This document discusses Jerome Bruner's theory of learning and constructivism. Some key points include:
- Bruner believed learning is an active process where learners construct new ideas based on past knowledge.
- He identified three stages of representation: enactive, iconic, and symbolic.
- Bruner's spiral curriculum involves revisiting topics at increasing levels of complexity tailored to students' development.
- Discovery learning and scaffolding instruction are important principles in Bruner's view of how students learn best.
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
Integrating New Literacies Across the CurriculumNeviMilanBencomo
This document discusses approaches to integrating curriculum across disciplines. It identifies three main approaches: multidisciplinary, interdisciplinary, and transdisciplinary. The multidisciplinary approach teaches disciplines separately but looks for natural connections. The interdisciplinary approach organizes common learning across disciplines to emphasize interdisciplinary skills and concepts. The transdisciplinary approach designs curriculum around student needs and real-world application rather than distinct subjects. The document also outlines several methods of curriculum integration, including project-based learning, service learning, learning centers, theme-based, and fusion approaches.
The document discusses the spiral curriculum, an approach to teaching where basic facts are first introduced without details, and then more details are added with each repetition to help reinforce learning. It is both a sequencing and teaching strategy that exposes learners to concepts and skills through continually revisiting topics with increasing complexity. An example spiral curriculum for science is provided, showing how topics like characteristics of living things are revisited each year with more details. The approach aims to improve retention of concepts while allowing progressive elaboration of topics to broaden understanding.
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
Motivational and emotional factors influence learning by enhancing or interfering with cognitive processes and motivation. Students' beliefs about themselves and the nature of learning strongly impact motivation. Positive emotions like curiosity generally motivate learning, while mild anxiety can focus attention; however, intense negative emotions usually undermine motivation and performance. Intrinsic motivation is facilitated by tasks perceived as interesting, personally meaningful, at an appropriate difficulty level, and allowing choice and control. Educators can encourage curiosity and intrinsic motivation by attending to individual preferences and facilitating effort through purposeful, relevant activities that induce positive emotions.
This document outlines different philosophies of curriculum:
- Perennialism focuses on classical subjects and cultivating critical thinking.
- Essentialism promotes core skills and subjects.
- Progressivism emphasizes learner-centered and interdisciplinary approaches.
- Reconstructionism aims to improve society through educational reform.
It also summarizes the contributions and theories of major curriculum theorists and psychologists like Bobbitt, Tyler, Dewey, Piaget, Vygotsky, and Gardner on how people learn.
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
Psychological perspectives have influenced curriculum development. Behaviorism views learning as habit formation through conditioning stimuli and responses. Ivan Pavlov showed conditioning through association. Edward Thorndike proposed laws of effect, exercise, and readiness. B.F. Skinner's operant conditioning uses reinforcement and punishment. Cognitivism sees learning as cognitive construction. Jean Piaget's stages of development described cognitive growth. Constructivism views learning as constructing new understanding. Humanism considers the learner as a whole person with emotions that impact learning. Abraham Maslow's hierarchy of needs and Carl Rogers' learner-centered approach also influenced curriculum.
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
Integrating New Literacies Across the CurriculumNeviMilanBencomo
This document discusses approaches to integrating curriculum across disciplines. It identifies three main approaches: multidisciplinary, interdisciplinary, and transdisciplinary. The multidisciplinary approach teaches disciplines separately but looks for natural connections. The interdisciplinary approach organizes common learning across disciplines to emphasize interdisciplinary skills and concepts. The transdisciplinary approach designs curriculum around student needs and real-world application rather than distinct subjects. The document also outlines several methods of curriculum integration, including project-based learning, service learning, learning centers, theme-based, and fusion approaches.
The document discusses the spiral curriculum, an approach to teaching where basic facts are first introduced without details, and then more details are added with each repetition to help reinforce learning. It is both a sequencing and teaching strategy that exposes learners to concepts and skills through continually revisiting topics with increasing complexity. An example spiral curriculum for science is provided, showing how topics like characteristics of living things are revisited each year with more details. The approach aims to improve retention of concepts while allowing progressive elaboration of topics to broaden understanding.
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
Motivational and emotional factors influence learning by enhancing or interfering with cognitive processes and motivation. Students' beliefs about themselves and the nature of learning strongly impact motivation. Positive emotions like curiosity generally motivate learning, while mild anxiety can focus attention; however, intense negative emotions usually undermine motivation and performance. Intrinsic motivation is facilitated by tasks perceived as interesting, personally meaningful, at an appropriate difficulty level, and allowing choice and control. Educators can encourage curiosity and intrinsic motivation by attending to individual preferences and facilitating effort through purposeful, relevant activities that induce positive emotions.
This document outlines different philosophies of curriculum:
- Perennialism focuses on classical subjects and cultivating critical thinking.
