Learning theory

1. FRANKLIN GALOYO, Ph.D

2. Jerome Seymour Bruner was
born on October 1, 1915 in New
York.
Bruner is currently a senior
researcher fellow at the New
York University School of Law.
He received his B.A. in 1937 from Duke
University and his Ph.D. from Harvard University in
1941 under the guidance of Gordon Allport.

3.  Bruner believed that detailed material is remembered
by the use of simplified ways of representing it. He
deplored the educational psychology dominant in
America before 1940, which confused "skills" with
"understanding." Instead, Bruner placed "structure"
at the heart of education: give a child a sense of the
structure of what he is being taught and he will learn
the information for himself.

4. • To instruct someone is not a
matter of just getting things
into his mind, but teaching
him to participate in the
process of gaining
knowledge.”

5.  An inquiry based, constructivist learning
theory that takes place in the problem
solving situations where the learner draws
on his or her own past experience and
existing knowledge to discover facts and
relationships and new truths to be learned.

6.  Students interact with the world by
exploring and manipulating objects,
wrestling with new questions and
controversies and perfrorming
expirements. As a results, students may
have be more likely to rember concepts
and know;dge discovered on their own.

7.  Encourages active engagement
 Promotes motivation
 Promotes autonomy, responsibility and
independence
 Development of creativity and problem
solving skills

8.  Creation of cognitive overload
 Potential misconceptions
 Teachers may fail to detect problems
and misconceptions

9. Bruner was one of the founding fathers
of constructivist theory.
Learning is an active process.
Facets of the process include:
selection and transformation of
information, making decision,
generating hypotheses, and making
meaning from information and
CONTRUCTIVIST THEORYCONTRUCTIVIST THEORY

10. Bruner's ideas are based
on categorization: "To perceive is to
categorize, to conceptualize is to
categorize, to learn is to form categories,
to make decisions is to categorize."
CATEGORIZATIONCATEGORIZATION
Categorization is the process in which
ideas and objects
are recognized, differentiated and under
-stood.

11. Bruner believed that perception,
conceptualization, learning, making
decision, and making inferences all
involved categorization.
To form a category is necessary follow
four rules to specify an object:
1. Criterial attributes - required
characteristics for inclusion of an object
in a category.

12. 2. The second rule prescribes how the
criteral attributes are combined.
3. The third rule assignees weight to
various properties.
4. The fourth rule sets acceptance limits
on attributes.
Bruner also suggested that there are two
primary modes of thought: the
narrative mode and the paradigmatic
mode:

13. •In narrative thinking, the mind engages
in sequential, action-oriented, detail-
driven thought.
•In paradigmatic thinking, the mind
transcends particularities to achieve
systematic, categorical cognition.

14. COGNITIVE DEVELOPMENTCOGNITIVE DEVELOPMENT
Bruner was influenced by Piaget's ideas
about cognitive development in children.
During the 1940's his early work focused
on the impact of needs, motivations, &
expectations (“mental sets”) and their
influence on perception.

15. He presented the point of view that
children are active problem-solvers
and capable of exploring “difficult
subjects”.

16. 3 Stages in Bruner’s theory of
Intellectual Development

17. The first stage he termed "Enactive",
when a person learns about the world
through actions on physical objects and
the outcomes of these actions.
From child's birth to 3 years old.
Children perceive the environment
through actions that they initiate.
Showing and modeling have more
learning value than telling.

18. The second stage was called "Iconic"
where learning can be obtained through
using models and pictures.
From age 3 to about age 8.
Children can remember and use
information through imagery.
Visual memory increases.
Decisions are still made on the basis of
perceptions.

19. The final stage was "Symbolic" in which
the learner develops the capacity to think
in abstract terms.
Children began to use symbols to
represent people, things, etc.
They have the ability to think and talk
about things in abstract terms.
They can better understand
mathematical principles and use
symbolic idioms.

20. SOCIAL LEARNING
Bruner argued that aspects of cognitive
performance are facilitated by
language.
He also mentioned that the setting is
very important in the adcquisition of
language.

21. The earliest social setting is the mother-
child dyad, where children work out the
meanings of utterances to which they
are repeatedly exposed. Bruner identified
several important social devices
including joint attention, mutual gaze,
and turn-taking.

22. THE PROCESS OF EDUCATION
In 1960 Bruner published The Process of
Education . This was a landmark book
which led to much experimentation and
a broad range of educational programs.
CULTURAL LEARNINGCULTURAL LEARNING
Bruner adopted the point of view that
culture shapes the mind and provides the
raw material with which we constrict our
world and our self-conception.

23. FOUR FEATURES OF BRUNER’S
THEORY OF INSTRUCTION

24. Four Key themes emerged in Bruner's
early work:
•Bruner emphasized the role of structure
in learning and how it may be made
central in teaching. Structure refers to
relationships among factual elements
and techniques.
•Readiness for learning. Bruner believed
that any subject could be taught at any
stage of development in a way that fit
the child's cognitive abilities.

25. •Spiral curriculum. Refers to the idea of
revisiting basic ideas over and over,
building upon them and elaborating to
the level of full understanding and
mastery.
•Intuitive and analytical thinking. Bruner
believed that intuitive and analytical
thinking should both be encouraged
and rewarded.

26. Bruner introduced the
doctrine of the spiral
curriculum, that all
topics -in some form
-must be introduced at
an early age, but cannot
be exhausted at any
age, and thus must be
returned to in increasing
depth.

27. In order for a student to develop from simple to
more complex lessons, certain basic knowledge
and skills must first be mastered. This provides
linkages between each lesson as student spirals
upwards in a course of a study. As new
knowledge and skills are introduced, they
reinforce what is already learned and become
related to previously learned information. What
the student gradually achieves is a rich breadth
and depth of information that is not normally
developed when each topic is discrete and
disconnected from each other.

28. Effective Instruction Theory
1.Predisposition to learn/Personalized:
Instruction should relate to learners'
predisposition, and facilitate interest
toward learning.
2. Content Structure: Content should be
structured so it can be most easily
grasped by the learner.

29. 3. Sequencing: Sequencing is an
important aspect for presentation of
material (visual, words, symbols).
4. Reinforcement: Rewards and
punishment should be selected and
paced appropriately.

30. CONCLUSIONS
Constructivism is widely
considered an important model of
effective teaching practice, and
Bruner’s ideas underlie many
contemporary approaches and
practices, such as thinking skills and
assessment for learning.

31. The teacher should utilize the
internal imagery development of
the child for his educational
purposes. This mental imagery of
the child would enable him in the
conversation of his experiences
and forge ahead with new
experiences.

32.  BIBLIOGRAPHY
Answers. com. Jerome Burner. Recovered on September 5th
, 2011,
from http://www.answers.com/topic/jerome-bruner#ixzz1XTfUCSKE
Jerome Bruner and the process of education. Recovered on
September 5th
, 2011, from
http://www.infed.org/thinkers/bruner.htm
The Contributions of Jerome Bruner. Recovered on September 5th
,
2011, from http://www.slideshare.net/lilianamonserrat/the-
contributions-of-jerome-bruner
Theories of Learning in Educational Psychology. Jerome Bruner:
Constructivism & Discovery Learning. Recovered on September 5th
,
2011, from http://www.lifecircles-
inc.com/Learningtheories/constructivism/bruner.html
Wikipedia, the free encyclopedia. Categorization. Recovered on
September 5th
, 2011, from
http://en.wikipedia.org/wiki/Categorization