1. • EDDIE T. ABUG (BSE-TLE 3A)
• WILLYN MAE CALDWELL (BEE-SPED 2B)
• MA. SARAH ISABEL NONES (BEE-SPED 2B)
• MARIBELLE UNTALAN (BEE-SPED 2B)
• MARECHIL L. OMNIZ (BSE-TLE 4A)
UNIVERSITY OF RIZAL SYSTEM CAINTA
FACILITATING LEARNING – ED2
2. Cognitivism
• as a perspective in education, has a premise
that humans generate knowledge and
meaning through sequential development of
an individual’s cognitive abilities, such as
the mental processes of recognize, recall,
analyze, reflect, apply, create, understand, and
evaluate.
3. ,
• The Cognitivists' (e.g. Piaget, Vygotsky, Bruner)
learning process is adoptive learning of
techniques, procedures, organization, and
structure to develop internal cognitive structure
that strengthens synapses in the brain.
• The learner requires assistance to develop prior
knowledge and integrate new knowledge.
4. • The purpose in education is to develop
conceptual knowledge, techniques, procedures,
and algorithmic problem solving using
Verbal/Linguistic and Logical/Mathematical
intelligences.
• The learner requires scaffolding to develop
schema and adopt knowledge from both people
and the environment.
• The educators' role is pedagogical in that the
instructor must develop conceptual knowledge
by managing the content of learning activities.
• This theory relates to early stages of learning
where the learner solves well defined problems
through a series of stages
6. Jean William Fritz Piaget
August 9 1896 Neuchatel, Switzerland
September 16 1980 (aged 84) Geneva,
Switzerland
7. • Piaget was born in 1896 in Neuchatel, in
the Francophone region of Switzerland. He
was the eldest son of Arthur Piaget (Swiss), a
professor of medieval literature at
the University of Neuchatel, and Rebecca
Jackson (French).
Jean with his two sisters and his parents;
Arthur Piaget & Rebecca Jackson-Piaget
Jean Piaget at the age of 10
8. • Piaget was a precocious child who developed
an interest in biology and the natural world.
His early interest in zoology earned him a
reputation among those in the field after he
had published several articles on mollusks by
the age of 15.
• He was educated at the University of
Neuchâtel, and studied briefly at
the University of Zurich.
9. • During this time, he published two
philosophical papers that showed the
direction of his thinking at the time, but
which he later dismissed as adolescent
thought.
• His interest in psychoanalysis, at the time a
burgeoning strain of psychology, can also be
dated to this periodPiaget moved from
Switzerland to Paris, France after his
graduation and he taught at the Grange-Aux-
Belles Street School for Boys.
10. The school was run by Alfred Binet, the
developer of the Binet intelligence test,
and Piaget assisted in the marking of
Binet's intelligence tests.
It was while he was helping to mark some
of these tests that Piaget noticed that
young children consistently gave wrong
answers to certain questions.
11. Piaget did not focus so much on the fact of the
children's answers being wrong, but that young
children consistently made types of mistakes
that older children and adults did not.
This led him to the theory that young children's
cognitive processes are inherently different
from those of adults.
Ultimately, he was to propose a global theory of
cognitive developmental stages in which
individuals exhibit certain common patterns of
cognition in each period of development
12. • Piaget thought that children’s thinking
changes in the certain range of ages.
According to him, children’s schema and
cognitive develop naturally as they face with
new situations and experiences in their lives.
Piaget grouped the children’s cognitive
development into four stages.
14. Piaget grouped the children’s
cognitive development into four
stages.
• Firstly, the sensorimotor
stage (ages 0-2)
• Involves two important
development processes
which include the child’s
development of five senses
and motor development.
• Children learn by interacting
physically with the
environment to recognize
things or objects.
15. Secondly, the preoperational stage
ranged from ages 2 to 7.
• At this stage,
children are not able
to think abstractly so
that they need
concrete situations to
process the ideas.
16. Thirdly, in the concrete operation stage
(ages 7-12)
• Children have enough
experiences to begin
to think logically and
do some abstract
problem solving, such
as manipulating
figures or symbols
and classifying,
though they still
learn best by doing.
17. The last stage is formal operation
stage
(12 years onward)
• At this stage, children are
able to use abstract
thinking like adults. For
examples, they begin to
think about “what
if…questions”, work with
hypotheses, and think
about possibilities then
check them against the
reality.
18. Countless educators all over the world put
Piaget principles into daily practice, greatly
improving the performance of children in the areas
of math, science, and even language acquisition and
social studies. Overall, his work in child cognition
revolutionized our way of thinking about children,
and about learning, intelligence, and the nature of
knowledge. At the time of his death in 1980, at the
age of 84, Piaget's career had spanned some 70+
years and given birth to whole new fields in science.
Among these are the studies of genetic
epistemology, cognitive theory, and developmental
psychology.
