Bruner in Practice

scaffolding
1. Teachers should assist learners in building their knowledge. This assistance should fade away as it becomes unnecessary.
Instruction must be appropriate to the level of the learners.
1. For example, being aware of the learners’ learning modes (enactive, iconic, symbolic) will help you plan and prepare appropriate materials for instruction according to the difficulty that matches learners’ level.
The teachers must revisit material to enhance knowledge. Building on pre-taught ideas to grasp the full formal concept is of paramount importance according to Bruner
1. Feel free to re-introduce vocabulary, grammar points, and other topics now and then in order to push the students to a deeper comprehension and longer retention.
Material must be presented in a sequence giving the learners the opportunity to: A-acquire and construct knowledge, B-transform and transfer his learning.
1. Students should be involved in using their prior experiences and structures to learn new knowledge.
2. Help students to categorize new information in order to able to see similarities and differences between items.
Teachers should provide feedback that is directed towards intrinsic motivation. Grades and competition are not helpful in the learning process.
1. Bruner states that learners must “experience success and failure not as reward and punishment, but as information” (Bruner 1961, p. 26)

Zusammenfassung der Ressource

	Erstellt von MOLLY MARLEY vor etwa 5 Jahre