2. ● Biography
● Published Books
● Influences
● View of Knowledge
● Three Learning Modes
● View of the Learner
● How Learning Occurs
● Role of the Teacher
Agenda
● Teaching Methods
● Criticisms
● Lasting Impact
● Video
● Presentation Debrief
● Lesson Plan
● Lesson Debrief
3. ● Born on October 1, 1915 in New York
● He received his B.A. in Psychology from Duke
University in 1937
● He then received his PhD in psychology from Harvard in
1941
● From 1941 to 1945 he served as an expert on
Psychological Warfare for the Allies in Europe
● Became a Professor of Psychology at Harvard in 1952
Biography
4. Biography cont.
● Served on the President's Science Advisory Committee
for President Kennedy and Johnson
● Left Harvard in 1972 to become a Professor of
Psychology at Oxford.
● In 1980 he took a job at New York University where he
remains to this day
● Bruner also helped found Head Start
5. Published books
● A Study of Thinking (1956)
● The Process of Education (1960)
● Toward a Theory of Instruction (1966)
● Studies in Cognitive Growth (1966)
● Processes of Cognitive Growth: Infancy (1968)
● Beyond the Information Given, W. W. Norton &
Company(1973)
● On Knowing: Essays for the Left Hand (1979)
● Child's Talk: Learning to Use Language(1983)
● Search of Mind: Essays in Autobiography (1983)
● Actual Minds, Possible Worlds (1985)
● The Mind of a Mnemonist: A Little Book about a
Vast Memory [Foreword only] 1987)
● Acts of Meaning (1990)
● The Culture of Education (1996)
● Minding the Law (2000)
● Making Stories: Law, Literature, Life (2003)
6. ● Piaget
○ Cognitive Development in Children
● Vygotsky
○ Social Constructivism
Influences
7. View of Knowledge
● A founding father of Constructivism.
● Discovery Learning: Students construct knowledge for
themselves through inquiry and discovery.
● Any student Can learn any concept when presented
appropriately.
● "cultural psychology" to education, Bruner proposes that
the mind reaches its full potential only through
participation in the culture - not just its more formal arts
and sciences, but its ways of perceiving, thinking,
feeling, and carrying out discourse.
9. View of the learner
● Active problem solver
● Student is directly involved in the manipulation of the
content in each three areas
● Any student can learn anything if taught in the proper
way
● Active and engaged in the teaching
● Construct their own knowledge
10. How learning occurs
● Discovery learning
● Intrinsic motivation
● Working together on projects
● Active learning
● Learning is a continuous process
11. Role of the Teacher
● Not about excessively lecturing to the students
● Not about making the students memorize information
● Act as a guide for their learning
● Engaging the class in hands on, discussion, and
participation based activities
12. Teaching Methods
● Discovery Learning: Students construct their own
knowledge through hands on experience and discovery
● Spiral Curriculum: Complex ideas are first taught at
simplified levels, then revisited at more complex levels
13. Criticisms
● Inefficient and difficult to organize
● Students need prerequisite skills/knowledge
● Students develop misconceptions
● Teachers struggle to detect individual struggles
14. Lasting Impact
● Learning through discovery
● The use of manipulatives
● Children are programmed to learn
● Active learning
16. Presentation Debrief
● How does Bruner compare to Skinner and Gagne?
● What experiences have you had in the classroom that
are similar to Bruner’s philosophy?
19. The Crime
•A robbery has been committed
in which one person was
fatally injured and $1 million
was stolen
20. The evidence
• You have five pieces of evidence which
have been gathered.
You need to use your Mathematical skills
and knowledge to analyze the
evidence and eliminate
suspects
24. Lesson Debrief
● What are some ways we incorporated Bruner's ideas
into our lesson plan?
● Could you apply Bruner’s theories in your own
classroom?
● What are some potential problems that might arise?
25. References
● Bruner, J. S. (1960). The process of education. Cambridge: Harvard University Press.
● Bruner, J. S. (2006). In search of pedagogy: The selected works of Jerome S. Bruner. London: Routledge.
● Khataybeh, A., & Ateeg, N. A. (2011). How "writing academic english" follows bruner's spiral model in curriculum planning.
Journal of Emerging Trends in Educational Research and Policy Studies,127-138.Retrieved from
http://jeteraps.scholarlinkresearch.org/articles/How%20Writing%20Academic%20English%20Follows%20Bruner%20Spiral
%20Model%20in%20Curriculum%20Planning.pdf
● Reeshughes, L. (2011, October). Share my lesson by teachers, for teachers. Retrieved from
http://www.sharemylesson.com/teaching-resource/Number-CSI-Solve-the-and-quot-Crime-and-quot-6120824/
● Takaya, K. (2013). Jerome Bruner :Developing a sense of the possible.Dordrecht:Springer.
● Takaya, K. (2008). Jerome Bruner's Theory of Education: From Early Bruner to Later Bruner. Interchange, 39(1), 1-19.
● Theories of Learning in Educational Psychology. (n.d.) Retrieved from http://www.lifecircles-
inc.com/Learningtheories/constructivism/bruner.html
