BRUNER’S THEORY OF INSTRUCTION

Submitted to: Dr. Raymund Espina

Submitted by:
Kristelle Mae B. Albacete

Kristine Anne N. Cuasito

OBJECTIVE:
1. The learner can identify and describe the theory of
development.
2. The learner can organize and explain the four basic
concept of Bruner’s theory of instruction
3. The learner shall demonstrate his/her
understanding of each modes of representation.
 PRE-TEST
1. This is the stage of representation in which an object can be
directly manipulated, but without an internal representation of
said object:
A. Enactive mode
B. B. Iconic mode
C. C. Symbolic mode
D. Constructivist mode

2. Bruner's three stages of cognitive representation follow which order,

from earliest to latest?
A. Enactive, Symbolic, Iconic
B. Iconic, Symbolic, Enactive
C. Symbolic, Enactive, Iconic
D. Enactive, Iconic, Symbolic
3. What age group is iconic representation?
A. 0-1
B. 1-6
C. 7-9
D. 5-7
4. What is the first stage of Bruner’s Theory of Instruction?
A. Structure
B. Predisposition
C. Sequence
D. Reinforcement
5. The stage of cognitive representation which involves images
or visuals to represent the concrete situation.
A. Iconic
B. Symbolic
C. Enactive
D. Sequence
6. What age group is Enactive representation?
A. 0-1
B. 1-6
C. 7-9
D. 5-7
7. It is one of the basic concept of Theory of Instruction which is
a complex ideas that can be taught from simplified level to
complex level.
A. Reinforcement
B. Predisposition
C. Sequence
D. Structure
8. The concept wherein parents and instructors move away from
rewards and punishment.
A. Structure
B. Sequence
C. Reinforcement
D. Predisposition
9. The person who believed that intuitive and analytical thinking
should both be encouraged and rewarded.
A. Piaget
B. Erickson
C. Bruner
D. Frued
10. Who formulated the theory of Instruction?
A. Jean Pigeat
B. Erik Erickson
C. Sigmund Freud
D. Jerome Bruner
 BRUNER’S THEORY OF INSTRUCTION

JEROME BRUNER

Born New York City, October 1, 1915. He received his A.B. degree from
Duke University in 1937 and his Ph.D. in 1947 from Harvard. He was on the
faculty in the Department of Psychology at Harvard University from 1952 -
1972. In 1960 Bruner published The Process of Education. This was a
landmark book which led to much experimentation and a broad range of
educational programs in the 1960's. Howard Gardner and other young
researchers worked under Bruner and were much-influenced by his work.
In the early 70's Bruner left Harvard to teach at University of Oxford for
several years (1972 - 1979). He returned to Harvard in 1979. Later he joined
the New York University of Law, where he is a senior research fellow (at the
age of 93).
Theory

Bruner was one of the founding fathers of constructivist

theory. Constructivism is a broad conceptual framework with numerous
perspectives, and Bruner's is only one. Bruner's theoretical framework is
based on the theme that learners construct new ideas or concepts based
upon existing knowledge. Learning is an active process. Facets of the
process include selection and transformation of information, decision
making, generating hypotheses, and making meaning from information and
experiences.

Bruner's theories emphasize the significance of categorization in learning.

"To perceive is to categorize, to conceptualize is to categorize, to learn is
to form categories, to make decisions is to categorize." Interpreting
information and experiences by similarities and differences is a key
concept.

Categorization

Categorization is the process in which ideas and objects are recognized,

differentiated and understood. 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.
Bruner suggested a system of coding in which people form a hierarchical
arrangement of related categories. Each successively higher level of
categories becomes more specific, echoing Benjamin Bloom's
understanding of knowledge acquisition as well as the related idea of
instructional scaffolding (Bloom's Taxonomy).

To form a category is necessary to follow four rules to specify an object:

1. Criterial attributes - required characteristics for inclusion of an object in a

category.

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. The second rule prescribes how the criterial attributes are combined.

3. The third rule assignees weight to various properties. (Example, it could

be a car even if a tire was missing, and if it was used for hauling cargo it
would be shifted to a different category of "truck" or perhaps "van".

4. The fourth rule sets acceptance limits on attributes. Some attributes can
vary widely, such as color. Others are fixed. For example a vehicle without
an engine is not a car. Likewise, a vehicle with only two wheels would not
be included in "car".

There a several kinds of categories:

Identity categories - categories include objects based on their attributes or

features.

Equivalent categories (provide rules for combining categories. Equivalence

can be determined by affective criteria, which render objects equivalent by
emotional reactions, functional criteria, based on related functions (for
example, "car", "truck", "van" could all be combined in an inclusive category
called "motor vehicle"), or by formal criteria, for example by science, law, or
cultural agreement. 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).