- Essentialism promotes core skills and subjects.
- Progressivism emphasizes learner-centered and interdisciplinary approaches.
- Reconstructionism aims to improve society through educational reform.
It also summarizes the contributions and theories of major curriculum theorists and psychologists like Bobbitt, Tyler, Dewey, Piaget, Vygotsky, and Gardner on how people learn.
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
Psychological perspectives have influenced curriculum development. Behaviorism views learning as habit formation through conditioning stimuli and responses. Ivan Pavlov showed conditioning through association. Edward Thorndike proposed laws of effect, exercise, and readiness. B.F. Skinner's operant conditioning uses reinforcement and punishment. Cognitivism sees learning as cognitive construction. Jean Piaget's stages of development described cognitive growth. Constructivism views learning as constructing new understanding. Humanism considers the learner as a whole person with emotions that impact learning. Abraham Maslow's hierarchy of needs and Carl Rogers' learner-centered approach also influenced curriculum.
This document defines curriculum design and describes four common types: subject-centered, learner-centered, problem-centered, and core learning designs. It provides examples of specific designs within each type, such as subject design, integrated design, activity/experience design, and core design. The document also discusses macro and micro levels of organizing curriculum content and considerations for horizontal and vertical organization in curriculum design.
The document discusses ICT policies and issues related to teaching and learning in the Philippines. It defines ICT policy and outlines the Department of Information and Communication Technology's (DICT) roadmap to guide agencies on ICT utilization, regulation, and enhancement. The roadmap includes programs like the ICT in Education Masterplan, PheDNET network, and eSkwela community learning centers. It also discusses issues around internet policy like censorship, privacy, and e-waste. Implications for teaching include helping teachers integrate technology appropriately while maintaining the human element. Learners should be guided to leverage technology's benefits while avoiding hazards with teacher oversight.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
The document outlines 9 principles of high quality assessment:
1. Clarity of learning targets - assessments should clearly define what knowledge, skills, and abilities are being measured.
2. Appropriateness of assessment methods - the right methods like written tests, projects, and observations should be used to match the learning targets.
3. Validity, reliability, fairness, positive consequences, practicality/efficiency, and ethics - assessments should have these key properties to be effective and accurate measures of learning.
This module discusses student diversity and challenges teachers to identify factors contributing to diversity, demonstrate a positive attitude towards diversity, and develop teaching strategies that consider student differences. It identifies key factors of diversity as socioeconomic status, thinking/learning styles, and exceptionalities. The module encourages teachers to recognize that all students are unique and provides an activity to raise awareness of diversity in the classroom.
Essentialism is an educational philosophy that began in the 1930s-1940s which believes students should be taught basic skills and knowledge to become productive citizens. It is teacher-centered with the teacher as the expert imparting essential content through direct instruction like lectures and memorization. Students play a passive role by listening to the teacher. The purpose of schooling within essentialism is to prepare students with the core curriculum of basic subjects needed for modern life. While it provides stability, essentialism is criticized for the passive role it gives students in their education.
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
The document outlines 14 principles of learner-centered psychological principles (LCP) developed by the American Psychological Association. The principles are divided into cognitive/metacognitive factors, motivational/affective factors, developmental/social factors, and individual difference factors. They state that learning is most effective when the learner is actively involved, goals are set, knowledge is constructed by linking new information to prior knowledge, strategic thinking is used, thinking is influenced by environment, motivation and emotions affect learning, development and individual differences are accounted for.
The document discusses different educational philosophies including perennialism, essentialism, progressivism, existentialism, and behaviorism. Perennialism focuses on teaching classic works and developing students' rational and moral powers through Socratic dialogue. Essentialism emphasizes acquiring basic skills and transmitting traditional values through mastery of core subjects. Progressivism aims to develop citizens through experience-based, problem-solving education tied to students' lives. Existentialism encourages self-reflection and personal responsibility through flexible, self-paced learning. Behaviorism views learning as the modification of observable behaviors using reinforcement and incentives.
Jerome Bruner was a learning theorist who reacted against behaviorist models of learning. He believed in discovery learning and constructivism, where students must be active in identifying principles themselves rather than just receiving explanations from teachers. Bruner's ideas included constructivism, where learners create their own understanding, and discovery learning, where students learn through inquiry. He emphasized scaffolding learning from concrete experiences to more abstract representations using imagery and language.
This document discusses cyclical models of curriculum development. Cyclical models view elements of curriculum as interrelated and incorporate aspects of both rational and dynamic models. They provide a logical and sequential approach. One example is D.K. Wheeler's model, which suggests five interrelated phases in the curriculum process. Another example is the cyclical approach of Audrey and Howard Nicholls, which briefly but succinctly covers curriculum elements. Strengths of cyclical models include their logical structure, use of situational analysis, and flexibility. A potential weakness is the time required for effective situational analysis.
