brunners constructivism
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What is it?
What does it have to tell us?
How can we apply it to our work?
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An educational theorythat places emphasis
on the learner Teachers role: Act as
a facilitator
Based on the idea thatAll knowledge is
CONSTRUCTEDbased on previousexperiences
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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
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Jerome Bruner most recentcontributor
1966-1990 Has incorporatedsocial and cognitive aspects
These ideas originated from a
conference for math and sciencelearning
Jerome Bruner
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: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
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Engage- do this! Engage the students and get
them interested in learning
Ex: ask a question, define a problem, surprise them,use problematic situations
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Explore
Get the studentsdirectly involved in
the material Have them work in
teams
Act as a facilitator Use their inquiry to
drive the process
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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
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Elaborate
Students expand on concepts learned Make connections Apply understandings to own environment
& world around them These connections lead to further inquiry &
new understandings
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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
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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
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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
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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.
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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.
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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!
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