19. Lev Semyonovich Vygotsky
(Russian: (Lev Simkhovich Vygodsky))
November 17 [O.S. November 5] 1896 – June 11, 1934)
was a Soviet Belarusian psychologist, the founder of a
theory of human cultural and biosocial development
commonly referred to as cultural-historical psychology,
and leader of the Vygotsky Circle.
20. Lev Vygotsky was born in the town
of Orsha, Belarus, in the Russian
Empire (present-day Belarus) into
a non-religious middle class
Jewish family. His father was a
banker.
He was raised in the city of Gomel,
Belarus, where he obtained both
public and private education. In
1913
Vygotsky was admitted to
the Moscow State
University through a “Jewish
Lottery" to meet a three percent
Jewish student quota for entry in
Moscow and Saint Petersberg
universities.
21. • For unclear reasons, around early 1920s, he
changed his birth name from Vygodskii (with "d")
into Vygotskii (with middle "t") and his patronymic
from original Jewish "Simkhovich" to Slavic
"Semenovich".
• In January 1924, Vygotsky took part in the Second
All-Russian Psychoneurological Congress in
Leningrad. Soon thereafter, Vygotsky received an
invitation to become a research fellow at the
Psychological Institute in Moscow.
• He began his career at the Psychological Institute
as a "staff scientist, second class”.
22. By the end of 1925, Vygotsky
completed his dissertation
in 1925 on "The Psychology
of Art" (not published until
1960s) and a book
"Pedagogical Psychology"
that was apparently
created on the basis of
lecture notes that he
prepared back in Gomel as
a psychology instructor at
local educational
establishments.
In summer 1925 he made his
first and only trip abroad to
a London congress on the
education of the deaf.
23. Vygotsky's main work was in
developmental psychology, and he
proposed a theory of the
development of higher cognitive
functions in children that saw the
emergence of the reasoning as
emerging through practical activity in
a social environment.
• During the earlier period of
his career he argued that the
development of reasoning
was mediated by signs and
symbols, and therefore
contingent on cultural
practices and language as
well as on universal
cognitive processes.
24. • Vygotsky also posited a concept of the Zone of
Proximal Development, often understood to refer
to the way in which the acquisition of new
knowledge is dependent on previous learning, as
well as the availability of instruction.
• Vygotsky stated that a child follows an adult's
example and gradually develops the ability to do
certain tasks without help.
25. • “Zone of Proximal
Development" (ZPD)
is Vygotsky’s term for the range
of tasks that a child is in the
process of learning to complete.
The lower limit of ZPD is the
level of skill reached by the child
working independently (also
referred to as the child’s actual
developmental level). The upper
limit is the level of potential skill
that the child is able to reach
with the assistance of a more
capable instructor.
26. Scaffolding is a concept closely related
to the idea of ZPD, although Vygotsky
never actually used the term.
An essential element to the ZPD and
scaffolding is the acquisition of
language. According to Vygotsky,
language (and in particular, speech) is
fundamental to children’s cognitive
growth because language provides
purpose and intention so that behaviors
can be better understood
Through the use
of speech,
children are able
to communicate
to and learn from
others through
dialogue, which
is an important
tool in the ZPD.
27. • Scaffolding is a concept closely related to the idea
of ZPD, although Vygotsky never actually used the
term.
• Scaffolding is changing the level of support to suit
the cognitive potential of the child.
• Over the course of a teaching session, a more
skilled person adjusts the amount of guidance to
fit the child’s potential level of performance.
• More support is offered when a child is having
difficulty with a particular task and, over time,
less support is provided as the child makes gains
on the task. Ideally, scaffolding works to maintain
the child’s potential level of development in the
ZPD.
28. Jerome Seymour Bruner
was born on October 1, 1915 in New
York, to Heman and Rose Bruner, who
emigrated from Poland.
29. • He received a
bachelor's degree in
psychology, in 1937
from Duke University.
• Bruner went on to
earn a master's
degree in psychology
in 1939 and then a
doctorate in
psychology in 1941
from Harvard
University.
30. • In 1939, Bruner published his first psychological
article studying the effect of thymus extract on
the sexual behavior of the female rat.
• During World War II, Bruner served on
the Psychological Warfare Division of the
Supreme Headquarters of the Allied Expeditory
Force Europe committee under Eisenhower,
researching social psychological phenomena.
• In 1945, Bruner returned to Harvard as a
psychology professor and was heavily involved in
research relating to cognitive psychology and
educational psychology.
31. • Bruner is one of the pioneers of the cognitive
psychology movement in the United States. This
began through his own research when he began
to study sensation and perception as being
active, rather than passive processes.
• In 1947, Bruner published his classic study Value
and Need as Organizing Factors in Perception in
which poor and rich children were asked to
estimate the size of coins or wooden disks the
size of American pennies, nickels, dimes, quarters
and half-dollars.
32. • Bruner studied the way children learned and
coined the term "scaffolding", to describe the
way children often build on the information
they have already mastered.
