2 Others to Work With. You
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Transcript of 2 Others to Work With. You
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Find 2 others to work with. You have 5 sheets of paper, a roll of
sellotape, a paper cup and a smallbag of maltesers.
You have 5 minutes to build a tower
which will hold the paper cup with themaltesers on the top. The tallest tower is the winner.
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Aim: To overview cognitive
learning theory
To outline social constructivist (Bruner)
theory of cognitive development and
learning (Acquisition)
To explain the implications of Bruners
theory of instruction for the role of the
teacher (Transformation)
To apply Bruners theory of scaffolding to
practice. (Evaluation)
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Cognitive Theory in Context
Piaget constructivist focused on the cognitive
processes of the learner as an individual
influenced how learning took place until 1970s
1970s onwards how learning took place wasinfluenced by social constructivist theories the
context, especially the people affected the way
understanding developed Vygotsky and
Jerome Bruner
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Jerome Bruner (1915-)
Bruner- learning is a social process
in which learners construct their
understanding of the worldthrough communicative interaction
Learning is a continuous, active
process involving intellectualdevelopment and problem solving,
not the production of a body of knowledge.
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Bruners theory of cognitive
development Enactive thinking (doing) information is stored
according to physical movement and real firsthand experiences (0-1yrs)
Iconic thinking information is stored usingimages which are based on the senses and priorexperiences(1-7 yrs)
Symbolic thinking We use symbols such as
language, music or numbers to storeinformation. 7+yrs)
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Modes of Representation
Unlike Piaget, Bruner did not think that we move
through stages in our cognitive development,
rather we use the modes of representation from
each stage to support our learning. Any topic can be taught to any learner provided
that it is presented at a conceptual level
appropriate to the learners present stage of
intellectual development (Bruner, 1971)
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Spiral Curriculum
A1
A2
A3
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Bruners theory of discovery
learningAcquisition: Of new knowledge
which (in Piagets terms) may be assimilated or
accommodated based on modes of representation.
Transformation: The learner does something with
this new knowledge. They manipulate it and applyit to working out a problem. It might be used in a
new situation.
Evaluation: The learner assessesand evaluates the usefulness of
the new knowledge in relation to
the problem or task.
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Mind Maps
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Bruner Discovery Learning and
Scaffolding
Discovery Learning an active student-
centred approach in which the
teachers role is to provide
opportunities for learners to acquire,
transfer and evaluate their learning by
working out problems.
Building the foundations of learning andthen scaffolding the progress.
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Application to practice
Consider an element from a course or
module you teach.
Consider a task which would encourage
discovery learning with your students.
Use the handout to consider the role of the
teacher in scaffolding the learning
Which elements of scaffolding are useful
to you and which are not?
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Your own learning
Acquisition: Tutor input of new knowledge(Bruners theory of cognitive development,assimilated or accommodated)
Transformation: You manipulated the knowledgeby applying it to your own practice (mind mapsand problems)
Evaluation: This bit is up to you how does thisnew learning enable you justify your teachingand learning strategies for your rationale?