Brunners Constructivism

7/31/2019 Brunners Constructivism

1/18


2/18


3/18

What is it?

What does it have to tell us?

How can we apply it to our work?


4/18

An educational theorythat places emphasis

on the learner Teachers role: Act as

a facilitator

Based on the idea thatAll knowledge is

CONSTRUCTEDbased on previousexperiences


5/18

In order to understand something,we MUST be able to relate it to

something else If at all possible, APPLY this

knowledge during the lesson tofoster concrete connections

Differs from traditional view; themind is a blank tablet


6/18

Jerome Bruner most recentcontributor

1966-1990 Has incorporatedsocial and cognitive aspects

These ideas originated from a

conference for math and sciencelearning

Jerome Bruner


7/18

:READINESS SPIRAL

ORGANIZATION

GOING BEYONDINFORMATION GIVEN

-A learner has somebackground on a topicbefore studying it Preparing willing-ness and ability tolearn

Instruction must beconcerned withexperiences andcontexts that makestudents willing & ableto learn

Learners mustlearn things in steps Revisiting basicideas over and over,building upn themand elaborating to

the level of fullunderstanding andmaster Must be structuredso it is easilygrasped

Learning needs tohave room forfurther exploration Take previousknowledge anddevelop a clearer

understanding of it Should bedesigned tofacilitateexploration


8/18

Engage- do this! Engage the students and get

them interested in learning

Ex: ask a question, define a problem, surprise them,use problematic situations


9/18

Explore

Get the studentsdirectly involved in

the material Have them work in

teams

Act as a facilitator Use their inquiry to

drive the process


10/18

Explain

Explanations come from:-Students working together-Teacher introducing concepts and vocabulary for

experiences Example: magnets-attracting force This is also the time for the teacher to determine

levels of understanding and clarify misconceptions Drawing, writing and video are great tools to help

the teacher assess development and growth


11/18

Elaborate

Students expand on concepts learned Make connections Apply understandings to own environment

& world around them These connections lead to further inquiry &

new understandings


12/18

Evaluate

On-going diagnostic process Can occur at all points of the instructional

process-Examples: rubrics, teacher observation, student interviews,

portfolios, project & problem based learning products, etc.

Used to guide teacher in further planning of lessons

May also be utilized by the students; Ex:Feedback Fridays


13/18

Categorization in Learning

Required characteristics for inclusion of object in a category e.g. for an object to be included to the

category car, it must have wheels, engine, etc.

CRITERIALATTRIBUTES

can be determined by affective criteria,which render objects equivalent byemotional reactions, functional criteria,based on related functions

for example, "car", "truck", "van" could all

be combined in an inclusive category called"motor vehicle For example, and apple is still an apple

whether it is green, ripe, dried, etc (identity).It is food (functional), and it is a member of of a botanical classification group (formal).

COMBINING

CRITERIALATTRIBUTES


14/18

Categorization in Learning

Example, it could be a car even if a tire was missing, and if it wasused for hauling cargo it wouldbe shifted to a different category

of "truck" or perhaps "van"

ASSIGNESWEIGHT TO

VARIOUSPROPERTIES

Some attributes can vary widely,such as color. Others are fixed. Forexample a vehicle without anengine is not a car. Likewise, avehicle with only two wheels wouldnot be included in "car

SETSACCEPTANCELIMITS ON

ATTRIBUTES


15/18

CHARACTERISTICS OF

EFFECTIVE INSTRUCTION1. Personalized: instruction should relate to learners'

predisposition, and facilitate interest toward learning,2. Content Structure: content should be structured so it can

be most easily grasped by the learner3. Sequencing: sequencing is an important aspect for

presentation of material4. Reinforcement: rewards and punishment should be

selected and paced appropriately.


16/18

Intellectual Development

1. "Enactive - when a person learns about the world through actions on

physical objects and the outcomes of these actions.2. "Iconic"

- where learning can be obtained through using modelsand pictures.

3. "Symbolic"

-the learner develops the capacity to think in abstractterms.Based on this three-stage notion, Bruner recommended using

a combination of concrete, pictorial then symbolicactivities will lead to more effective learning.


17/18

To summarize:

Learning is active Engage the students on their own cognitive level

Make it interesting! Work in groups Act as a facilitator, not a record player

Make learning cyclical. They should have morequestions when the lesson is over!


18/18

Brunners Constructivism

Documents

Transcript of Brunners Constructivism