BANDURA AND LAST BUT NOT LEAST, JEROME BRUNER. PIAGET VYGOTSKY ERIKSON KOHLBERGGILLIGAN PAVLOV, SKINNER INFORMATION PROCESSING BANDURA: SOCIAL COGNITIVE.

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Presentation transcript:

BANDURA AND LAST BUT NOT LEAST, JEROME BRUNER

PIAGET VYGOTSKY ERIKSON KOHLBERGGILLIGAN PAVLOV, SKINNER INFORMATION PROCESSING BANDURA: SOCIAL COGNITIVE MORAL REASONING SOCIAL CONSTRUCTIVISM BEHAVIORAL COGNITIVE COGNITIVE CONSTRUCTIVISM PSYCHOSOCIAL JEROME BRUNER CONSTRUCTIVISM

BANDURA: SOCIAL COGNITIVE LEARNING PIAGET VYGOTSKY ERIKSON KOHLBERG GILLIGAN PAVLOV, SKINNER INFORMATION PROCESSING, MEMORY

BANDURA: SOCIAL COGNITIVE LEARNING PIAGET VYGOTSKY ERIKSON KOHLBERG GILLIGAN PAVLOV, SKINNER INFORMATION PROCESSING, MEMORY BANDURA: SOCIAL COGNITIVE

PIAGET VYGOTSKY ERIKSON KOHLBERGGILLIGAN PAVLOV, SKINNER INFORMATION PROCESSING, MEMORY BANDURA: SOCIAL COGNITIVE Social : interaction with environment and people Cognitive : how we think and learn information best; self-efficacy, metacognition Behavior : modeling others; self-control; self-regulation Personal characteristics: self beliefs and identity

PIAGET VYGOTSKY ERIKSON KOHLBERGGILLIGAN PAVLOV, SKINNER INFORMATION PROCESSING BANDURA: SOCIAL COGNITIVE MORAL REASONING SOCIAL CONSTRUCTIVISM BEHAVIORAL COGNITIVE COGNITIVE CONSTRUCTIVISM PSYCHOSOCIAL JEROME BRUNER CONSTRUCTIVISM

PIAGET VYGOTSKY SOCIAL CONSTRUCTIVISM COGNITIVE CONSTRUCTIVISM JEROME BRUNER CONSTRUCTIVISM DISCOVERY LEARNING or STUDENT-CENTERED learning. Students are active learners as they CONSTRUCT their own knowledge for themselves through their experiences. The teacher’s role is a facilitator to help students discover relationships between information, but not to organize it for them. Both believed in SCAFFOLDING, social interactions and environment, learning from adults and others. Bruner believed the development of LANGUAGE is very important.

PIAGET COGNITIVE CONSTRUCTIVISM JEROME BRUNER CONSTRUCTIVISM DISCOVERY LEARNING or STUDENT-CENTERED learning. Students are active learners as they CONSTRUCT their own knowledge for themselves through their experiences. The teacher’s role is a facilitator to help students discover relationships between information, but not to organize it for them. Both agree there are stages of cognitive development …. BUT Bruner believed that children of any age are capable of understanding new ideas and complex information by creating knowledge structures.

PIAGET, ’s VYGOTSKY, 1980’s ERIKSON KOHLBERGGILLIGAN PAVLOV, SKINNER JEROME BRUNER 1960’s CONSTRUCTIVISM INFORMATION PROCESSING; MEMORY BANDURA How we CONSTRUCT knowledge and learn from others and our environment especially using LANGUAGE. How we CONSTRUCT meaning in our minds by the active creation of knowledge structures. We CONSTRUCT knowledge by knowing how we learn and remember best. INFLUENCES BY: (BLOOM’s levels, 1956): categorizing (AUSUBEL 1960’S): Advance organizers (GARDNER, 1983) Multiple Intelligences

BRUNER = BIG BREW A time for students to COLLABORATE ! DISCOVERY LEARNING ! You never know what the treat will be! It is STUDENT-CENTERED on students’ appetites and choices!

BRUNER = BIG BREW Sometimes Big Brew is held outside in the center of campus... ….near the fenced-in area that is under…. CONSTRUCTION BIG BREW = BRUNER = CONSTRUCTIVISM