Three Ways to Represent Knowledge

1. Inactive Representation

          All the earliest ages, children learn about the word through action on physical object and the outcomes of this action. Children represent object in terms of their immediate sensation of them.

2. Iconic Representation

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

3. Symbolic Representation

          The learner’s has developed the ability to think in abstract terms. This use symbol system to encode knowledge.

                                      SPIRAL CURRICULUM

The teacher must revised the curriculum by teaching the some content in different ways depending on students development levels.

                             Principles of Instruction Stated by Bruner

1. Instruction must be concerned of 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 students.

3. Instruction should be design to facilitate extrapolation and or fill in the gasp.

                                      DISCOVERY LEARNING

Refers to obtaining knowledge for oneself. The teacher plan and arrange activities in such a way that students search manipulate explore relevant to the domain and such general problem solving skills as formulating rules, testing and gathering information.

                   FOUR MAJOR ASPECTS OF INSTRUCTION (BRUNER, 1966)

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 child’s cognitive abilities.

2. Structure of Knowledge

          This refers to the ways in which a body of knowledge can be structured so that it can be most readily grasped by the learner. Structure refers to relationships among factual elements and techniques.

3. Effective Sequencing

          No one sequencing will fit every learner, but in general, the lesson can be presented in increasing difficulty.

4. 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 inferences all involved categorization.

                             There are several kinds of Categorization

1. Identity Categories

          Categories include objects based on their attributes or features.

2. Equivalent Categories

          Provides rules for combining categories.

REFLECTION:

We have the ability to solve different problems that we may encounter in our own way. And as a future teacher, we should be meaningful in our teaching if we use different techniques and strategies to be an effective mentor. We should fit our lesson to our students, it is necessary to  them because they can able to follow our topic.