This document discusses non-digital instructional materials and their importance in education. It provides examples of commonly used non-digital materials like writing boards, flip charts, and nature tables. Guidelines for designing effective instructional materials include keeping them simple, legible, and consistent. The document also discusses digital tools in education like laptops, smart boards, and e-readers, and their benefits in enhancing communication, making learning more efficient and eco-friendly. Both non-digital and digital tools are important for teachers in delivering technology-enhanced lessons.
Placement assessments determine if a student has the prerequisite skills and knowledge to participate in a course at the appropriate level, such as assessing readiness for Algebra I. Diagnostic assessments identify student strengths and weaknesses in specific academic areas in order to diagnose learning difficulties and inform remedial teaching. Examples of diagnostic assessments include pre-tests, self-assessments, discussions, and interviews. The results of diagnostic assessments help teachers better understand student capabilities and plan targeted lessons.
This document outlines several philosophical foundations of curriculum: Naturalism aims to realize students' natural goodness through nature-aligned teaching. Idealism develops the mind through intellectual/moral focus. Realism prepares students for life's actual duties. Pragmatism develops students holistically through experience. Perennialism cultivates intellect. Essentialism promotes individual intellectual growth in subject areas. Progressivism promotes democratic living through active, social learning. Reconstructivism uses education to improve and change society.
Dimensions and principles of curriculum designJay Cee
The document discusses key principles of curriculum design: scope, sequence, continuity, integration, articulation, and balance. It defines each principle and provides examples. Scope refers to the breadth of content, topics, and experiences in the educational plan. Sequence involves organizing content in a logical order from simple to complex. Continuity provides vertical repetition to strengthen learning. Integration draws from real-world themes to connect subject matter. Articulation sequences content both vertically between grades and horizontally within grades. Balance establishes equitable allocation of elements in the curriculum.
The document discusses the evolution of instructional materials and teaching methods from traditional to digital. It notes that 30 years ago, cognitive research was separate from education but now researchers work directly with teachers. Traditionally, teaching centered on lectures but now emphasizes active student participation. With the rise of technology, students have changed and think differently, requiring new digital teaching methods that engage digital natives. Teachers must immerse themselves in students' digital world to make learning relevant. While technology is a tool, teachers are still the most important factor for bringing it into the classroom effectively.
Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.
Jerome Bruner was an American psychologist who was one of the first proponents of constructivism. According to Bruner, learning is an active process where learners construct new ideas based on their existing knowledge. Bruner proposed three main concepts: representation - how knowledge is represented in the mind; spiral curriculum - revisiting topics at increasing levels of difficulty; and discovery learning - allowing students to explore and discover concepts for themselves. Bruner believed instruction should consider students' predisposition to learn, the structure of knowledge, effective sequencing of content, and reinforcement of learning.
This document discusses learning theories and their impact on teaching. It describes 3 main categories of learning theories: 1) behaviorism, which focuses on stimulus-response learning; 2) cognitive-information processing theories, which examine how cognitive processes like memory work; and 3) cognitive constructivism, where learners actively construct knowledge based on their experiences. It then focuses on Jerome Bruner's discovery learning model from 1961, which encourages problem-solving, learner-managed exploration, integrating new and old knowledge, interpreting rather than memorizing information, and learning from failure through feedback. The 5 principles of Bruner's approach are outlined.
This document defines curriculum design and describes four common types: subject-centered, learner-centered, problem-centered, and core learning designs. It provides examples of specific designs within each type, such as subject design, integrated design, activity/experience design, and core design. The document also discusses macro and micro levels of organizing curriculum content and considerations for horizontal and vertical organization in curriculum design.
The document discusses ICT policies and issues related to teaching and learning in the Philippines. It defines ICT policy and outlines the Department of Information and Communication Technology's (DICT) roadmap to guide agencies on ICT utilization, regulation, and enhancement. The roadmap includes programs like the ICT in Education Masterplan, PheDNET network, and eSkwela community learning centers. It also discusses issues around internet policy like censorship, privacy, and e-waste. Implications for teaching include helping teachers integrate technology appropriately while maintaining the human element. Learners should be guided to leverage technology's benefits while avoiding hazards with teacher oversight.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
The document outlines 9 principles of high quality assessment:
1. Clarity of learning targets - assessments should clearly define what knowledge, skills, and abilities are being measured.
2. Appropriateness of assessment methods - the right methods like written tests, projects, and observations should be used to match the learning targets.
3. Validity, reliability, fairness, positive consequences, practicality/efficiency, and ethics - assessments should have these key properties to be effective and accurate measures of learning.
