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.
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
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.
Students should be involved in
using their prior experiences and
structures to learn new knowledge.
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.
Bruner states that learners must “experience
success and failure not as reward and punishment,
but as information” (Bruner 1961, p. 26)