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.

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12. Lesson 1: Bruner’s Constructivist Theory, Gestalt Theory and
Ausubel’s Subsumption Theory
Bruner’s Constructivist Theory
Representations of Knowledge
Categorization
Bruner’s Principles of Instruction
Gestalt Theory
Ausubel’s Meaningful Verbal Learning or Subsumption Theory
Focus of Ausubel’s Theory

13. Lesson 2: Cooperative and Experiential Learning
Cooperative Learning
Features of Cooperative Learning
Stages of Cooperative Learning
Experiential Learning

14. What is the role of previous knowledge in Bruner’s
conceptualization of constructivism?
A. It serves as a source of information.
B. It serves as a basis for learning.
C. It serves as a basis for testable hypotheses.
D. It serves as the basis for the learner’s creativity on
concept formation.
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15. Explain the phrase “using what you already know” in Bruner’s
conceptualization of constructivism.
A. means learning is active
B. means learners use what they already know to construct new
ideas
C. means learners use what they already know to solve
problems
D. means learners use what they already know to gain
knowledge
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16. What is the representation of knowledge that
learning can be obtained using models and pictures?
A. Enactive representation
B. Iconic representation
C. Symbolic representation
D. Sign representation
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17. His theory focuses to the new information that is
meaningful to the extent that it can be related
(attached) to what is already known.
A. David Ausubel’s
B. Max Wertheimer
C. Jerome Bruner
D. Wolfgang Kohler
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18. Type of learning that focuses an actual hands-on
activities are still the most effective means of
learning.
A. Cooperative Learning
B. Strategic Learning
C. Experiential Learning
D. Assessment of learning
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19. D
B
B
A
C
1.
2.
3.
4.
5.

20. Bruner’s Constructivist Theory, Gestalt Theory and
Ausubel’s Subsumption Theory

21. "The essence of creativity is figuring out how to use
what you already know in order to go beyond what
you already think."
- Jerome Bruner -

22. Jerome Bruner's beliefs: learners actively create
new concepts using past knowledge
Ability to select, transform, and add to
information
Creativity in concept formation

23. According to Bruner, knowledge can be represented
in three ways:
Enactive representation
(action - based)
Iconic representation
(picture - based)
Symbolic representation
(language - based)
1.
2.
3.

24. At the earliest stages, children learn
about the world through actions on
physical objects and the outcomes of
these actions. They represent objects
in terms of their immediate sensation
of them through muscles or motor
responses.
Enactive representation (action - based)

25. Learning can be obtained using
models and pictures. The learner can
now use mental images to stand for
objects or events
Iconic representation (picture - based)

26. The learner has developed the ability
to think in abstract terms using a
symbol system (language or
mathematical notation) to encode
knowledge
Symbolic representation
(language - based)

27. Categorization involves perception, conceptualization,
learning, decision-making, and making inferences. For
Bruner, it is the fundamental process in structuring
knowledge.
“To perceive is to categorize, to conceptualize is to
categorize, to learn is to form categories, to make
decisions is to categorize.” – Jerome Bruner

28. Major Aspects to be Addressed during Instruction

29. introduced the idea of “readiness for learning”
any subject could be taught at any stage of development
in a way that fits the child’s cognitive development
emphasized social factors and early teachers’ and
parents’ influence
learning and problem-solving emerged out of exploration,
part of the teacher’s task is to maintain and direct the
child’s spontaneous explorations
Predisposition to learn

30. emphasized the role of structure (relationships among
factual elements and techniques) in learning and how it
can be made central in teaching
structures are usually arranged from simple to complex
forms
Structure of Knowledge

31. no one sequencing will fit every learner, but in general,
the lesson can be presented in increasing difficulty (spiral
way)
sequencing or lack of it, can make learning easier or more
difficult
Effective Sequencing

32. rewards and punishment should be selected and paced
appropriately
felt that interest in the subject matter is the best stimulus
for learning
did not like external competitive goals like grades or class
ranking
Reinforcement

33. 1. Readiness-Centric
2. Structured Learning
3. Expansion Facilitation

34. served as foundation for the cognitive perspective on
learning
considered as mental processes and the products of
perception
"Gestalt" originates from a German word meaning
"form," "pattern," "shape," or "configuration”
emphasized the significance of sensory wholes and
the dynamic nature of visual perception

35. Max Wertheimer, Wolfgang Kohler, Kurt
Koffka, and Kurt Lewin
gestalt psychologists who studied
perception
concluded that learners are not
passive but active participants in the
learning process.

