull children's development to higher levels. Hope that helps!