This module discusses student diversity and challenges teachers to identify factors contributing to diversity, demonstrate a positive attitude towards diversity, and develop teaching strategies that consider student differences. It identifies key factors of diversity as socioeconomic status, thinking/learning styles, and exceptionalities. The module encourages teachers to recognize that all students are unique and provides an activity to raise awareness of diversity in the classroom.
Essentialism is an educational philosophy that began in the 1930s-1940s which believes students should be taught basic skills and knowledge to become productive citizens. It is teacher-centered with the teacher as the expert imparting essential content through direct instruction like lectures and memorization. Students play a passive role by listening to the teacher. The purpose of schooling within essentialism is to prepare students with the core curriculum of basic subjects needed for modern life. While it provides stability, essentialism is criticized for the passive role it gives students in their education.
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
The document outlines 14 principles of learner-centered psychological principles (LCP) developed by the American Psychological Association. The principles are divided into cognitive/metacognitive factors, motivational/affective factors, developmental/social factors, and individual difference factors. They state that learning is most effective when the learner is actively involved, goals are set, knowledge is constructed by linking new information to prior knowledge, strategic thinking is used, thinking is influenced by environment, motivation and emotions affect learning, development and individual differences are accounted for.
The document discusses different educational philosophies including perennialism, essentialism, progressivism, existentialism, and behaviorism. Perennialism focuses on teaching classic works and developing students' rational and moral powers through Socratic dialogue. Essentialism emphasizes acquiring basic skills and transmitting traditional values through mastery of core subjects. Progressivism aims to develop citizens through experience-based, problem-solving education tied to students' lives. Existentialism encourages self-reflection and personal responsibility through flexible, self-paced learning. Behaviorism views learning as the modification of observable behaviors using reinforcement and incentives.
Jerome Bruner was a learning theorist who reacted against behaviorist models of learning. He believed in discovery learning and constructivism, where students must be active in identifying principles themselves rather than just receiving explanations from teachers. Bruner's ideas included constructivism, where learners create their own understanding, and discovery learning, where students learn through inquiry. He emphasized scaffolding learning from concrete experiences to more abstract representations using imagery and language.
This document discusses cyclical models of curriculum development. Cyclical models view elements of curriculum as interrelated and incorporate aspects of both rational and dynamic models. They provide a logical and sequential approach. One example is D.K. Wheeler's model, which suggests five interrelated phases in the curriculum process. Another example is the cyclical approach of Audrey and Howard Nicholls, which briefly but succinctly covers curriculum elements. Strengths of cyclical models include their logical structure, use of situational analysis, and flexibility. A potential weakness is the time required for effective situational analysis.
This document discusses non-digital instructional materials and their importance in education. It provides examples of commonly used non-digital materials like writing boards, flip charts, and nature tables. Guidelines for designing effective instructional materials include keeping them simple, legible, and consistent. The document also discusses digital tools in education like laptops, smart boards, and e-readers, and their benefits in enhancing communication, making learning more efficient and eco-friendly. Both non-digital and digital tools are important for teachers in delivering technology-enhanced lessons.
Placement assessments determine if a student has the prerequisite skills and knowledge to participate in a course at the appropriate level, such as assessing readiness for Algebra I. Diagnostic assessments identify student strengths and weaknesses in specific academic areas in order to diagnose learning difficulties and inform remedial teaching. Examples of diagnostic assessments include pre-tests, self-assessments, discussions, and interviews. The results of diagnostic assessments help teachers better understand student capabilities and plan targeted lessons.
This document outlines several philosophical foundations of curriculum: Naturalism aims to realize students' natural goodness through nature-aligned teaching. Idealism develops the mind through intellectual/moral focus. Realism prepares students for life's actual duties. Pragmatism develops students holistically through experience. Perennialism cultivates intellect. Essentialism promotes individual intellectual growth in subject areas. Progressivism promotes democratic living through active, social learning. Reconstructivism uses education to improve and change society.
Dimensions and principles of curriculum designJay Cee
The document discusses key principles of curriculum design: scope, sequence, continuity, integration, articulation, and balance. It defines each principle and provides examples. Scope refers to the breadth of content, topics, and experiences in the educational plan. Sequence involves organizing content in a logical order from simple to complex. Continuity provides vertical repetition to strengthen learning. Integration draws from real-world themes to connect subject matter. Articulation sequences content both vertically between grades and horizontally within grades. Balance establishes equitable allocation of elements in the curriculum.
The document discusses the evolution of instructional materials and teaching methods from traditional to digital. It notes that 30 years ago, cognitive research was separate from education but now researchers work directly with teachers. Traditionally, teaching centered on lectures but now emphasizes active student participation. With the rise of technology, students have changed and think differently, requiring new digital teaching methods that engage digital natives. Teachers must immerse themselves in students' digital world to make learning relevant. While technology is a tool, teachers are still the most important factor for bringing it into the classroom effectively.
Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.
Jerome Bruner was an American psychologist who was one of the first proponents of constructivism. According to Bruner, learning is an active process where learners construct new ideas based on their existing knowledge. Bruner proposed three main concepts: representation - how knowledge is represented in the mind; spiral curriculum - revisiting topics at increasing levels of difficulty; and discovery learning - allowing students to explore and discover concepts for themselves. Bruner believed instruction should consider students' predisposition to learn, the structure of knowledge, effective sequencing of content, and reinforcement of learning.
This document discusses learning theories and their impact on teaching. It describes 3 main categories of learning theories: 1) behaviorism, which focuses on stimulus-response learning; 2) cognitive-information processing theories, which examine how cognitive processes like memory work; and 3) cognitive constructivism, where learners actively construct knowledge based on their experiences. It then focuses on Jerome Bruner's discovery learning model from 1961, which encourages problem-solving, learner-managed exploration, integrating new and old knowledge, interpreting rather than memorizing information, and learning from failure through feedback. The 5 principles of Bruner's approach are outlined.
1. Jerome Bruner was an influential American psychologist who developed the theory of cognitive constructivism, which posits that learning is an active process where learners construct new ideas based on their current and background knowledge.
2. Bruner proposed that cognitive development occurs in three stages - enactive (learning by doing), iconic (using mental images and models), and symbolic (using symbols and language) - and that instruction should help students transition between these stages.
3. Key aspects of Bruner's theory included the spiral curriculum, discovery learning, scaffolding, and using concept formation to help students categorize information. His work emphasized how instruction could be tailored to students' developmental levels and prior experiences.
Theories and models of learning instruction revisedFelisa Isakson
The document discusses three main learning theories: behaviorism, cognitivism, and constructivism. Behaviorism sees learning as changes in observable behaviors due to stimuli and responses. Cognitivism views learning as the acquisition and organization of mental processes and knowledge. Constructivism believes that learners create meaning and knowledge from their experiences. The document also covers instructional design principles and models, learning assumptions, cognitive foundations of learning, and applying constructivism in practice.
This document outlines a teaching methodology course that prepares students to become effective teachers. It covers key concepts like learning objectives, principles of learning, learning processes and theories, curriculum development, teaching methods, lesson planning, teaching aids, and student assessment. The course introduces important definitions and principles, examines factors that influence teaching and learning, and includes a microteaching presentation from each student. Key topics include traditional and modern teaching methods, characteristics of learning, principles of adult learning, and psychological theories of learning including behavioral, cognitive, constructivist, and humanistic approaches.
Jerome Bruner's influential learning theory proposes that learning is an active process where learners select and transform information. His theory includes three stages of intellectual development - enactive, iconic, and symbolic. Bruner also advocated for a spiral curriculum that revisits basic ideas in increasing depth and a scaffolding approach where teachers gradually reduce support as students gain mastery. Implications of his theory include matching instruction to students' development levels, revisiting topics to deepen understanding, and fostering intrinsic motivation through feedback on progress.
The document discusses several cognitive theories of learning including those proposed by Piaget, Bruner, Gagne, Ausubel, and Gestalt psychologists. The key points covered include:
1) Cognitive theories view learning as a process that changes an individual's mental structures and behaviors as a result of thought and experience, rather than external stimuli.
2) Theorists such as Piaget, Bruner, and Gagne proposed stage-based models of learning and emphasized different modes such as action-based, visual, and verbal learning.
3) Ausubel's meaningful learning theory focuses on incorporating new knowledge into existing cognitive frameworks through techniques like advanced organizers.
4) Gestalt psychologists
The document provides an overview of principles, methods, and strategies for professional education and teaching. It discusses key concepts like strategies, methods, and techniques of teaching. It also covers the different types of knowledge required of teachers like content and pedagogical knowledge. Characteristics of successful teachers are outlined along with the powers teachers have in the classroom. The document then details the parts of a lesson plan including objectives, subject matter, learning procedures, and evaluation. Classroom management strategies are also discussed.
The document provides an overview of principles, methods, and strategies for professional education and teaching. It discusses key concepts like strategies, methods, and techniques of teaching. It also covers the different types of knowledge required of teachers like content and pedagogical knowledge. Characteristics of successful teachers are outlined along with the powers teachers have in the classroom. The document then examines the parts of a lesson plan including objectives, subject matter, learning procedures, and evaluation. Classroom management strategies are also discussed.
This document discusses theories of adult learning and principles of teaching adults. It defines key terms and outlines several theories of adult learning, including andragogy, reinforcement theory, experiential learning, information processing theory, and characteristics of adult learners. Theories focus on how adults learn through experience, problem-solving, and self-directed learning. Principles for teaching adults emphasize involving them in the planning, making learning relevant, and capitalizing on life experiences. The document also addresses what motivates adult learners and potential barriers to adult learning.