36. Max Wertheimer (1883-1943)
introduced Gestalt Psychology in 1912
emphasized that the whole is more than
just the sum of its parts
focused on the grouping and organization
of elements in perception

37. Major principles of Gestalt Theory of Learning (Koffka, 2013)
Encourage learners to discover a topic or
problem's underlying nature
Gaps, incongruities, and disturbances stimulate
learning
Base instruction on the laws of organization or
groupings

38. Elements that are closer
together are perceived as
a coherent object
PROXIMITY

39. Elements that look
similar are perceived as
part of the same form
SIMILARITY

40. We tend to mentally "close"
incomplete figures or fill in
the gaps in what we perceive
CLOSURE

41. Individuals tend to continue
contours when elements of
a pattern imply a direction
Good Continuation/ Continuity

42. Stimuli are organized into as
simple a figure as possible
Good Pragnanz/ Simplicity

43. We pay attention to and
perceive things in the
foreground before the
background
Figure-Ground

44. David Ausubel’s (1918-2008)
Anchored the theory on the theme that knowledge is
hierarchically organized; new information is meaningful to
the extent that it can be related (attached) to what is
already known.
He thought that the primary way of learning was subsumption.
Subsumption
A process which new material is related (linked, connected)
to relevant ideas in the existing relevant structure

45. Important factors influencing learning are the
quantity, clarity and organization of the learner’s
present knowledge. It consists of facts, concepts,
propositions, theories and raw perceptual data which
comprise the learner’s cognitive structure.
Meaningful learning takes place when an idea to be
learned is related in some sensible ways to ideas that
the learner already possesses

47. Cooperative and Experiential Learning

48. Cooperative learning allows many opportunities to
develop learners’ interpersonal skills, giving them
experiences on how they can properly interact with
others, at the same time listen and learn from their
group mates.

49. Students are actively engaged, thus, developing in
each member a cooperative spirit.
Each is challenged to give his/her best because it can
create a healthy, competitive spirit.
It allows learners creativity and innovation because
they interact with people their age, peers, or
classmates.

50. It develops positivity, open-mindedness, humility,
give and take attitude as well as listening skills.
It reduces pressure from work and creates a positive
classroom atmosphere.

51. Teachers assign learners to groups
Learners are given the chance to choose their group
mates depending on the nature of the task given.
Teachers should be creative; groupings should also be
varied for learners to experience working with others.
Stage 1

52. Tasking is a vital component of cooperative learning
Everybody should clearly understand what is
expected from them and the kind of output they are
supposed to accomplish at the end of the group role.
Clear and concrete instructions should be given by the
teacher, like the time element involved in finishing the
task, materials to use, the role of members, etc., this
way, time is also well spent.
Stage 2

53. The working time and task collaboration should be an
active process
Teachers need to actively monitor how tasks are
done. Each member performs his/her assigned role.
Learners should be free to interact and comment on
each other’s work.
Stage 3

55. Actual hands-on activities are still the most effective
means of learning. Experiences that are direct and
purposeful are rich experiences that the senses bring,
from which ideas, concepts, generalizations are
constructed (Dale, 1969).
Learning by doing is an essential element in discovering
and constructing new knowledge and concepts.

56. Contrived experiences are substitutes for real things,
objects, or situations. Examples of these are models,
mock-ups, specimens, simulations and even games.
Experiential learning can also take the form of
dramatized experiences like plays, pageants, tableaus,
pantomimes, puppetry, and role-playing