Jerome Bruner developed concepts around how children learn and develop representations of the world. He proposed that children progress through enactive, iconic, and symbolic representations as they develop. Bruner also developed the idea of a spiral curriculum where the same concepts are revisited at increasing levels of difficulty. His work emphasized the importance of discovery learning where students explore concepts with preparation and guidance from teachers. Bruner identified four major aspects of instruction including predisposition to learn, structure of learning material, sequencing of lessons, and reinforcement. He also studied categorization and proposed rules for how categories are formed based on attributes, combinations of attributes, weight of properties, and acceptance limits.

1. BRUNERS MAIN
CONCEPT

2. JEROME BRUNER
 New York City
 October 1, 1915
 The Process of Education -1960

3. REPRESENTATION
 1. Enactive representation-
The earliest age, children learn
about the world through actions on physical
objects and the outcomes of these action.
 2. Iconic representation- is when learning can be obtained through using
models and pictures.
 3. Symbolic representation- the learners has developed the ability to think
in abstract terms.

4. SPIRAL CURRICULUM
 Teachers must revisit the curriculum by teaching the same content in different
ways depending on students developments level.
 Principles of instruction stated by Bruners.
 1.instruction must be concerned with the experiences and context that make the
student willing and able to learn (readiness)
 2. instruction must be structured so that it can be easily grasped by the students
(spiral organization)
 3. instruction should be designed to facilitate extrapolation and or fill in the
gaps.(going beyond the information given)

5. DISCOVERING LEARNING
 refers to obtaining knowledge for oneself. Teacher plans and arranges
activities in such a way that students search, manipulate, explore, and
investigate. Students learn new knowledge relevant to the domain and
such general problem-solving skills as formulating rules, testing and
gathering information. Most discovery does not happen by chance.
Students require background preparation. Once students possess
prerequisite knowledge careful structuring of material allows them to
discover important principles.

6.  Bruner (1996) states that a theory of instruction should address
four major aspects :
1. Predisposition to learn.
He introduced the ideas of “readiness for learning”
2. Structure of Learning
the ways in which a body of knowledge can be structured so
that it can be most readily grasped by the leaner.
3. Effective Sequencing
no one sequencing will fit every learner, but in general, the
lesson can be presented in increasng difficulty.

7. 4. Reinforcement
Rewards and punishment should be selected and paced
appropriately.

8. CATEGORIZATION
Categories are “rules” that specify four thing about
objects.
1. Criterial attributes – required characteristics for
inclusion of an object in a category.
2. The second rule prescribes how the criteral
attributes are combined.
3. The third rule assigns weight to various properties.
4. The fourth rule sets acceptance limits on attributes

9. THERE ARE SEVERAL
KINDS OF CATEGORIES
1. Identity categories- include objects based on their attributes
or features.
2. Equivalent categories- can be determined by affective
criteria, which render objects equivalent by emotional reactions,
functional criteria, based on related functions or by formal criteria.
3. Coding system- categories to recognize that serve to
recognize sensory input.