Jerome Seymour Bruner

was born on October 1, 1915 in New York, to Heman and Rose Bruner, who emigrated from Poland.

UNIVERSITY OF RIZAL
SYSTEM CAINTA
CAMPUS
EDDIE T. ABUG
BSE-TLE

 He received a bachelor's degree in

psychology, in 1937 from Duke
University.
Bruner went on to earn a master's
degree in psychology in 1939 and
then a doctorate in psychology in
1941 from Harvard University.

LEARNERS ARE ENCOURAGED TO

DISCOVER FACTS AND RELATIONSHIPS
FOR THEMSELVES.
JEROME
BRUNER

Jerome Bruner was one of the first

proponents of constructivism.
CONSTRUCTIVISM
As perspective in education, is based
on experimental learning through real
life experience to construct and
conditionalize knowledge.
The learning goal is the highest order
of learning: heuristic problem solving,
metacognitive knowledge, creativity, and
originality that may modify existing
knowledge and allow for creation of new
knowledge
A major theme in the theory of
Bruner is that learning is an active
process in which learners construct new

ADVANCE ORGANIZER
SPIRAL
CURRICULUM
Representation
of
Knowledge

Bruners
Constructivist
Theory
(Main Concepts)

Discovery
Learning

Theory
of Instruction

Categorization

Enactive

Predispositio
n
to Learn

Iconic

Structure
of
Knowledge

Symbolic

Effective
Sequencing
Reinforceme
nt

THINK OF A TOPIC THAT YOU STUDIED

WHEN YOU WERE IN YOUR PRESCHOOL OR
ELEMENTARY YEARS, HIGH SCHOOL AND
COLLEGE.

TOPIC : RIZAL
PRESCHOOL/ELEMENTARY YEARS
LEARNED : Post Card (Instl. Material),
Field Trip
Jose Rizal is a national hero,
born on June 19, 1861 in Calamba
Laguna

TOPIC : RIZAL
HIGH SCHOOL
LEARNED :
We may have study his two novels in
detail
(THE SOCIAL
CANCER)
63 chapters
Characters :
Crisostomo Ibarra
Maria Clara
Padre Damaso
Lesson Learned:
Learn how to fight
in
a peaceful

(THE REIGN OF
GREED)
39 CHAPTERS
CHARACTERS:
SIMON
BASILIO
ISAGANI

TOPIC : RIZAL
COLLEGE
LEARNED :
We would go deeper into analyzing
Rizals works and may look into the
personal and social factors that
inluenced him in his life and work and
(
write a term paper on it.

Bruners Main Concepts

REPRESENTATION
Bruner suggested the ability to
represent knowledge develops in
three stages.

These three stages also become

three ways to represent knowledge
1.) ENACTIVE REPRESENTATION
*Earliest ages
*Children learn about the world
through actions or physical objects
and the outcomes of these actions
*Children represent objects in terms
of their immediate sensation
*Represented in Muscles and involve
Motor Responses
*i. e. Riding a bicycle, tying a knot
tasting the apple

2.) ICONIC REPRESENTATION

*Learning can be obtained thru
using models and pictures
*Learner can now use mental
images to stand for certain
objects or
events
*Allows one to recognize
objects when
they are changed
in minor ways
*e. g. Mountains with and
without snow
at the top

3.) SYMBOLIC REPRESENTATION

*Learner has developed the
ability
to think in abstract
terms
*Uses symbol system to encode
knowledge
*Most common symbol systems
are
language and
mathematical
notation

 Bruner advised that teachers utilize and

bring together concrete, pictorial then
symbolic activities to facilitate learning
Before children can comprehend abstract
mathematical operations
Teachers can first have the numbers
represented enactively (w/ blocks) an
then, iconically (in pictures) and children
can later handle number concepts
(symbolic)

SPIRAL CURRICULUM
BRUNER stressed that
teaching should always
lead to boosting
cognitive development.
Curriculum should be
organized in a spiral
manner so that the
student continually
builds upon what they
have already learned.
teachers must revisit
the curriculum by
teaching the same
content in different ways
depending on students
developmental levels.