Brain Based Learning Information ProcessingLinda Nitsche
The document discusses how the brain processes information and what educators can do with this knowledge. It explains that the thalamus screens incoming information for importance. It also notes that motivation, meaning, closure, and testing long term storage can improve learning and retention. Finally, it suggests educators reflect on how they can apply these brain insights to improve their instructional methods.
The document summarizes three major learning theories: behaviorism, cognitivism, and constructivism. Behaviorism views learning as changes in observable behavior caused by environmental stimuli and reinforcement. Cognitivism sees learning as information processing within the mind. Constructivism proposes that learners construct knowledge based on their experiences and interactions with the world.
This document discusses Neo Behaviorism and the theories of Tolman and Bandura. It provides examples of how to apply their concepts when teaching, including using cognitive maps to help students learn easily and retain information, giving quizzes after lessons to reinforce learning, and ensuring students remain engaged through humor. Key concepts discussed are purposive behaviorism, cognitive maps, the influence of expectations and perceptions on learning, and Bandura's social learning theory which emphasizes the role of observation and modeling behavior.
The document discusses several theories related to learner development:
1. Sigmund Freud emphasized that personality consists of the id (pleasure-centered), ego (reality-centered), and superego (conscience). He also believed people progress through 5 psychosexual development stages from oral to genital.
2. Jean Piaget's theory of cognitive development consists of 4 stages from sensorimotor to formal operations based on how children understand and interact with the world.
3. Lev Vygotsky emphasized that social learning and culture influence cognitive development and the zone of proximal development, which is the distance between what learners can do independently vs. with guidance.
The document provides an overview of the information processing theory. It explains that information processing theory models how the human mind receives, processes, stores, retrieves, and responds to information, similar to how a computer processes data. It describes the three main components of the information processing model - sensory memory, short-term memory, and long-term memory - and their different functions. Some key teaching implications highlighted are gaining and maintaining student attention, helping students identify essential information, and providing opportunities for repetition to aid in recall.
This document discusses several learning theories:
1. Bruner's constructivist theory emphasizes that learning involves actively constructing new concepts based on prior knowledge. Knowledge can be represented in enactive, iconic, and symbolic forms.
2. Gestalt theory focuses on perception and how the brain organizes and groups different elements. Principles include proximity, similarity, closure etc.
3. Ausubel's subsumption theory proposes that new knowledge is best learned when related to existing concepts in a learner's cognitive structure.
It also discusses cooperative learning approaches involving group work and tasks, as well as experiential learning which emphasizes hands-on, real-world activities for constructing new knowledge and concepts.
constructivism - definition
distinction between learning as construction and transmission of knowledge
social constructivism
bruner's concept of constructivism - discovery learning
spiral curriculum, representation of knowledge (enactive,iconic,symbolic)
categorization.
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The document discusses cognitive approaches to learning, including:
1) Cognitivism focuses on internal mental processes like thinking, memory, and perception in learning. Learning involves organizing and reorganizing knowledge.
2) Information processing theory views learning as input, storage, and retrieval of information, divided into attending, acquiring, and transferring phases.
3) Piaget's theory of cognitive development involves a cycle of assimilating new information into schemas, accommodating schemas based on new information, and achieving equilibrium between the two. His four stages of development are described.
4) Bruner advocated for active, discovery-based learning where students construct their own understandings and learn in a progressive, challenging way
3. One of the first proponent of
Constructivism.
Learning is an active process
in which learners construct
new ideas or concepts based
upon their current/past
knowledge.
4. Bruner’s Main Concepts
1.Representation
a.Enactive representation – at the earliest
ages, children learn about the world through
actions on physical objects and the outcome
of these objects.
b.Iconic representation- learning can be
obtained through using models and pictures.
c. Symbolic representation – the learner has
developed the ability to think in abstract
terms.
5. 2. Spiral Curriculum
Teaching should always lead to
boosting cognitive development.
Student will not understand the
concept if teacher plans to teach it
using only the teacher’s level of
understanding.
Instruction needs to be anchored on
the learner’s cognitive capabilities.
6. In a Spiral Curriculum,
TEACHER MUST REVISIT THE
CURRICULUM BY TEACHING
THE SAME CONTENT IN
DIFFERENT WAYS
DEPENDING ON STUDENTS’
DEVELOPMENTAL LEVELS.
7. Principles of Instruction stated by Bruner
1. Instruction must be concerned w/ the
experiences and context that makes the
student willing and able to learn (READINESS).
2. Instruction must be structured so that it can
be easily grasped by the student (SPIRAL
ORGANIZATION).
