 Find 2 others to work with.

 You have 5 sheets of paper, a roll of

sellotape, a paper cup and a small
bag of maltesers.
 You have 5 minutes to build a tower
which will hold the paper cup with the
maltesers on the top.
 The tallest tower is the winner.
 Aim: To overview cognitive
learning theory
 To outline social constructivist (Bruner)
theory of cognitive development and
learning (Acquisition)
 To explain the implications of Bruner’s
theory of instruction for the role of the
teacher (Transformation)
 To apply Bruner’s theory of scaffolding to
practice. (Evaluation)
 Cognitive Theory in Context
 Piaget – constructivist – focused on the cognitive
processes of the learner as an individual –
influenced how learning took place until 1970s
 1970’s onwards how learning took place was
influenced by social constructivist theories – the
context, especially the people affected the way
understanding developed –Vygotsky and
Jerome Bruner
 Jerome Bruner (1915-)

 Bruner- learning is a social process

in which learners construct their
understanding of the world
through communicative interaction

 Learning is a continuous, active

process involving intellectual
development and problem solving,
not the production of a body of knowledge.
 Bruner’s theory of cognitive
development
 Enactive thinking – (doing) information is stored
according to physical movement and real first
hand experiences (0-1yrs)
• Iconic thinking – information is stored using
images which are based on the senses and prior
experiences(1-7 yrs)
• Symbolic thinking – We use symbols such as
language, music or numbers to store
information. 7+yrs)
 Modes of Representation
 Unlike Piaget, Bruner did not think that we move
through stages in our cognitive development,
rather we use the modes of representation from
each stage to support our learning.
 “Any topic can be taught to any learner provided
that it is presented at a conceptual level
appropriate to the learner’s present stage of
intellectual development” (Bruner, 1971)
Spiral Curriculum

A1
A2
A3
 Bruner’s theory of discovery
learning
Acquisition: Of new knowledge
which (in Piaget’s terms) may be assimilated or
accommodated based on modes of representation.

Transformation: The learner does something with

this new knowledge. They manipulate it and apply
it to working out a problem. It might be used in a
new situation.

Evaluation: The learner assesses

and evaluates the usefulness of
the new knowledge in relation to
the problem or task.
Mind Maps
 Bruner – Discovery Learning and
Scaffolding
 ‘Discovery Learning’ – an active student-
centred approach in which the
teacher’s role is to provide
opportunities for learners to acquire,
transfer and evaluate their learning by
working out problems.
 Building the foundations of learning and
then scaffolding the progress.
 Application to practice
 Consider an element from a course or
module you teach.
 Consider a task which would encourage
discovery learning with your students.
 Use the handout to consider the role of the
teacher in scaffolding the learning
 Which elements of scaffolding are useful
to you and which are not?
 Your own learning
 Acquisition: Tutor input of new knowledge
(Bruner’s theory of cognitive development,
assimilated or accommodated)

 Transformation: You manipulated the knowledge

by applying it to your own practice (mind maps
and problems)

 Evaluation: This bit is up to you – how does this

new learning enable you justify your teaching
and learning strategies for your rationale?