33. Scaffolding theory was first introduced
in the late 1950s by Jerome Bruner,
a cognitive psychologist.
He used the term to describe young
children's oral language acquisition.
Helped by their parents when they first
start learning to speak, young children
are provided with informal
instructional formats within which
their learning is facilitated.
34. • In his research on the development
of children (1966)
• Bruner proposed three modes of representation:
1. ) enactive representation (action-based),
2.) iconic representation (image-based), and
3.) symbolic representation (language-based).
35. Bruner's Three Modes of Representation
• Modes of representation
are the way in which
information or knowledge
are stored and encoded
in memory.
• Rather than neat age related
stages (like Piaget), the modes
of representation are integrated
and only loosely sequential as
they "translate" into each other.
36. Many adults can perform a variety of motor tasks (typing,
sewing a shirt, operating a lawn mower) that they would
find difficult to describe in iconic (picture) or symbolic
(word) form.
Enactive (0 - 1 years)
This appears first. It involves encoding action based
information and storing it in our memory.
For example, in the form of movement as a muscle memory,
a baby might remember the action of shaking a rattle.
The child represents past events through
motor responses, i.e. an infant will “shake a
rattle” which has just been removed or
dropped, as if the movements themselves
are expected to produce the accustomed
sound. And this is not just limited to
children.
37. Iconic (1 - 6 years)
• This is where information
is stored visually in the
form of images (a mental
picture in the mind’s eye).
For some, this is
conscious; others say they
don’t experience it. This
may explain why, when
we are learning a new
subject, it is often helpful
to have diagrams or
illustrations to accompany
verbal information.
38. Symbolic (7 years onwards)
• This develops last. This is
where information is
stored in the form of a
code or symbol, such
as language. This is the
most adaptable form of
representation, for actions
& images have a fixed
relation to that which they
represent. Dog is a
symbolic representation
of a single class.
39. Bruner's constructivist theory suggests it is
effective when faced with new material to
follow a progression from enactive to iconic to
symbolic representation; this holds true even
for adult learners. A true instructional designer,
Bruner's work also suggests that a learner even
of a very young age is capable of learning any
material so long as the instruction is organized
appropriately, in sharp contrast to the beliefs of
Piaget and other stage theorists.
40. • Bruner and Piaget
• Obviously there are similarities between Piaget
and Bruner, but an important difference is that
Bruner’s modes are not related in terms of which
presuppose the one that precedes it. Whilst
sometimes one mode may dominate in usage,
they co-exist.
• Although Bruner proposes stages of cognitive
development, he doesn’t see them as
representing different separate modes of thought
at different points of development (like Piaget).
Instead, he sees a gradual development of
cognitive skills and techniques into more
integrated “adult” cognitive techniques.
41. BRUNER AGREES WITH PIAGET BRUNER DISAGREES WITH PIAGET
1. Children are PRE-ADAPTED to
learning
1. Development is a CONTINUOUS
PROCESS – not a series of stages
2. Children have a NATURAL
CURIOSITY
2. The development of LANGUAGE
is a cause not a consequence of
cognitive development
3. Children’s COGNITIVE
STRUCTURES develop over time
3. You can SPEED-UP cognitive
development. You don’t have to
wait for the child to be ready
4. Children are ACTIVE participants
in the learning process
4. The involvement of ADULTS and
MORE KNOWLEDGEABLE PEERS
makes a big difference
5. Cognitive development entails the
acquisition of SYMBOLS
5. Symbolic thought does NOT
REPLACE EARLIER MODES OF
REPRESENTATION
42. • Bruner and Vygotsky
• Both Bruner and Vygotsky emphasise a child's environment,
especially the social environment, more than Piaget did. Both
agree that adults should play an active role in assisting the child's
learning.
• Bruner, like Vygotksy, emphasised the social nature of learning,
citing that other people should help a child develop skills through
the process of scaffolding. The term scaffolding first appeared in
the literature when Wood, Bruner and Ross described how
tutors' interacted with pre-schooler to help them solve a block
reconstruction problem (Wood et al., 1976).
• The concept of scaffolding is very similar to Vygotsky's notion of
the zone of proximal development, and it not uncommon for the
terms to be used interchangeably. Scaffolding involves helpful,
structured interaction between an adult and a child with the aim
of helping the child achieve a specific goal.
• [Scaffolding] refers to the steps taken to reduce the degrees of
freedom in carrying out some task so that the child can
concentrate on the difficult skill she is in the process of acquiring.
(Bruner, 1978, p. 19)
43. EDDIE T. ABUG
BSE-TLE 3A
WILLYN MAE CALDWELL
BEE-SPED 2B
MA. SARAH ISABEL NONES
BEE-SPED 2B
MARECHIL L. OMNIZ
BSE-TLE 4A
MARIBELLE UNTALAN
BEE-SPED 2B
