Title: Learning Theories for Teachers
1Learning Theories for Teachers
- Morris B. Bigge Samuel Shermis
- Chapter 7
- How does Bruners Cognitive-Interactionist,
Narrative-Centered Cultural Psychology Treat
Learning and Teaching
2Introduction
- J.W. Bruner may be identified as a contemporary
cognitive interactionist learning and
developmental psychologist. - Bruner emphasized the role of cultural and
narrative experiences in learning
3What is the Purpose of Education for Bruner?
- Most learning in most settings is sharing of the
culture - The major emphasis in education should be placed
upon student skills in handling things, and
performing symbolic operations, particularly as
they relate to the technologies that make them so
powerful in their human, this is, cultural
experience.
4How does Bruner View Human Motivation?
- An individual is best viewed as neither a
mystical active self nor a passive recipient of
information - Knowledge should serve the learning of values by
giving students a sense of the alternative ways
in which one can succeed or fail in the
expression of values - Teachers should strive for golden mean in
student motivation, somewhere between apathy and
wild excitement.
5What is Folk Psychology?
- Folk psychology involves knowledge of a system by
which people organize their experiences in,
knowledge about, and transactions with the social
world. - Folk psychology makes meaning, as contrasted with
information processing and computing, the central
concern of a psychology that is an essential
basis of both personal meaning and cultural
cohesion.
6What Is a Self?
- A Self is a transactional relationship between a
speaker and an Other that is not directly
observable. - A Self can be understood as a product of the
situations within which it operates, the swarm of
its participations. - For Bruner, people are transactional selves.
7How Is Learning a Cognitive-Interactionist Process
- Learning is involved in three almost
simultaneous processes - Acquisition of new information
- Transformation of knowledge
- Check of the pertinence and adequacy of
knowledge. - New information may either be a refinement of
previous knowledge or be of such nature that it
runs counter to a persons previous information
8How Is Learning a Cognitive-Interactionist
Process cont.,
- In transformation of knowledge, one manipulates
knowledge to make it fit new tasks - Instrumental conceptualism
- Ones knowledge of the world is based on ones
constructed models of reality. - Such models are first adopted from ones culture,
then adapted to ones individual use.
9How Is Learning a Cognitive-Interactionist
Process cont.
- Three Modes of Representation
- The enactive mode of representation is highly
manipulative in character. - An Iconic mode of representation is based upon
internal imager. - Symbolic mode of representation is based upon an
abstract, arbitrary, and more flexible system of
thought.
10How Is Learning a Cognitive-Interactionist
Process cont.
- The way that a person develops their modes of
representation depends on three conditions - The supply of amplifiers, such as skills, images,
and conceptions that his or her culture has in
stock - The nature of the life that is led by the
individual - The extent to which the person in incited to
explore the sources of concordance or discordance
among the three modes of representation or knowing
11How Do Models of the World Contribute to Learning?
- Models enable persons to predict, interpolate,
and extrapolate further knowledge. - Models are insightful expectancies
12How is Learning a Narrative-Centered Process
- Requires
- A means for emphasizing human action be directed
toward goals controlled by agents - A sequential order be established and maintained
- A sensitivity to what is canonical and what is
noncanonical in human interaction - Something approximating a narrators perspective.
13How is Learning a Narrative-Centered Process
- Schools should
- Encourage students to discover the value and
amendability of their own guesses. - Be the development of students confidence in the
solvability of problems - Foster students self-propulsion
- Develop economy in the use of mind.
- Development of intellectual honesty
14What is Bruners Theory of Instruction?
- What is the nature of persons as learners?
- What is the nature and structure of knowledge
developed for optimal, insightful comprehension? - What is the nature of the knowlede-getting
process structured for optimal insightful
comprehension?
15What is Bruners Theory of Instruction? Cont.
- What optimal experiences predispose learners to
learn? - How are success and failure and reward and
punishment involved in learning? - What are optimal sequences of presentation of
materials to be learned? - What procedures stimulate thought in a school
setting?
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