3. Instruction should be designed to facilitate
extrapolation and or fill in the gaps (GOING
BEYOND THE INFORMATION GIVEN).
8. 3. Discovery Learning
Refers to obtaining knowledge
for oneself.
Learning becomes more
meaningful when students
explore their learning
environment rather than listen
passively to teacher.
9. Four major aspects of Theory of Instruction
1. PREDISPOSITION TO LEARN
* he introduced the idea of “readiness for learning”
* He believed that any subject could be taught at
any stage of development in a way that fits the child
cognitive abilities.
2. STRUCTURE OF KNOWLEDGE
* refers to the ways in which a body of knowledge
can be structured so that it can be most readily
grasped by their learner.
10. 3. EFFECTIVE SEQUENCING
* No one sequencing will fit every learner, but in
general, the lesson can be presented in increasing
difficulty.
4. REINFORCEMENT
* rewards and punishments should be selected and
paced appropriately.
* interest in the subject matter is the best stimulus for
learning.
* Bruner did not like external competitive goals such
as grades or class ranking.
11. CATEGORIZATION
Bruner’s gave much attention to
categorization of information in the
construction of internal COGNITIVE
MAPS. He believed that perception,
conceptualization, learning, decision
making and making inferences all
involved categorization.
12. Kinds of Categories
1. Identity Categories = categories include
objects based on their attributes or features.
2. Equivalent Categories = Equivalence can
be determined by affective criteria, which
render objects equivalent by emotional
reactions, functional criteria, based on
related function.
3. Coding systems = categories that serve to
recognize sensory input.
15. Information Processing is a
cognitive theoretical framework
that focuses on how knowledge
enters and is stored in and is
retrieved from our memory. It is
one of the most significant
cognitive theories in the last
century and it has strong
implications on the teaching
learning process.
16. Information Processing Theory
IPT described how the learner
receives information (stimuli) from the
environment through the senses and
what takes place in between
determines whether the information
will continue to pass through the
sensory register, then the short term
memory and the long term memory.
17. TYPES OF KNOWLEDGE
GENERAL VS. SPECIFIC: This involves
whether the knowledge is useful in many
tasks, or only in one.
DECLARATIVE : Refers to factual
knowledge. They relate to the nature of
how things are. Can be in the form of
word or image.
18. PROCEDURAL = includes
knowledge on how to do things.
EPISODIC = this includes
memories of life events.
CONDITIONAL = this is about
“knowing when and why” to
apply declarative or procedural
strategies.
19. Three Main Stage in the
Memory Process
1. SENSORY REGISTER is the first step in the IP
model holds all sensory information for a very
brief time.
CAPACITY: Our mind receives a great amount of
information but it is more than what our mind
can hold or perceive.
DURATION: 1 to 3 seconds only.
20. * The Role of Attention
To bring information into Consciousness. We can only perceive
and remember later those things that pass through our
attention “gate”.
Getting through this attentional filter is done when the learner
is interested in the material; when there is conscious control
over attention, or when information involves novelty, surprise
and distinctiveness.
Before information is perceived it is known as “precategorical”
information. Once it is perceived we can categorize, judge
,interpret and place meaning to the stimuli. If we fail to
perceived, we have no means by which to recognize that the
stimulus was ever encountered.
21. * Short-Term Memory
(STM or Working Memory)
CAPACITY: The STM can hold only 5 to 9 chunks
of information. It is called working memory
because it is where new information is
temporarily placed while it is mentally
processed.
DURATION: Around 18 seconds or less
To reduce the loss of information you need to
do MAINTENANCE REHEARSAL.
22. * Long- Term Memory (LTM)
The LTM is the final or permanent storing
house for memory information. It hold
the stored information until needed
again.
CAPACITY: LTM has unlimited capacity
DURATION: duration in the LTM is
indefinite.
23. 2. EXECUTIVE CONTROL PROCESSES
The ECP involve the executive processor
or what is refered to as metacognitive
skills.
This process guide the flow of information
through the system, help the learner make
informed decisions about how to
categorize, organize or interpret
information.
24. 3. FORGETTING
It is the inability to retrieve or access
information when needed.
TWO MAIN WAYS IN WHICH FORGETTING
OCCURS
a. DECAY: Information is not attended to, and
eventually ‘fades’ away.
b. INTERFERENCE : new or old information
‘blocks’ access to the information in question.
25. METHODS FOR INCREASING
RETRIEVAL OF INFORMATION
•Repeating informationRehearsal
•Making connection between new
information and prior knowledge.
Meaningful
Learning
• Making connection among
various pieces of informationOrganization
• Connecting new info with old to
gain meaning.Elaboration
26. •Forming a picture of the
information.