Principles of Instruction stated by

Bruner;
1. Readiness
Instruction must be concerned
with the experiences and contexts
that make
the student willing and able to learn.
2. Spiral Organization
Instruction must be structured
so that it can easily grasped by the
student.
3. Going beyond the Information

DISCOVERY LEARNING
Refers to obtain knowledge for oneself.
Teacher plans and arranges activities in
such a way that students search,
manipulate, explore and investigate.
Once Students possess prerequisite
knowledge careful structuring of material
Allows them to discover important
principles.
LEARNING BECOMES MORE MEANINGFUL
(when) students explore their learning

DISCOVERY LEARNING
ELEMENTARY SCHOOL

HIGH SCHOOL

TEACHER:
*ask students to
provide the name of types
of animals.

CHEMISTRY TEACHER:
*use mystery
liquids

STUDENTS:
* classify the
animas by examining
their similarities and
differences.
* guided with
teacher to ensure the
classifications are proper
* students are
active contributors as

STUDENTS:
*discover the
elements in each
*students could
proceed
Through a series of
experiments
*students learn
about the reactions
of various substances
to certain chemicals

BRUNER (1966) states that

a THEORY OF INSTRUCTION SHOULD ADDRESS
FOUR MAJOR ASPECTS:
1. PREDISPOSITION TO LEARN- introduced the
ideas of readiness
learning..

2. STRUCTURE OF KNOWLEDGE- the ways in w/c

a body of
knowledge can be
structured so that it can be most
readily grasped by the learner.

3. EFFECTIVE SEQUENCING- No one sequencing

will fit every
lesson can be
increasing difficulty.

learner, but in general, the

presented in

1. PREDISPOSITION TO LEARN- introduced

the ideas of readiness learning.
This feature specifically states the
experiences which move the learner toward a
love of learning in general, or of learning
something in particular.
Motivational, cultural, and personal factors
contribute to this. Bruner emphasized social
factors and early teachers and parents'
influence on this.
He believed learning and problem solving
emerged out of exploration.

2. STRUCTURE OF KNOWLEDGE*the ways in w/c a body of

knowledge can be structured so that it
can be most readily grasped by the
learner.
*a body of knowledge must be in a
simple enough form for the learner to
understand it and it must be in a form
recognizable to the student's experience.

3. EFFECTIVE SEQUENCINGNo one sequencing will fit every

learner, but in general, the lesson can
be presented in increasing difficulty.
*a body of knowledge must be in a
simple enough form for the learner to
understand it and it must be in a form
recognizable to the student's experience.

3. EFFECTIVE SEQUENCING* No one sequencing will fit every

learner, but in general, the lesson can be
presented in increasing difficulty.
*no one sequencing will fit every learner, but
in general, increasing difficulty. Sequencing, or
lack of it, can make learning easier or more
difficult..

4. REINFORCEMENT *Rewards and punishment should be

selected
and paced
appropriately.
*The more common concept of reinforcement
is that of external reinforcement or providing the
student with a reward for learning something to
motivate them.
*Bruner sees this as artificial and a short-term
gain at best.
*When the external reinforcement goes away
so does the learning, and a teacher can't always
be there to provide inexorable reinforcement or
reward.

CATEGORIZATION
*Bruner gave much attention to categorization
of information in the construction of internal
COGNITIVE MAPS
*He believed that perception, conceptualization,
learning, decision making, and making inferences
all involved categorization.
CATEGORIES are rules that specify 4 THINGS
ABOUT OBJECT
RULE #1 CRITERIAL ATTRIBUTES required
characteristics for inclusion of an object in a
category. (CAR must have engine, 4wheels)
RULE#2 Prescribes how the criteral attributes
are combined.
RULE#3 Assigns weight to various properties
(CAR - tire missing, hauled truck, van)

KINDS OF CATEGORIES
1. IDENTITY CATEGORIES - include objects
based on the
attributes or features.
(Example, for an object to be included in
the category "car" it must have an engine, 4
wheels, and be a possible means of
transportation,
2. EQUIVALENT CATEGORIES - (provide rules
for combining
categories
MOTOR VEHICLE = CAR,
TRUCK, VAN
SCIENCE = AN APPLE green, ripe,
dried,
3. CODING SYSTEMS categories that serve

EDDIE T.
ABUG
BSE-TLE
3A