Bruner’s 3 Steps of Learning in a Spiral Curriculum

As a future educator, Bruner's learning theory has direct implications for teaching and learning
practices. It can be a guide in helping teachers to connect to all different kinds of student – regardless of
aspirations, level of intelligence, interests, etc. I learned that we, teachers, need to focus on various
learning strategies in order for us to reach different students. In learning and teaching, we also need to
acknowledge the dependent of learning; that we should make fresh discoveries in teaching.

Intellectual development includes three stages. The enactive stage which refers to learning

through actions. The iconic stage refers to the learners’ use of pictures or models.  The symbolic stage
refers to the development of the ability to think in abstract terms. In order for us to implicate this theory in
teaching and learning process, we need to be conscious, we need to be aware of the learner’s learning
modes (enactive, iconic, or symbolic) because it could be guide to us in planning and preparing
appropriate materials.

I also attained that if students do not fully enough understand a lesson, I think we must do
something in order to make it work better. This was not about the class having to do something
differently: it was what approaches should I use in order to maximize the learning. Meaning to say,
imagine yourself in the situation or circumstances of learner, looking at our own practice, and learning to
understand how our students experience and manage their learning. This is a practice that will helps us to
develop our abilities and skills, in knowing the results of progress and in getting appropriate feedback.
Because when it comes to our profession, we are also learners.

Jean Piaget's Theory of Cognitive Development

Piaget's theory of cognitive is a cycle by which various parts of the psyche cooperate to bring
information. Piaget's hypothesis of intellectual advancement depends on the stages that children go
through as they experience childhood to effectively learn new data. Cognitive changes occur with the
plans that children and adults follow to understand what is going on around them. Daily experiences can
have an impact on a child's cognitive development.

A significant ramifications of Piaget's hypothesis is variation of guidance to the student's

formative level. The substance of guidance should be predictable with the formative level of the student.
The educator's job is to work with learning by giving an assortment of encounters.

If Piaget's Theory is to be used in the teaching and learning process, educators must organize the
teaching materials in such a way that the concepts contained within them are easily acquired and
processed by the learners' minds. Teachers must employ a range of teaching methods. As a result,
teachers will be able to guide pupils in exploring subjects from many perspectives. As a result, instructors
must be a model for their students.

The current learning builds on the knowledge gained previously. Before disseminating new
concepts, instructors in this field should look for previous information from students. Educators must
provide learners with tasks and opportunities to practice. This is due to the fact that students learn best
when they are undertaking exercises. Activities aid in the induction of information into the mind. Courses
and subjects should be broken down into manageable chunks that learners may easily comprehend. The
small parts should be taught to work together to assist one another.

In conclusion, Piaget's theory has had a major impact on the theory and practice of education. It
has helped to create a view where the focus of attention is on the idea of developmentally appropriate
education. This alludes to an instructive with conditions, educational plan, materials and guidance that are
consistency with students’ physical and intellectual capacities just as their social and feelings.

Latent Learning

After watching the video, I learnt that latent learning is knowledge that only comes to the surface
when a person needs it, that you don't think about the dark alley all the time and don't use your knowledge
about it. It is only when you approach it that you realize you must avoid it.

It occurred to me that this could happen in the classroom. When a youngster learning English as a
second language is asked to create a dialog, they will have no trouble doing so because they are familiar
with the framework of a dialog. You don't need to remind them of anything; they've already absorbed this
knowledge. We don't always demonstrate our newfound understanding immediately away.

Given the nature of latent learning, implementing it in the classroom can be difficult. Latent
learning occurs frequently, and it's difficult to predict which knowledge and abilities your pupils possess
outside of what you've told them. In the classroom, using latent learning and tracking latent talents is a
difficult task. It's difficult to say whether or not such learning took place. Furthermore, some students may
have it while others do not.

However, you may still utilize it in class; all you have to do is keep an eye on your students and
their actions. Make a list of latent talents and knowledge your students may already possess based on your
observations, and increase the number of opportunities for them to practice these skills and knowledge
inside the classroom.