An important principle of teaching according to Bruner is presenting the subject in the child's way of viewing things. Bruner also suggests that we can learn anything at any age if it is presented in a way that we can understand. This certainly makes sense to me. I also have to want to learn it when it is presented.
I can think back to some college chemistry and physics classes where the teacher surely assumed that we lived, breathed and ate science, and also discussed science principles during our lunch breaks. That was obviously not the case for all of the students in the class. I need to make sure my students catch enough to know what to do, but also that I leave little carrots all over for them to go after. The carrot, or goal, I designed for them may not always be the one they choose, but at least they are learning what they feel is important and should eventually include more ideas, including what I am hoping to emphasize.
I can see how learning to speak in your native language and even a second language would often follow this model. We learn the vocabulary we need when we need them and might not use them much if we don't.
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What great insights Harold. I always like how you put things into perspective. As I read this week's readings I had a hard time grasping how to apply this theory in my teaching, but your blog really helped me. I especially like the little carrots, but my kids would rather go after little skittles or reses pieces. :) :)
ReplyDeleteGood analogy, but I have to agree with Camille. Let’s chase Reese’s! ;)
ReplyDeleteYou give some great insight to Bruner. I had a harder time with this than the other theories. I wish I had read your blog earlier!
I think that Bruner’s ideas are pretty close to my own now that I’ve read more about him. If we tell students everything they need to know with no discovery taking place on their part, they are far less invested in the process. It stands to reason that when they are finding things out on their own, the information will find its way into their long-term memory more easily.
I have similar memories. There were instructors who, because they had such a deep knowledge of the subject, seemed to have assumed that we also could keep up with the flood of information they were giving to us. I try to remember not to do that with my students.
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