A day inA day inA day inA day inKindergartenKindergartenKindergartenKindergarten

뭉게뭉게또자뭉게뭉게또자뭉게뭉게또자뭉게뭉게또자KIM KIM KIM KIM JieunJieunJieunJieun, SUH , SUH , SUH , SUH HeerimHeerimHeerimHeerim, SHIM , SHIM , SHIM , SHIM KyeonjiKyeonjiKyeonjiKyeonji, , , ,

LEE LEE LEE LEE HojeongHojeongHojeongHojeong, CHUN , CHUN , CHUN , CHUN HyeyoungHyeyoungHyeyoungHyeyoung, CHOI , CHOI , CHOI , CHOI YejeeYejeeYejeeYejee

KindergartenKindergartenKindergartenKindergarten

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CONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTSCONTENTS

1. Overall Explanation

2. Comparative Organizer2. Comparative Organizer

3. Design Plan

4. Final Message

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OVERALLOVERALLOVERALLOVERALLEXPLANATIONEXPLANATIONEXPLANATIONEXPLANATION

Part1

EXPLANATIONEXPLANATIONEXPLANATIONEXPLANATION

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A day inA day inA day inA day in

OVERALL

1stREADING

2ndMATHEMATICS

Three menThree menThree menThree men

who saved who saved who saved who saved a princessa princessa princessa princess

Vygotsky

A day inA day inA day inA day inKindergartenKindergartenKindergartenKindergartenWith learning With learning With learning With learning

theoriestheoriestheoriestheories

READING MATHEMATICS

3rdMUSIC

LUNCH TIME

뭉게뭉게 또자사 Bandura Piaget4

ComparativeComparativeComparativeComparativeOrganizerOrganizerOrganizerOrganizer

Part2

OrganizerOrganizerOrganizerOrganizer

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FORMAT

Three menThree menThree menThree men

who saved who saved who saved who saved a princessa princessa princessa princess

Fairy-tale

1.Core information

2.Limitation

뭉게뭉게 또자사

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2.Limitation

Of three theories

THEORIES

Skinner Gagne Vygotsky

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1st1st1st1stREADINGREADINGREADINGREADING

2nd MATHEMATICS

ComparativeOrganizer

3rdMUSIC

LUNCH TIME

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9

10

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SKINNER

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1. Lack of identifying the princess’s

internal mental state of mind.

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2. The lack of interaction between the princess and Skinner.

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3. The learner could not develop a high level of problem solving.

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16

Still, teacher-oriented method.

The knowledge presented was considered absolute and critical.

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18

19

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DESIGNDESIGNDESIGNDESIGNPLANPLANPLANPLAN

Part3

PLANPLANPLANPLAN

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1stREADING

2nd MATHEMATICSMATHEMATICSMATHEMATICSMATHEMATICS

Vygotsky

DesignPlan

3rd3rd3rd3rdMUSICMUSICMUSICMUSIC

LUNCH LUNCH LUNCH LUNCH TIMETIMETIMETIME

Bandura Piaget22

MATH CLASS

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MUSICCLASS

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LUNCHTIME

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Video Clip

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FINALFINALFINALFINALMESSAGEMESSAGEMESSAGEMESSAGE

Part4

MESSAGEMESSAGEMESSAGEMESSAGE

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FINALMESSAGE

• Integration of the three learning theories - behaviorism, congnitivism, and constructivism

• Helpful in understanding and reorganizing the theories

One One One One

Kindergarten Kindergarten Kindergarten Kindergarten

DayDayDayDay

BehaviorismBehaviorismBehaviorismBehaviorism

CognitivismCognitivismCognitivismCognitivism

ConstructivismConstructivismConstructivismConstructivism

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Q & AQ & AQ & AQ & AQ & AQ & AQ & AQ & A

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Thank YouThank YouThank YouThank YouThank YouThank YouThank YouThank You

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