Develop a list of levels that students

1
Develop a list of levels that students go
through (physiologically, emotionally, etc.) and
the approximate grade your students pass through
them.
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For example, emotional Third graders are able
to start working in groups.
3
Develop a list of levels that students may go
through (physiologically, emotionally, etc.) and
the approximate grade your students pass
through them.
4
Physiologically
5
Emotionally
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Cognitively
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Jerome Bruner

• Born in New York, October 15, 1915
• B.A. Duke University, 1937
• Ph.D. Harvard University, 1941
• Professor of Psychology at Harvard, 1952-1972
• Watts Professor at Oxford, 1972-1980
• Served on the Presidents Science Advisory
  Committee under the Kennedy and Johnson
  administrations.

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Jerome Bruner

• Whats up with this guy?
• Boil Bruner down in a nutshell
• How is he similar to those whom we have studied
  already?
• How is he different?

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Jerome Bruner

• Bruner has suggested that there are two primary
  modes of thought the narrative mode and the
  paradigmatic mode.
• 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.

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Jerome Bruner

• Bruner condensed learning into three phases or
  skills
• Enactive skills
• Iconic skills
• Symbolic skills

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Jerome Bruner

• Enactive skills (manipulating objects, spatial
  awareness)
• Learning through their own actionsfor instance,
  as a child learns to crawl or roll over, they are
  using enactive skills
• Present at all stages, but more dominant at
  younger ages
• For example, an older person can learn to play a
  musical instrument, but it is easier for a youth.

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Jerome Bruner

• Iconic skills (visual recognition, the ability to
  compare and contrast)
• Normal dominant during the next stage of
  development
• Children learn to understand what pictures and
  diagrams are
• For example, children are able to do arithmetic
  without counting numbers.
• Symbolic skills (abstract reasoning)
• Final level, students are able to think in the
  abstract

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Jerome Bruner

• Enactive- in which children need to experience
  the concrete (manipulating objects in their
  hands, touching a real dog) in order to
  understand.
• Iconic-students are able to represent materials
  graphically or mentally (they can do basic
  addition problems in their heads)
• Symbolic- students are able to use logic, higher
  order thinking skills and symbol systems
  (formulas, such as fma and understand statements
  like "too many cooks spoil the broth")

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Jerome Bruner

• Developmental growth involves mastering each
  level to move to the next.
• Would we consider these hierarchical?

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Jerome Bruner

• His phases are similar to Piaget. However, while
  Piaget discussed phases in terms of cognitive
  development, Bruner saw the phases as simply
  dominant during development, the other phases
  could be called upon at any time.
• Bruner suggested that people remember things
  with a view towards meaning and signification,
  not toward the end of somehow preserving the
  facts themselves.  This view of knowledge and
  memory as a constructed entity is consistent
  with constructivism, with which Bruner is also
  closely associated. http//au.geocities.com/vanun
  oo/Humannature/bruner.html

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Jerome Bruner

• Principles of Bruners constructivism
• 1. Instruction must be concerned with the
  experiences and contexts that make the student
  willing and able to learn (readiness).
• 2. Instruction must be structured so that it can
  be easily grasped by the student (spiral
  organization).
• 3. Instruction should be designed to facilitate
  extrapolation and or fill in the gaps (going
  beyond the information given).

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Jerome Bruner

• What are Bruners goals of education?
• As technology increases, schools need to focus on
  educating students in the skills needed to
  manipulate this technology.
• Students should experience cognitive and
  intellectual mastery. As students learn, the
  excitement and reward of learning causes them to
  be motivated further.

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Jerome Bruner

• What is learning?
• Learning is an active, social process in which
  students construct new ideas or concepts based on
  their current knowledge.
• The student selects the information, forms
  hypothesis and then integrates this new material
  into their own existing knowledge and mental
  constructs

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Jerome Bruner

• Who is to teach? How should they teach?
• Everyone has something to teach. Many skills are
  taught to students through subtle interaction
  between their parents and members of their
  culture and society.
• When greater demands for knowledge are placed on
  the child, teachers in school are relied on for
  more formal education.

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The Act of Discovery

• one encounters repeatedly an expression of
  faith in the powerful effects that come from
  permitting the student to put things together for
  himself, to be his own discoverer.
• (Jerome Bruner, The Act of Discovery)
• Discovery is a manner of rearranging or
  transforming evidence in such a way that one is
  enabled to go beyond the evidence so reassembled
  to additional new insights.
• (Jerome Bruner, The Act of Discovery)

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The Act of Discovery

• What is meant between teaching in an expository
  mode and a hypothetical mode?

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The Act of Discovery

• The benefits associated with discovery learning
• Increase in intellectual potency
• Practice leads to acquiring info that makes it
  more available for problem solving.
• The shift from extrinsic to intrinsic rewards
• Has the effect of freeing learning from immediate
  stimulus control
• Pavlov recognized his theories as insufficient to
  deal with higher forms of learning.

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The Act of Discovery

• The benefits associated with discovery learning
• Learning the heuristics of discovering
• The process of trying to figure something out
  whyile providing no guarantee that the product
  will be any great discovery.
• ..what is unclear is what kinds of training and
  teaching produce the best effects
• Of only one thing I am convinced, I have never
  seen anybody improve in the art and technique of
  inquiry by any means other than engaging in
  inquiry.
• The aid to memory processing
• Principal problem is not storage, but retrieval

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The Act of Discovery

• The aid to memory processing
• Children are given pairs of words to remember
• Group 1 is simply given the words
• Group 2 is given the words and asked to produce a
  word or idea that will pair the words together
• Group 3 is given the mediator words divsed by
  group 2.
• Which group does best?
• Material that is organized in terms of a
  persons own interest and cognitive structures is
  material that has the best cahnce of being
  accessable in memory.

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Education as Social Invention

• Four major bases in terms of which education
  reform must take
• Increasing understanding of man as a species.
• Increase in our understanding of mental growth
• Understanding the process of education
• Understanding the changing nature of society.

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Education as Social Invention

• Increasing understanding of man as a species.
• Natural selection favored those who could use
  tools and disfavored those who relied on physical
  traits.
• What is meant there?

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Education as Social Invention

• Four major bases in terms of which education
  reform must take
• Increase in our understanding of mental growth
• Mental growth appears to be like a staircase
  rather than sharp risersa matter of spurts and
  rests.
• These are triggered when certain capacities begin
  to unfold.
• The sequence appears to be highly
  contrainedalthough they appear not to be linked
  to age.
• 1st stage manipulation and action
• 2nd stage perceptual organization and imagery
• 3rd stage -- symbolic

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Education as Social Invention

• Four major bases in terms of which education
  reform must take
• Understanding the process of education
• Needing to teach readiness, not simply wait for
  it.
• Intellectual mastery is rewarding.
• Evaluation of education practices must be
  concurrent with the teaching itself

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Education as Social Invention

• Four major bases in terms of which education
  reform must take
• Understanding the changing nature of society.
• As society changes and technology becomes more
  complex, schools must become a transmitter of
  basic skills.
• The period ahead may involve such a rapid rate of
  change in specific technology that narrow skills
  will become obsolete within a reasonable short
  time after their acquisition.

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Education as Social Invention

• Four major bases in terms of which education
  reform must take
• Understanding the changing nature of society.
• As society changes and technology becomes more
  complex, schools must become a transmitter of
  basic skills.
• The period ahead may involve such a rapid rate of
  change in specific technology that narrow skills
  will become obsolete within a reasonable short
  time after their acquisition.