Three Ways to represent Knowledge

1.ENACTIVE REPRESENTATION

                -At the earliest ages.children learn about the word through action on physical object and outcomes of these action. Children represent object in terms of thier immediate sensation f them.

2. ICONIC REPRESENTATION

                -This second stage is when learning  can be obtained through using  models and pictures can now use mental amage to stand for certain object or event.

3.SYMBOLIC REPRESENTATION

                -The learners has developed the ability to think abstract terms. This uses symbol system to encode knowledge.

                                                SPIRAL CURRICULUM

                -The teacher must revisit the curriculum by teaching the same content in different ways depending on students development levels.

PRINCIPLES OF INSTRUCTION STATED BY BRUNER"

1.Instruction must be concerued et the experiences and context that make the students willing and able to learn.

2.Instruction must be structured so that it can be  easily grasped by the student.

3.Instruction should be design to facilitate.

                                               DISCOVERY LEARNING  

                -refers to nobtaining knowledge for oneself. The teacher plan and arrage activities in such a way that student search manipulate explore relevant to the domain and such general problem solving skill as formulating rules. testing and gathering information.

1.PREDISPOSITION TO LEARN

                -He introduced the ideas of readiness for learning . Bruner believed that any subject could be taught at any stage of development in a way that fits the childs cognitive abilities.

                Bruner ( 1966 ) States that a theory o9f instruction should address four major aspects:

1.Prediposition to learn- He introduce the ideas of readiness for learning ,Bruner believed that any subjectcould be thought at any stage of development in a way that fits the child's cignitive abilities.

2.Structure of knowledge - This refers to the ways inwhich a body of knowledge can be structured so tht it can be most readily grasped by the learner. Structure refers to relationshaps among-factual Elements and Techniques.

                Bruner offered considerabale detail about structuring knowledge.

1.Understading the fundamental structure of the subjects makes it more comprehensible. Bruner viewed categorization as a fundamental processin the stucturing of knowledge.

2.To generate knowledge which is transferable to other contexts, fundamental principles or patterns are best suited.

3.The discripancy between beginning and advance knowledge in a subject area is (determined) diminished when instruction centers on a structure and principles of orientation.

4.Effective Sequencing - No oe sequencing will fit Every Learner , but in general , the lesson can be presented in increasing difficulty.

5.Reinforcement - Rewards and punishment should be selected and placed appropriately.

                                                                    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 inferencesall involved categorization. "Categories" are rules that specipy four things about objects.

1.Criterial attributes- required characteristicts for inclotion of an object in a category.

2.The second rule prescribes how the cretical attributes are combined.

3.The third rule assigns weight to various properties.

4.The fouth rule sets acceptance limits on attributes. Some attributes can widely, such as color. Other are fixed.

                                                There are several kinds of categories

1.Identity categories- Categories includ objects  base on thier attributes or features.

2.Equivalent categories- (Provide rules for combining categories). Equivalent can be determine by effective criteria, Which render objects Equivalent by Emotional reaction, Function criteria, based on related functions.

 

Reflection:

               In this lesson shows that knowledge start from birth to adult. It only developed when we grow old, which we encountered in everyday life.