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.
Classical conditioning (also known as Pavlovian conditioning) is learning through association and was discovered by Pavlov, a Russian physiologist. In simple terms, two stimuli are linked together to produce a new learned response in a person or animal.
John Watson proposed that the process of classical conditioning (based on Pavlov’s observations) was able to explain all aspects of human psychology.
Everything from speech to emotional responses was simply patterns of stimulus and response. Watson denied completely the existence of the mind or consciousness. Watson believed that all individual differences in behavior were due to different experiences of learning. He famously said:
Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select - doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations and the race of his ancestors”
All things should be looked at from the perspective of behaviour.
And it doesn’t matter what is going on in the mind, it just matters what the behaviour
So there is no difference in the behaviourist mind between external behaviour and internal thoughts.
Ivan Pavlov
Edward Lee Thorndike
John B. Watson
B.F. Skinner
Classical conditioning (also known as Pavlovian conditioning) is learning through association and was discovered by Pavlov, a Russian physiologist. In simple terms, two stimuli are linked together to produce a new learned response in a person or animal.
John Watson proposed that the process of classical conditioning (based on Pavlov’s observations) was able to explain all aspects of human psychology.
Everything from speech to emotional responses was simply patterns of stimulus and response. Watson denied completely the existence of the mind or consciousness. Watson believed that all individual differences in behavior were due to different experiences of learning. He famously said:
Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select - doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations and the race of his ancestors”
All things should be looked at from the perspective of behaviour.
And it doesn’t matter what is going on in the mind, it just matters what the behaviour
So there is no difference in the behaviourist mind between external behaviour and internal thoughts.
Ivan Pavlov
Edward Lee Thorndike
John B. Watson
B.F. Skinner
J. BRUNER’s THEORY OF LEARNING PROCESS.pptxDrHafizKosar
Principles of J. Bruner Theory
1. Instruction must be concerned with the experiences and contexts that make 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).
J. Bruner Theory
(i). Bruner's theoretical framework is based on the theme that learning is an active process and learners construct new ideas or concepts based upon existing knowledge.
(ii). Facets of the process include selection and transformation of information, decision making, generating hypotheses, and making meaning from information and experiences.
(iii). Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given".
(iv). Bruner believed that intuitive and analytical thinking should both be encouraged and rewarded.
(v). He believed the intuitive skills were under-emphasized and he reflected on the ability of experts in every field to make spontaneous bound.
(vi). Bruner believed that intuitive and analytical thinking should both be encouraged and rewarded.
Features of J. Bruner's theory of Instruction
1. Tendency towards learning
2. The ways in which a body of knowledge can be structured so that itcan be most readily grasped by the learner,
3. The most effective sequences in which to present material.
4. The nature and pacing of rewards and punishments.
Cognitive Development
Like Piaget, Bruner believed in stages of instruction based on development.
Enactive (birth to age 3)
Iconic (age 3 to 8)
Symbolic (from age 8)
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In the realm of educational psychology, Burner's Constructivist Theory stands as a beacon of innovation and enlightenment. This presentation script delves into the depths of this compelling theory, shedding light on its core principles, implications, and significance in the world of education.
*Introduction:*
The opening section provides an overview of Burner's Constructivist Theory and sets the stage for an in-depth exploration. It briefly touches on the historical context and the pivotal role this theory plays in shaping contemporary educational practices.
*Understanding Constructivism:*
To grasp the essence of Burner's theory, we start by elucidating the concept of constructivism. It highlights how learners actively construct knowledge through their experiences, a fundamental premise upon which Burner's theory is built.
*Burner's Contributions:*
This segment is dedicated to unraveling Burner's unique contributions to the constructivist framework. We'll explore how he expanded upon the ideas of renowned theorists like Piaget and Vygotsky, refining and enhancing the constructivist perspective.
*Core Principles:*
The heart of Burner's Constructivist Theory lies in its core principles. We dissect these principles, including the learner's active role, the importance of prior knowledge, and the role of social interaction in learning. Each principle is expounded upon with practical examples.
*Applications in Education:*
One of the most critical aspects of Burner's theory is its real-world applications. This section demonstrates how educators can implement Burner's Constructivist Theory in the classroom. It explores the concept of scaffolding, problem-based learning, and the role of the teacher as a facilitator.
*Implications for Teaching and Learning:*
The presentation script delves into the profound implications of Burner's theory for both teachers and learners. We explore how it shapes pedagogical methods, assessment strategies, and curriculum design, fostering a deeper understanding of the learning process.
*Case Studies:*
To illustrate the theory in action, we examine real-life case studies from educational settings where Burner's Constructivist Theory has been successfully applied. These examples provide a tangible demonstration of its effectiveness.
*Conclusion:*
In the concluding section, we reflect on the significance of Burner's Constructivist Theory in modern education. It emphasizes the need for educators to embrace a learner-centered approach and adapt to the ever-evolving educational landscape.
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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Steps in communication, Communication cycle,
Factors affecting communication,
Barriers of communication
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Jerome Seymour Bruner
(1915 –2016)
• Jerome Seymour Bruner was an
American psychologist who made significant
contributions to human cognitive psychology and
cognitive learning theory in educational
psychology.
• Jerome Bruner was one of the first proponents
of constructivism.
• Known for : Contributions to cognitive
psychology and educational psychology; Coining
the term "scaffolding“
“LEARNERS ARE ENCOURAGED TO DISCOVER FACTS AND
RELATIONSHIPS FOR THEMSELVES.” JEROME BRUNER
3. Six aspects of Cognitive
Development – Jerome.S.Bruner
1. Cognitive development is characterized by
increasing independence of a response from a
stimulus.
