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Principles of Teaching
Principles of Teaching
2. Three-tiered Principle
Theory Definition
Jerome Bruner theorized that learning occurs by going through three
stages of representation. Each stage is a "way in which information or
knowledge are stored and encoded in memory" (Mcleod, 2008). The
stages are more-or-less sequential, although they are not necessarily
age-related like Piaget-based theories. Going through the stages is
essential to truly understanding the concept, as it helps the learner
understand why.
Bruner's Stages of Representation
1. enactive (action-based)
Sometimes called the concrete stage, this first stage involves a
tangible hands-on method of learning. Bruner believed that "learning
begins with an action - touching, feeling, and manipulating" (Brahier,
2009, p. 52). In mathematics education, manipulatives are the
concrete objects with which the actions are performed. Common
examples of manipulatives used in this stage in math education are
algebra tiles, paper, coins, etc. - anything tangible.
2. iconic (image-based)
Sometimes called the pictoral stage, this second stage involves images
or other visuals to represent the concrete situation enacted in the first
stage. One way of doing this is to simply draw images of the objects on
paper or to picture them in one's head. Other ways could be through
the use of shapes, diagrams, and graphs.
video: iconic representation. Retreived
fromhttp://www.youtube.com/watch?v=gIW0mjMo9IE
Teaching Methods
1. Problem-Solving - consists of using generic or ad hoc methods, in an
orderly manner, for finding solutions to problems. If there is a problem,
there is a solution.
Steps of the problem solving process
a) Understanding the problem
b) Planning and communicating a solution
Other Techniques in Problem Solving
a) Obtain the answer by trial and error
b) Use an aid, model or sketch
c) Search for a pattern
d) Elimination
2. Concept attainment strategy - engages students in forming their
own definition of a concept by examining the attributes of several
examples and non-examples of the word, concept, or topic. (ex. Giving
a lot of examples and let them decide or think.)
Separating important from unimportant information
Searching for patterns and making generalization
Defining and explaining concepts
3. Concept formation strategy - is, “a strategy that takes your
students through a process whereby they work to understand a
concept. Rather than you telling them, the students form their
understanding of a concept.
4. Direct instruction
Activities under Direct instruction Activities under Concept
attainment
The teacher will define proper The teacher will give a set of
fraction examples.
Ex. “A fraction a/b is proper if Ex. “The following are proper
lal<lbl.” fractions:
1/5, 2/5, 3/5, 4/5, 1/8, 2/8,
Then the teacher will give examples 3/8.”
(and non-examples)
Examples of proper fractions are Ex. “The following are improper
2/3, 2/5, 7/8 fractions:
5/5, 6/5, 7/5, 8/5, 9/8, 10/8,
Examples of improper fractions 11/8.”
3/3, 5/2, 8/7
Then the teacher asks the students
to complete the sentence:
1.enactive (action-based)
Sometimes called the concrete stage, this first stage involves a tangible
hands-on method of learning. Bruner believed that "learning begins with an
action - touching, feeling, and manipulating" (Brahier, 2009, p. 52). In
mathematics education, manipulatives are the concrete objects with which
the actions are performed. Common examples of manipulatives used in this
stage in math education are algebra tiles, paper, coins, etc. - anything
tangible.
2. iconic (image-based)
Sometimes called the pictoral stage, this second stage involves images or
other visuals to represent the concrete situation enacted in the first stage.
One way of doing this is to simply draw images of the objects on paper or to
picture them in one's head. Other ways could be through the use of shapes,
diagrams, and graphs.
video: iconic representation. Retreived fromhttp://www.youtube.com/watch?
v=gIW0mjMo9IE