Educational Psychologist Jerome Bruner Educational Psychologist By: Bridget Berends and Patricia McClean

Background Jerome Seymour Bruner (born October 1, 1915) is an American psychologist who has contributed to cognitive psychology and cognitive learning theory in educational psychology, as well as to history and to the general philosophy of education. Bruner is currently a senior research fellow at the New York University School of Law. He received his B.A. in 1937 from Duke University and his Ph.D. from Harvard University in 1941 under the guidance of Gordon Allport.

Theory Bruner (1966) states that a theory of instruction should address four major aspects: (1) predisposition towards learning, (2) the ways in which a body of knowledge can be structured so that it can be most readily grasped by the learner, (3) the most effective sequences in which to present material, and (4) the nature and pacing of rewards and punishments.

Educational Principles: 1. Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness). 2. Instruction must be structured so that it can be easily grasped by the student (spiral organization). 3. Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given).  

Accomplishments His books The Process of Education and Towards a Theory of Instruction have been widely read and become recognized as classics, and his  work on the social studies programme - Man: A Course of Study (MACOS) The Process of Education (1960) was a landmark text. It had a direct impact on policy formation in the United States and influenced the thinking and orientation of a wide group of teachers and scholars, Its view of children as active problem-solvers who are ready to explore 'difficult' subjects Four key themes emerge out of the work around The Process of Education (1960: 11-16): The role of structure in learning and how it may be made central in teaching. Readiness for learning. Intuitive and analytical thinking Motives for learning   'Intellectual activity is anywhere and everywhere, whether at the frontier of knowledge or in a third-grade classroom'. (Bruner)

Using Bruner Theory in the Classroom: Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, incidental learning, among others. encourages active engagement promotes motivation promotes autonomy, responsibility, independence the development of creativity and problem solving skills. a tailored learning experience

References http://en.wikipedia.org/wiki/Jerome_Bruner http://tip.psychology.org/bruner.html http://www.infed.org/thinkers/bruner.htm  Microsoft Powerpoint Clip Art