2. Cognitive development is characterized by any
internal storage and information processing
system that can describe reality quite closely.
3. Cognitive development involves an increasing
capacity to express by
words or symbols what one
has done and what one will do.
4. 4. Cognitive development depends upon
systematic interaction with members of society.
5. Cognitive development is quite closely related to
language development.
6. Cognitive development is marked by increasing
ability to perform concurrent activities and to
allocate attention sequentially to various
activities.
5. Bruner's theory
• Bruner's theory on constructivism encompasses
the idea of learning as an active process
wherein those learning are able to form new
ideas based on what their current knowledge is
as well as their past knowledge.
• He developed Concept
Attainment Model in
teaching.
6.
7. Stages or Mode of Cognitive
Development - Bruner
• Bruner suggested the ability to
represent knowledge develops in
three stages.
1) ENACTIVE REPRESENTATION
2) ICONIC REPRESENTATION
3) SYMBOLIC REPRESENTATION
8. (1) ENACTIVE REPRESENTATION
• Earliest ages
• Children learn about the world through actions
or physical objects and the outcomes of these
actions
• Children represent objects in terms of their
immediate sensation
• Represented in Muscles and involve Motor
Responses
• ie, Riding a bicycle,
tying a knot tasting
the apple
9. (2) ICONIC REPRESENTATION
Learning can be obtained by using models and
pictures
Learner can now use mental images to stand for
certain objects or events
Allows one to recognize objects when they are
changed in minor ways
e. g. Mountains with and
without snow at the top
10. (3) SYMBOLIC REPRESENTATION
Learner has developed the ability to think in
abstract terms
Uses symbol system to encode knowledge
Most common symbol systems are language
and mathematical notation
11. Bruner advised that teachers utilize and bring
together concrete, pictorial then symbolic activities
to facilitate learning
Before children can comprehend abstract
mathematical operations
Teachers can first have the numbers represented
enactively (w/ blocks) an then, iconically (in pictures)
and children can later handle number concepts
(symbolic)
12. SPIRAL CURRICULUM - BRUNER
Bruner stressed that
teaching should always lead to
boosting cognitive
development. Curriculum
should be organized in a spiral
manner so that the student
continually builds upon what
they have already learned.
teachers must revisit the
curriculum by teaching the
same content in different ways
depending on students
developmental levels.
13.
14. DISCOVERY LEARNING
Discovery Learning refers to obtain
knowledge for oneself. Teacher
plans and arranges activities in
such a way that students search,
manipulate, explore and investigate.
Once Students possess
prerequisite knowledge careful
structuring of material. Allows them
to discover important principles.
LEARNING BECOMES MORE
MEANINGFUL (when) students
explore their learning environment
rather than listen passively to
teachers.
15. THEORY OF INSTRUCTION
BRUNER (1966) states that a theory of instruction
should address four major aspects:
1. PREDISPOSITION TO LEARN- introduced the ideas
of “readiness learning”.
2. STRUCTURE OF KNOWLEDGE- the ways in w/c a
body of knowledge can be structured so that it can be
most readily grasped by the learner.
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
punishment should be selected
and paced appropriately.
16. KINDS OF CATEGORIES
1. IDENTITY CATEGORIES - include objects based
on the attributes or features. (Example, for an
object to be included in the category "car" it must
have an engine, 4 wheels, and be a possible
means of transportation)
2. EQUIVALENT CATEGORIES - (provide rules for
combining categories MOTOR VEHICLE = CAR,
TRUCK, VAN SCIENCE = AN APPLE green, ripe,
dried,
3. CODING SYSTEMS – categories that serve to
recognize sensory input people interpret the
world largely in terms of similarities and
differences.
17. Concept Attainment - Bruner
According to Bruner, concept attainment is the
search for and listing of attributes that can be
used to distinguish exemplars from non-
exemplars of various categories.
Students compare examples that contains the
attributes of a concept.
Students get
categorization
skill based on concept.
18. Steps of Concept
Attainment
1. Select and define a concept.
2. Select the attributes.
3. Develop positive and negative examples.
4. Introduce the process to the students.
5. Present the examples and list the attributes.
6. Develop a concept definition.
7. Give additional examples
8. Discuss the process with class.
9. Evaluate
19. Principles of Instruction stated
by Bruner
1. Readiness Instruction must be concerned with
the experiences and contexts that make the
student willing and able to learn.
2. Spiral Organization Instruction must be
structured so that it can easily grasped by the
student.
3. Going beyond the Information
Given Instruction should be
designed to facilitate extrapolation
(calculation/estimation)
and or fill in the gaps.
20. Implication of Bruner's
learning theory on teaching
• Learning is an active process.
• Learners make appropriate decisions and postulate
hypotheses and test their effectiveness.
• Learners use prior experience to fit new information
into the pre-existing structures.
• Scaffolding is the process through which able peers or
adults offer supports for learning.
• The notion of spiral curriculum states that a curriculum
should revisit basic ideas, building on them until the
student grasps the full formal concept.
• Although extrinsic motivation may work in the short
run, intrinsic motivation has more value
21. Implications on the learning process
Bruner’s learning theory has direct implications on
the teaching practices.
Instruction must be appropriate to the level of the
learners.
The teachers must revisit material to enhance
knowledge
Material must be presented in a sequence giving
the learners the opportunity to:
a. acquire and construct knowledge,
b. transform and transfer his learning.
22. Students should be involved in using their prior
experiences and structures to learn new
knowledge.
Help students to categorize new information in
order to able to see similarities and differences
between items.
Teachers should assist learners in building their
knowledge. This assistance should fade away as it
becomes unnecessary.
Teachers should provide feedback that is directed
towards intrinsic motivation.
Implications on the learning process