Coding systems are categories serve to recognize sensory input. They are
major organizational variables in higher cognitive functioning. Going
beyond immediate sensory data involves making inferences on the basis of
related categories. Related categories form a "coding system." These are
hierarchical arrangements of related categories.

Bruner's theories introduced the idea that people interpret the world largely
in terms of similarities and differences. This is a significant contribution to
how individuals construct their unique models of the world.

Bruner was influenced by Piaget's ideas about cognitive development in

children. During the 1940's his early work focused on the impact of needs,
motivations, & expectations (“mental sets”) and their influence on
perception. He also looked at the role of strategies in the process of human
categorization, and development of human cognition. He presented the
point of view that children are active problem-solvers and capable of
exploring “difficult subjects”. This was widely divergent from the dominant
views in education at the time, but found an audience.
 3 Stages of Bruner’s theory of Intellectual Development

 ENACTIVE ( From birth to 3 years old)

The first stage he termed "Enactive”, when a person learns about the world
through actions on physical objects and the outcomes of these actions.
Children perceive the environment through actions that they initiate.
Showing and modeling have more learning value than telling.
  ICONIC ( From age 3 to 8 years old)

The second stage was called "Iconic" where learning can be obtained
through using models and pictures. Children can remember and use
information through imagery. Visual memory increases. Decisions are still
made on the basis of perceptions.
  SYMBOLIC (From 8 years old onwards)

The final stage was "Symbolic" in which the learner develops the capacity
to think in abstract terms. Children began to use symbols to represent
people, things, etc. They have the ability to think and talk about things in
abstract terms. They can better understand mathematical principles and
use symbolic idioms.

Four Key themes emerged in Bruner's early work:

Bruner emphasized the role of structure in learning and how it may be made
central in teaching. Structure refers to relationships among factual elements
and techniques.
He introduced the ideas of "readiness for learning" and spiral curriculum.
Bruner believed that any subject could be taught at any stage of
development in a way that fit the child's cognitive abilities.

Spiral curriculum refers to the idea of revisiting basic ideas over and over,
building upon them and elaborating to the level of full understanding and
mastery. In order for a student to develop from simple to more complex
lessons, certain basic knowledge and skills must first be mastered. This
provides linkages between each lesson as student spirals upwards in a
course of a study. As new knowledge and skills are introduced, they
reinforce what is already learned and become related to previously learned
information. What the student gradually achieves is a rich breadth and
depth of information that is not normally developed when each topic is
discrete and disconnected from each other.

Bruner believed that intuitive and analytical thinking should both be

encouraged and rewarded. He believed the intuitive skills were under-
emphasized and he reflected on the ability of experts in every field to make
intuitive leaps.

In narrative thinking, the mind engages in sequential, action-oriented, detail

driven thought. In paradigmatic thinking, the mind transcends particularities
to achieve systematic, categorical cognition.

He investigated motivation for learning. He felt that ideally, interest in the

subject matter is the best stimulus for learning. Bruner did not like external
competitive goals such as grades or class ranking.
Eventually Bruner was strongly influenced by Vygotsky's writings and
began to turn away from the intrapersonal focus he had had for learning,
and began to adopt a social and political view of learning.

Social Learning

Bruner argued that aspects of cognitive performance are facilitated by

language. He stressed the importance of the social setting in the acquisition
of language. His views are similar to those of Piaget, but he places more
emphasis on the social influences on development. The earliest social
setting is the mother-child dyad, where children work out the meanings of
utterances to which they are repeatedly exposed. Bruner identified several
important social devices including joint attention, mutual gaze, and turn-
taking.
 Scaffolding Theory

He used the term to describe young children's oral language acquisition.

Helped by their parents when they first start learning to speak, young
children are provided with instinctive structures to learn a language. Bed-
time stories and read alouds are classic examples.
 Cultural Learning

Bruner also incorporated Darwinian thinking into his basic assumptions

about learning. He believed it was necessary to refer to human culture and
primate evolution in order to understand growth and development. He did,
however, believe there were individual differences and that no standard
sequence could be found for all learners. He considered instruction as an
effort to assist or shape growth.In 1996 he published The Culture of
Education.. This book reflected his changes in viewpoints since the 1960's.
He adopted the point of view that culture shapes the mind and provides the
raw material with which we constrict our world and our self-conception.
 Four features of Bruner's Theory of Instruction

Bruner believed that a theory of instruction is about a practical thing as one

could possibly have to guide one in the process of passing on the
knowledge, the skills, the point of view and the heart of a culture.

Theory of instruction is prescriptive by nature which means it is before the

fact. It is therefore before the learning has taken place and not while and
after learning has taken place.

Furthermore, a theory of instruction must concern itself with the relationship

between how things are presented and how they are learned because a
theory of instruction is like a guide to what to do in order to achieve a certain
objectives.

