Jerome BrunerDiscovery Learning Theory

Presented By:

Carole Woodard

Overview

• Define Discovery learning theoretical term• Historical background• Media presentation• Stages of development• Categories for knowing• Current Trends• Conclusion

Objective

• Participants will:

• Construct a definition of discovery learning• Justify discovery learning theoretical base• Defend the three stages of learning development• Evaluate the categories for knowing

Disclosure• It is my intentions to present the idea of adult learning and

development that focus on relationships and categories. The presentation will use Bruner’s category concept to describe teaching and learning strategies in which learning occurs. The theoretical foundation supports the belief that people do age, but they do not stop learning. Age is recognized and coded in the presentation with age related periods of life, and age related examples associated with physical characteristics of age.

• The terms: constructive, constructivism and constructivist are used interchangeably throughout the presentation

Originator: Jerome Bruner

• A constructivist

• A science psychologist

• Contributions to the philosophy of education

• Contributions to the cognitive psychology

What is Discovery Learning?

• A constructive theory• An assumption on how people learn• A framework that describes how information

is absorbed through senses

Discovery Learning Tenants

• Cognitive – A way of thinking about what you see, touch, taste, hear and smell

• Emotional – A feeling, mood, or sentiment

• Environmental Influence – culture, religion, ethics and moral

• Prior Experience – familiarity, what has happened

• Patron-age: an indication of support

Two Aspects of Constructivism

1. Cognitive Constructivism• people construct ideas mentally to

understand

2. Social Constructivism• Reality is socially and culturally

constructed through human activity• Lever-age an indication of advantages

Historical Development

•In the latter part of the 1940’s and 50’s studying the cognitive development of children, Bruner’s research shifted where he began to criticize the cognitive structure. I categorized this as the foot-age, because Bruner began to explore how learners construct knowledge and the ways learners learned what they know.

Influence on Constructive DevelopmentTheorists such as Piaget, Vygotsky and Tolman influenced Bruner in the 1960s. Piaget’s theory focused on growth and Development.Vygotsky’s expanded on social and cultural constructivism. Tolman’s explored theenvironment impact on learning. From the mid 1970s through today, Bruner’s work has movedin new directions, leading him to influence Brooks, Gardner and Rogoff.

• The pack-age deal, an indication of tied

together.

How is Discovery Learning Defined?

• A teaching and learning model where the learner mentally, emotionally and physically engages in the learning process which focus on active participation and opportunities for students to learn.

• Man-age: This is an indication of managing ones own learning.

Three Main Attributes of Discovery1. exploring and problem solving to create,

integrate, and generalize knowledge

2. student driven, interest-based activities in which the student determines the sequence and frequency

3. Activities to encourage integration of new knowledge into the learner’s existing knowledge base

Theoretical Perspective

1) Learning is active rather than passive2) Learning is process-oriented rather than

content- oriented3) Failure is important4) Feedback is necessary5) Comprehension is deeper6) Learner centered

•Institutions must offer programs that recognize what students want. Indication of us-age

Video: What students want?

Discovery Verse Traditional Chart The wreck-age

Discovery Learning Traditional Learning

Active learning Passive learning

Process base learning Fact base

Failure viewed as positive Failure viewed as negative

Student guides the learning Teacher guides the learning

Student determines success Teacher determines success

Learning Has Evolved

• Potential to learn a vast array of complex skills because of failure

• Learner can be bias toward certain information and patterns

• Ability to make and use tools (computers, platforms, symbols) to support, extend, enhance, and develop the learner

• Ability to synchronize the learners in a meaningful way with specific details

• This change indicates a break-age.

Stages of Development

*Bond-age

Bond-age

Enactive

A person learns about the world through actions on physical objects and the outcomes of these

actions.

IconicLearning can be obtained

through the use of models and pictures.

SymbolicLearner develops the capacity to think in abstract terms, such as language, numbers

and logic.

Formulas: please excuse my dear aunt sally

What is Categorization?

• A coding system used for mental organization used to recall facts based on the sense described earlier, for example, taste, smell, hear or touch.

• Learning stages of development together with the senses file information in abstract form. Similar to the ways in which people file folders in a computer system.

• People respond to knowledge based on the filing system they construct

• Bagg-age: an indication of collection

How Does Categories Facilitatelearning?

• Reduces the complexity of the learning environment

• Indentifies objects, topics and tasks • Reduces the need for constant relearning• Provides direction for activities• Curiosity feeds natural curiosity of the human

existence *pass-age indicating a success process

Film: Born to Learn

Press play

Points of Resistance

– Considered a slow method that rest on assumptions

– The learning outcome is uncertain– Challenges authority– Instigate conflicts because learning is multi-

leveled and multi-dimensional in process– Mess-age: indicating confusion or

miscommunication

Current Trend

The 5E Learning Model1. Engage (connect prior knowledge)2. Explore (discover the relationship with new

knowledge3. Explain (clarify the details for understanding)4. Elaborate (strategically structure process)5. Evaluate (assess balance or similarities)

Cover-age: an indication of a process of protection

Summary The mess-age of the theory was written with three

letters related to age. The analogy that you can’t teach old dog new tricks, is a historical us-age that no longer fit learners of today. To abolish the customary way towards teaching and learning required a theoretical pack-age with particular characteristics to prove learning has evolved with integration of all ages, regardless of the pass-age. Age can hinder any person’s freedom, progress, and development in bond-age, but the learner must be motivated and continue to man-age the mental and cognitive bagg-age. Through consistency and experience of which learners already know, they can build categories at any age level in education and on the go.

Conclusion

Enactive, iconic, and even symbolic learner will attest that patron-age over forty is the most common success. No outward scars or physical bruises beyond the emotional wreck-age simply encourage learners to continue the process. The increase of opportunities for the learner to learn increases the lever-age by far is the best. By figuring out the structure of tricks to avoid break-age with new foot-age to monitor the learning progress. Cultural learning and social learning too, are constructivist old patterns as cover-age and knowledge for you.

The End

• Test your knowledge (Pre-assessment) here• Test your knowledge (Post-assessment) here• Participants evaluation form here• Outline here• Handout here• Questions? Email me here

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