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.