1. Predisposition to learn.... 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. Part of the task of a teacher is to maintain and
direct a child's spontaneous explorations.
2. Structure of knowledge....it is possible to structure knowledge in a way
that enables the learner to most readily grasp the information. This is a
relative feature, as there are many ways to structure a body of knowledge
and many preferences among learners. Bruner offered considerable detail
about structuring knowledge.

Understanding the fundamental structure of a subject makes it more

comprehensible. Bruner viewed categorization as a fundamental process in
the structuring of knowledge.Details are better retained when placed within
the contest of an ordered and structured pattern. To generate knowledge
which is transferable to other contexts, fundamental principles or patterns
are best suited. The discrepancy between beginning and advanced
knowledge in a subject area is diminished when instruction centers on a
structure and principles of orientation. This means that 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.

Bruner proposed three systems or representation by which learners

structures the world.

o Inactive representation

It can be defined as knowing by doing. It is the most concrete form of

representation.

o Iconic representation

It is the organization of information through images.

 Symbolic representation.

It is the use of symbolic systems such math symbols. It is the most abstract
representation.

3. SEQUENCE.

Bruner like many instructional theorists believes that the presentation of

information to learners is critical. He also believed that any domain of
knowledge could be presented through each of the three types of
representation or modes. However, the educator or designer is responsible
for assessing learner’s prior knowledge as well as their dominant modes of
thinking. Furthermore Bruner's theory of instruction stressed the importance
of guiding learners through problems by allowing them to explore new ideas
or skills while making connections to prior knowledge learners should be
given to take small practice steps and revisit information to gain deeper
understandings and build even stronger connections using new modes of
representation. This sequence can be seen in Brynner spiral curriculum
addressed the importance of sequence by providing a way for designers
and educators to develop curriculum that focuses and builds on basic ideas
moving them from inactive iconic and symbolic representations this strategy
supports the process of teaching learners the same concepts year after
year at increasing levels of complexity.
4. REINFORCEMENT
It refers to viewing information through a lens of success and failure rather
than rewards and Punishment. Bruner's understandings about success and
failure support ideas of intrinsic motivation and encourage instructors and
parents move away from rewarding or punishing learners for solving
problems. Bruner's theory supports the independent learner as one who
rewards and punishes himself by judging the adequacy of his efforts. an
important component to
Application

Bruner emphasized four characteristics of effective instruction which

emerged from his theoretical constructs.

1. 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 learner

3. Sequencing: sequencing is an important aspect for presentation of

material

4. Reinforcement: rewards and punishment should be selected and paced

appropriately.
 ACTIVITY
“PORTRAY THE OBJECT”
Instructions:
 The reporter will ask the students to describe the ball
using their senses e.g. Color, shape, hard, texture.
 Then, the reporter will ask the students to draw the ball.
 Lastly, the reporter will show to the students’ three
pictures and will ask the students their symbols.

POST TEST
1. How do Bruner and Piaget's views differ?
A. Only Bruner believed that children are active learners.
B. Only Bruner believed that development is a continuous process,
not a series of stages.
C. Only Bruner believed that children are born ready to learn.
D. Only Bruner believed that children have a natural curiosity.
E. Only Bruner believed that cognitive development entails the use
of symbols.
 2. Which of the following BEST defines 'scaffolding' in
education?
a.Students receive support for learning something new, which is
removed when they're ready
b.The way a course is structured with texts and technology
c.Scaffolding is the last thing added in a lesson
d.All of the answers are correct

3. Which of the following BEST defines Bruner's spiral

curriculum?
a.Introducing basic information on a topic early in the year and
complex forms of the same topic later in the year
b.Spiral notebooks with graphic organizers
c.Learning in a cyclical fashion
d.None of the answers are correct

4. The constructivist theory is a(n) __________ process.

A. Repetitiou

B. Active

C. Memory-based

D. Complaint
 5. Which category is language-based?

A. Iconic

B. Visual

C. Symbolic

D. Enactive

6. What is the name for teaching the constructivist theory?

A. Constructivist approach

B. Discovery learning

C. Passive learning

D. Rote learning

7. Which term used by Vygotsky did Bruner support?

A. Repetition

B. Discovery

C. Enactive

D. Scaffolding
 8. The fact that learners acquire enactive,iconic and symbolic modes
of representation, in that order, supplies the inside-out part of the
development is from what theorist?

A. Piaget

B. Dewey

C. Bruner

D. Vygotsky

9. What is a teaching strategy in which the teacher helps the student

gain new skills and build on prior knowledge called?

A. Repetition

B. Role playing

C. Scaffolding

D. Cooperative learning

10. In constructivism, learning is __________

A. Passive

B. Assertive

C. Fun

D. Active
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Jerome Bruner and the process of education. Recovered on

September 5th, 2011, from
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