Assessment Post no. 3 Bruner

Bruner believed that ‘Intellectual growth is related to a child’s ability to become independent of responses from stimuli. At first, only reacting to stimuli, then as they develop language they learn to modify their responses to stimuli.’ (Marsh, 2004, p.23)
He identified 3 stages of growth, yet did not stress them as much as Piaget:
Actions – demonstrations are useful in learning because they show exactly how a skill is performed and how the learner can see it for themselves and then emulate it. Or when learning a concept can better understand the core part of it.
Icons - Are used instead of words and help learners to identify the concept with imagery. Many children identify with pictures rather than words most of the time when learning new things.
Symbols – these are a shortened version of the language or can be numbers, they help when information is being presented orally in a lecture form for example.
http://web.ebscohost.com.ipacez.nd.edu.au/ehost/detail?vid=7&hid=117&sid=7f7ae5e1-644e-4217-b03b-a6bb4957fdb7%40sessionmgr107

Bruner’s theory helps for my teaching by noticing that children learn in different ways, it can be used in conjunction with the multiple intelligences and different learning styles. It will help in my lesson plans; if I can include one or more stages into them the students are likely to become more efficient and effective learners. In regards to the ‘actions’ part of the stages of growth, I have had good experiences with it particularly when learning skills, demonstrations go through the actions to learn the skill, firstly showing the skill properly the first time, then going through the steps of the skill slowly and finally allowing the learner to practice it by themselves until they have perfected it.

Marsh, C., 2004, Becoming a Teacher: Knowledge, skills and issues, 3rd Edition, Frenchs Forest, Pearson Education Australia.