1. jv discussion replies 2
Reply to allPart 1My description of a simple instruction using Bruner’s 3 modes of
cognitive representation would include engaging the learner at the enactive stage where
learners learn through movement and actions (McLeod). A good way to demonstrate this
representation would be to ask the learner to pick up a book and turn the pages. Knowledge
is stored through muscle memory teaching the learner how to identify a book because of its
physical structure. By picking up and opening the book the learner is learning that a book
must be opened, the pages must be turned to get to the next page, and so on, hence they will
recognize a book when they see one.The iconic stage is when information is stored as
sensory images (icons), usually visual ones, like pictures in the mind (McLeod). To include
this mode of representation in my my instructions, I would ask the learner to look at the
pictures on the outside and inside the book. This way the learner will remember and
understand that books may have pictures in them and will later learn to associate the
pictures to the messages in the books. Symbolic representation is where information is
stored in the form of a code or symbol, such as language (McLeod). In the symbolic stage,
knowledge is stored primarily as words, mathematical symbols, or in other symbol systems,
such as music. Symbols are flexible in that they can be manipulated, ordered, classified etc.,
so the user isn’t constrained by actions or images (which have a fixed relation to that
which they represent) (McLeod). To include this mode in my instruction, I would ask the
learner to read the book and then write an essay on the subject matter. This way the learner
would be able to demonstrate the ability to exercise language skills, learning
comprehension, and writing skills.If I were to design the same instruction for someone of a
different culture, I would have to consider their culture to ensure learning. The task of
reading a book is universal across the globe, but the meaning of pictures and the use of
language could easily differ because of culture. For example, A book written and published
in Africa may contain African language that is native to Africa and their culture, or may
contain English influenced by the British, where some English words are used in different
contexts then American English. To make instructions according to such differences, one
would have to research the audience and make material they can understand according to
how they learn.Part 2Vygotsky’s concept of the zone of proximal development is based on
the idea that development can be defined on what a child can do independently and what
they can do when assisted by an adult or an instructor. Comprehending all the stages or
levels of Vygotsky’s is essential for teachers because they indicate where the child is at a
given moment and where they are likely to go. A hypothetical example of an instructional
2. program that makes use of Vygotsky’s zone of proximal development is an event where a
student is able to understand current philosophy being taught during a class discussion
with the instructor but struggles on her own. The instructor works with the student to help
them learn how to approach the philosophy book and how to consider the right questions to
ask herself when studying alone. The instructor is teaching the student how to comprehend
what they are learning alone by strategically teaching them to approach the book and ask
themselves the right questions to help achieve their learning outcome. Through planning
activities, instructors are able to encompass what the learners are to do own their own and
what they can comprehend with the help of others. Through the application of Vygotsky’s
theory levels, the instructor can significantly impact the learners learning the outcome. The
instructor can use the levels of Vygotsky’s zone of proximal development in organizing
classroom activities in a number of ways. For instance, the teachers can plan on whether to
provide practice in the zone of proximal development for individual students or for a group
of students. Consequently, the instructor can plan corporative learning activities at different
levels with a group of children who can assist each other in learning. A teacher can also
identify areas that require a scaffold to improve learning. Scaffolding is a learning tactic that
assists children in their zone of proximal development whereby an adult provides hints or
prompts at different levels. However, the instructor’s role is to not simplify the learner’s
task but to simplify the role of the learner through graduated innervations.Part 3Good
Evening Everyone,The learning process is viewed as a cognitive process that includes the
acquisition of skills, knowledge, values, preferences, behaviors, and understanding how to
synthesis different forms of information. Several theories of learning and development have
been used to influence discussion regarding learner’s readiness. The theories include
environmental, cognitive and maturationist theories. Cognitive and maturationist theories
are biological theories that contribute to the discussion of learning and development. The
cognitive theory states that a learner’s mind works and develops enormously thus
impacting the educational theory through assimilation and accommodation aspects.
According to the theory, learner’s mind grows up and its capacity increases their capability
to understand their learning world. The learners cannot undertake a certain task until they
are psychologically mature enough to do so. The development process is not considered
smooth because at certain points their thinking takes off and moves off into new areas and
capability as they grow. Maturationist theory assumes that development is a biological
process that occurs automatically in predictable, and sequential stages over time. This
means that learns will acquire knowledge naturally and automatically as they grow
physically and become older as long as they are healthy. Both theories support the position
that growth and development support the learning process.If learning and developed turn
out to be mutually interactive there would be significant implications on the instruction
offering process. For instance, if the outcome of learning and development were mutually
exclusive the instruction processes will have to be aligned to favor the learn outing at a
given developmental stage. This means that instructional procedures will be designed
depending on the development stage of each person and not based on a specific age
gap.Part 4Nature refers to all genes and hereditary factors that influence who we are.
Nature defines our physical appearance and personality characteristics. Nurture is the
3. environmental variables that impact who we are such as past childhood experiences, how it
was brought up, our surrounding culture and relationships. Nature and nurture debate tries
to determine whether environmental surroundings, past experiences or inherited life traits
and genetics play a greater role in human development and shaping of their personality.
Nature stipulates that some things are inborn and occur naturally regardless of the
environment they are brought up in. Nature advocates that all our characteristics and
behaviors are a result of evolution. Nature believes that people inherit genetic
characteristics and behaviors from their parents and this influences each individual’s
uniqueness. On the other hand, nurture stipulates that people begin from a blank slate.
Everything a person becomes is determined by our experience. Nurture takes the position
that all or most behaviors and characteristics are learned. A good illustration of nurture as a
concept is elaborated through the empirical behaviorism theory which states that behaviors
are as results of conditioning and people can be trained to do or become anything
regardless of their genetic background. Based on the above arguments nurture seems to
have more weight based on evidence from empirical and conditioning theories
explained.Nurture can be positively applied to educating minority ethnic minorities and
other special populations. Ethnic minorities and other special groups have the opportunity
to learn based on their past experiences and the surrounding environment. This because
nurture empirical and conditioning gives people a blank slate to learn what is beneficial to
them. To ensure that Ethnic minorities and other special groups have the opportunity to
learn based on their past experiences and surrounding environment their learning
environment must be conducive so that the acquire behaviors and characteristics that are
acceptable in a diverse society.