Visual Imagery
•Things we ‘produce’ are easier to
remember than things we ‘hear’Generation
• Remembering the situationContext
•Making the info relevant to the
individual.Personalization
27. Other Memory Methods
• remember the beginning and end of a ‘list’ more readily
Serial position Effect-
• Chunk Information
Part Learning –
•breaking up learning session than cramming all the info
at once
Distributed Practice-
• memory techniques
Mnemonic Aids –
28. Maintenance Rehearsal Rehearsal, Elaboration,
Meaningful Learning,
Organization, Visual,
Imagery, Generalization
Executive Control Processes (including Metacognition)
Senses PerceptionSensory
Memory
Short
term
Memory
Long Term
Memory
decay retrievalforgetting
The Information Processing Model
30. In the classroom settings, teachers are
said to reinforce the kind of behavior
they want see through praise, smiles
marks, rewards and the like. Since in
the typical classroom situation, a
teacher cannot supply reinforcement
quickly enough or often enough,
Skinner introduced programmed
learning.
31. Programmed learning
Is a system of learning in which pre-established subject
matter is broken down into sequential steps, the learner is
immediately reinforced after each step as soon as he
makes the correct response.
The emphasis on cognition and insight by cognitive-field
theories has far-reaching implications for the present day
classroom and school practices. It implies that the teacher
has to select and provide appropriate learning experience
whereby the learners can discover relationships between
elements in various situations and understand them as a
whole in an organized, unified pattern.
32. Applied to classroom situation in generals
the filed theories implied the need for
emphasis on looking at the total situation
at the beginning. This is accomplished by
having learners discuss both the
immediate and ultimate goals of
learning. The teacher has to preview the
activities involved in the problems to be
encountered.
33. For Example in primary readings the
teacher should tell briefly what the story is
about describe the characters and relate
the story to the pupils experience.
At the high school level instead of
introducing the study of chemistry by
detailed analysis, of a given element, the
teacher must first discuss the operation of
chemistry in daily living, the overall field,
and the problems to be encountered.
34. Although this theories emphasize the place of
generalities in introducing any subject area,
emphasis is also make on the details which are
aspects of the larger area.
Example: the teaching of world analysis and
phonetics is subsidiary to the importance of
getting the idea. Word analysis and phonetics
are significant as they contribute to better
understanding. Teachers know that there are
many pupils who can read the words but fail to
grasp their meaning.
35. The interest of cognitive-field theories in developing
reflective thinking implies setting up school program
that are focused on teaching students to think
effectively in a wide variety of situation.
It implies teaching approaches which are child-
centered as well as problem- centered.
This calls for a teacher who understands the nature of
the learner and perceives the learner’s life space,
one who advocate greater learner participation;
one who plans, executes and evaluates learning
tasks in a problem-centered matter.
37. Transfer of Learning
happens when learning in one
context or with one set of materials
affects performance in another
context or with other related
materials.
Simply put, it is applying to another
situation what was previously learned.
38. Types of Transfer
A. POSITIVE TRANSFER = occurs when learning in one
context improves performance in some other context.
B. NEGATIVE TRANSFER = occurs when learning in one
context impacts negatively on performance in
another.
C. NEAR TRANSFER = refer to transfer between very
similar context. Referred to as SPECIFIC TRANSFER
D. FAR TRANSFER = also called GENERAL TRANSFER,
refers to transfer between context that on
appearance, seem remote and alien to one another.
39. Conditions and Principles of Transfer
Conditions/Factors
Affecting transfer of
Learning
Principles Of Transfer Implication
Similarity between
two learning
situation
The more similar the two
situations are, the greater
the chances that learning
from one situation will be
transferred to the other
situation.
Involve students in learning
situations and tasks that are
similar as possible to the
situations where they would
apply the tasks.
Degree of
meaningfulness/rele
vance of learning
Meaningful learning leads
to greater transfer than rote
learning
Remember to provide
opportunities for learners to link
new material to what they
learned in the past.
Length of
instructional time
The longer the time spent in
instruction, the greater the
probability of transfer.
To ensure transfer, teach a few
topics in depth rather than
many topics tackled in a
shallow manner.
40. Variety of
Learning
Experiences
Exposure to many and
varied examples and
opportunities for practice
encourage transfer
Illustrate a new concepts
and principles with a variety
of examples. Plan
Context for
learner’s
experiences
Transfer of learning is most
likely to happen when
learners discover that what
they learned is applicable
to various context.
Relate a topic in one subject
to topics in other subjects or
disciplines. Relate it also to
real life situations.
Focus on
principles rather
than tasks
Principles transfer easier
than facts.
Zero in on principles related
to each topic together with
strategies based on those
principles
Emphasis on
metacognition
Students reflection
improves transfer of
Learning
Encourage students to take
responsibility for their own
learning, and to reflect on
what they learned.