Bruner’s Constructivist Theory

Bruner’s Constructive Theory

(Facilitating Learning - A Metacognitive Process, Lucas & Corpuz, 2007, pp. 123-130)

ACTIVITY:

Think of a topic that you studied when you were in your elementary years, and then you studied it again in high school, and probably you had that same topic again in college.

What was the topic? The topic was Algebra

My teacher gives us some examples and methods of solving mathematical-algebraic problems.

Describe what and how you learned about the topic during elementary: I had easily learned the given problem solving of algebra because of the problem-solving examples given by our teacher.

Describe what and how you learned about the topic during high school: The algebra on high school is far-advance compare to that of elementary; I learned the topic with my own learning methods and answered the most challenge problem of Algebra without an aid of my mentor.

Describe what and how you learned about the topic during college: The lesson of algebra is just only an introduction to the lesson of Calculus; the mathematical problems were too complex therefore I’d study hard to answer the derivatives of formulas uses for calculation in a certain applications.

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ANALYSIS:

Why do you think the same topic was taught in the three different levels in schools? Cite three or more reasons in bulleted form.

· The topic is practical knowledge and obligatory to be familiar with by the learners.

· The topic is prerequisite with other subjects (e.g. Physics, Calculus, Geometry, Trigonometry, etc…)

· The topic is focused on mathematical problem solving which could develop the thinking skills and cognitive ability of the learners.

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APPLICATION:

Choose a topic related to your field of specialization. Write a simple plan on how to teach this topic using Bruner’s principles.

Topic: Basic Microsoft Word and Application

Grade/Year Level of the Learner: Fourth Year

How will you present the topic on the enactive level?

In presenting the topic of Basic Microsoft Word and Application in an enactive level; as teacher, I should demonstrate how to type a letter in a keyboard and show to the students the shortcut keys of respective symbols. Then, I should encourage the students to type any word they want in Microsoft Word and motivate them to type in fast and correct manner.

How will you present the topic on the iconic level?

In presenting the topic in an iconic level; I should presents a video or a slide presentation of how to type fast and correct manner, and present also them the iconic presentation-program which can develop the typing skills of the students.

How will you present the topic on the symbolic level?

In presenting the topic on the symbolic level; I should only discuss the theoretical perspective of the topic. There is no actual presentation nor actual hands-on of the students.

How will you apply the spiral curriculum approach in this topic?

In applying the spiral curriculum approach in the topic of Basic Microsoft Word and Applications; I must revisit or reexamine the typing skills of the students and see their actual typing performance in any applications of Microsoft Word (e.g. writing business letter, résumé, write-ups, etc…)

Describe how you can use discovery learning for this topic?

There are plenty of discoveries learning for this topic that the students might learn. For example; by letting the student to execute their typing-patterns and discover other shortcut keys of a respective symbols by their own; through these discoveries they can learn and execute typing properly in Microsoft Word easily.

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5-Minute Non-Stop Writing:

From the module on Bruner’s Constructivist Theory, I learned the Bruner’s main concepts of his theory such as the following:

· Representation – representing of knowledge develop in three stages or ways to represent knowledge, namely:

1. Enactive presentation

2. Iconic presentation

3. Symbolic presentation

· Spiral curriculum - is the revisit or re-examine of the curriculum by teaching the same content in different ways depending on the students’ developmental reading.

· Discovery Learning – refers in obtaining knowledge for oneself.

I learned also that a theory of instruction should address four major characteristics:

Ø Predisposition to learn

Ø Structure of knowledge

Ø Effective sequencing

Ø Reinforcement

Categorizations are rules that specify four things about objects:

Ø Criterial attributes

Ø Combination of criterion-characteristic

Ø Assigning weights of various properties

Ø Setting an approval limits on criteria characteristic

Several kinds of categories are the following:

Ø Identity categories

Ø Equivalent categories

Ø Coding system

Responded by: G-one T. Paisones