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    Facilitating LCT CHAPTER 5

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    Mark Kenneth Ceballos
    This document summarizes several constructivist learning theories including Jerome Bruner's constructivist theory, Gestalt theory, and David Ausubel's subsumption theory. It also discusses cooperative learning and experiential learning. Specifically, it provides an overview of Bruner's view that learning is an active process where learners create new ideas from past experiences. It also outlines the key aspects and principles of Bruner's instructional theory. Gestalt theory and subsumption theory are briefly introduced as well. Cooperative learning techniques and benefits are summarized along with the stages of cooperative learning. Finally, it defines experiential learning and different types of experiences that can aid learning.

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    Facilitating LCT CHAPTER 5

    Uploaded by

    Mark Kenneth Ceballos
    477 views16 pages
    This document summarizes several constructivist learning theories including Jerome Bruner's constructivist theory, Gestalt theory, and David Ausubel's subsumption theory. It also discusses cooperative learning and experiential learning. Specifically, it provides an overview of Bruner's view that learning is an active process where learners create new ideas from past experiences. It also outlines the key aspects and principles of Bruner's instructional theory. Gestalt theory and subsumption theory are briefly introduced as well. Cooperative learning techniques and benefits are summarized along with the stages of cooperative learning. Finally, it defines experiential learning and different types of experiences that can aid learning.

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    This document summarizes several constructivist learning theories including Jerome Bruner's constructivist theory, Gestalt theory, and David Ausubel's subsumption theory. It also discusses cooperative learning and experiential learning. Specifically, it provides an overview of Bruner's view that learning is an active process where learners create new ideas from past experiences. It also outlines the key aspects and principles of Bruner's instructional theory. Gestalt theory and subsumption theory are briefly introduced as well. Cooperative learning techniques and benefits are summarized along with the stages of cooperative learning. Finally, it defines experiential learning and different types of experiences that can aid learning.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    477 views16 pages

    Facilitating LCT CHAPTER 5

    Uploaded by

    Mark Kenneth Ceballos
    This document summarizes several constructivist learning theories including Jerome Bruner's constructivist theory, Gestalt theory, and David Ausubel's subsumption theory. It also discusses cooperative learning and experiential learning. Specifically, it provides an overview of Bruner's view that learning is an active process where learners create new ideas from past experiences. It also outlines the key aspects and principles of Bruner's instructional theory. Gestalt theory and subsumption theory are briefly introduced as well. Cooperative learning techniques and benefits are summarized along with the stages of cooperative learning. Finally, it defines experiential learning and different types of experiences that can aid learning.

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    © All Rights Reserved
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    of 16

    CHAPTER 5:

    CONSTRUCTIVIST
    LEARNING THEORIES

    Lesson 1: Jerome Bruner’s Constructivist


    Theory, Gestalt Theory and David
    Ausebel’s Subsumption Theory
    Constructivism Defined

    Coming from the works of Piaget and Vygotsky, the constructivist


    theory of learning posits that learners derive meaning and form
    concepts out of their own experiences. In the process, the learner
    reflects on the experiences and then creates new understanding
    and knowledge from a new experience. If the experience is
    related to a previous one, the learner revises the knowledge and
    understanding and assessing, the learner constructs and
    reorganizes knowledge.
    Bruner’s Constructivist Theory

    Jerome Bruner believes that learning is an active process where


    learners can create new ideas or concepts using their current or
    past knowledge about things, events, or situations. Learners can
    select information, transform them into new ones, add-up to them
    to make decisions or create new sets of understanding. When
    properly guided and motivated, learners can even go beyond the
    information given to them.
    Categorization

    Categorization involves perception, conceptualization, learning,


    decision-making and making inferences. Bruner encourages
    teachers to allow students to discover concepts by themselves
    through learning opportunities and activities that allow them to
    explore and experiment.
    Categorization

    Bruner (1996) emphasized four major aspects to be addressed


    during the teaching and learning process. These aspects
    moderate the process of learning.
    ❑ Predisposition toward learning
    ❑ How a body of knowledge can be structured so that it can be
    most readily grasped by the learner
    ❑ The most effective sequences in which to present material
    ❑ The nature and pacing of rewards and punishments
    Bruner’s principle of instruction

    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).
    Gestalt Theory

    Gestalt came from a German term that means pattern or form.


    Gestalt psychology was introduced in 1912 by Max Wertheimer. He
    is a German psychologist who believed that a whole is more than
    just the totality of its parts. The focus of this theory was on grouping.
    ▪ Similarity
    ▪ Proximity
    ▪ Continuity
    ▪ Closure
    Subsumption Theory

    The Subsumption Theory was developed by David Ausebel. This


    theory emphasizes how individuals learn large amounts of
    meaningful material from both verbal and textual presentations in
    a school setting. The use of advance organizers is a useful way of
    learning. Subsumption means to put or include something within
    something larger or more comprehensive
    Subsumption Theory

    The Subsumption Theory presents four learning processes where a


    piece of new knowledge is assimilated into an existing cognitive
    structure:
    ▪ Derivative subsumption
    ▪ Correlate subsumption
    ▪ Superordinate subsumption
    ▪ Combinatorial subsumption
    CHAPTER 5:
    CONSTRUCTIVIST
    LEARNING THEORIES

    Lesson 2: Cooperative and Experiential


    Learning
    Cooperative Learning

    Cooperative learning allows many opportunities to develop


    learner’s interpersonal skills. It would give them experiences on how
    they can properly interact with the others and at the same time
    listen and learn from their groupmates.
    Cooperative Learning
    Cooperative learning has the following features:
    1. Students are actively engaged thus, developing in each member, a
    cooperative spirit.
    2. Each member is challenged to give his or her best because it can create a
    healthy and competitive spirit.
    3. It allows learners creativity and innovation because they interact with
    people their age, peers, or classmates.
    4. It develops positivity like open-mindedness, humility and give-and-take
    attitude, as well as listening skills.
    5. It reduces pressure from work and creates a positive classroom
    atmosphere.
    Cooperative Learning

    Cooperative learning usually follows three stages:


    ▪ Teachers assign learners to groups.
    ▪ Tasking is a vital component of cooperative learning.
    ▪ The working time and task collaboration should be an active
    process.
    Experiential Learning

    Actual hands-on activities are still the most effective means of


    learning. Experiences that are direct and purposeful are still the
    learners’ best opportunity to master a concept or a skill. Direct and
    purposeful experiences are rich experiences that the senses bring,
    from which ideas, concepts, generalizations are constructed
    (Dale, 1969).
    Experiential Learning

    Contrived experiences are substitutes for real things, objects or


    situations. Examples of these are models, mock-ups, specimens,
    simulations, and even games. These are brought or performed in
    the classroom because not all things can be brought to the
    classroom.

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