2 Others to Work With. You

8/14/2019 2 Others to Work With. You

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Find 2 others to work with. You have 5 sheets of paper, a roll of

sellotape, a paper cup and a smallbag of maltesers.

You have 5 minutes to build a tower

which will hold the paper cup with themaltesers on the top. The tallest tower is the winner.


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Aim: To overview cognitive

learning theory

To outline social constructivist (Bruner)

theory of cognitive development and

learning (Acquisition)

To explain the implications of Bruners

theory of instruction for the role of the

teacher (Transformation)

To apply Bruners theory of scaffolding to

practice. (Evaluation)


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Cognitive Theory in Context

Piaget constructivist focused on the cognitive

processes of the learner as an individual

influenced how learning took place until 1970s

1970s onwards how learning took place wasinfluenced by social constructivist theories the

context, especially the people affected the way

understanding developed Vygotsky and

Jerome Bruner


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Jerome Bruner (1915-)

Bruner- learning is a social process

in which learners construct their

understanding of the worldthrough communicative interaction

Learning is a continuous, active

process involving intellectualdevelopment and problem solving,

not the production of a body of knowledge.


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Bruners theory of cognitive

development Enactive thinking (doing) information is stored

according to physical movement and real firsthand experiences (0-1yrs)

Iconic thinking information is stored usingimages which are based on the senses and priorexperiences(1-7 yrs)

Symbolic thinking We use symbols such as

language, music or numbers to storeinformation. 7+yrs)


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Modes of Representation

Unlike Piaget, Bruner did not think that we move

through stages in our cognitive development,

rather we use the modes of representation from

each stage to support our learning. Any topic can be taught to any learner provided

that it is presented at a conceptual level

appropriate to the learners present stage of

intellectual development (Bruner, 1971)


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Spiral Curriculum

A1

A2

A3


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Bruners theory of discovery

learningAcquisition: Of new knowledge

which (in Piagets terms) may be assimilated or

accommodated based on modes of representation.

Transformation: The learner does something with

this new knowledge. They manipulate it and applyit to working out a problem. It might be used in a

new situation.

Evaluation: The learner assessesand evaluates the usefulness of

the new knowledge in relation to

the problem or task.


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Mind Maps


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Bruner Discovery Learning and

Scaffolding

Discovery Learning an active student-

centred approach in which the

teachers role is to provide

opportunities for learners to acquire,

transfer and evaluate their learning by

working out problems.

Building the foundations of learning andthen scaffolding the progress.


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Application to practice

Consider an element from a course or

module you teach.

Consider a task which would encourage

discovery learning with your students.

Use the handout to consider the role of the

teacher in scaffolding the learning

Which elements of scaffolding are useful

to you and which are not?


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Your own learning

Acquisition: Tutor input of new knowledge(Bruners theory of cognitive development,assimilated or accommodated)

Transformation: You manipulated the knowledgeby applying it to your own practice (mind mapsand problems)

Evaluation: This bit is up to you how does thisnew learning enable you justify your teachingand learning strategies for your rationale?

2 Others to Work With. You

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