Bruner's Learning Stages and Cone of Experience

• Ed 4: Technology for Teaching and Learning 1 details the theories and principles for designing technology-driven learning lessons

Learning Outcomes

• Identify learning principles and theories applied in lesson design and development using appropriate media and technologies.
• Compare the SAMR, ASSURE, and TPACK Models of technology integration.
• Familiarize with the ASSURE Model by creating a lesson guide/outline.

Dale's Cone of Experience

• A visual model shows a continuum of learning.
• It is a pictorial device presenting 11 bands of experience, from concrete experiences at the bottom to verbal symbols at the cone's top.
• Arrangement of bands represents degree of abstraction, not difficulty, and the measure of sensory participation.
• Experiences in each stage can be mixed and are interrelated to foster more meaningful learning.
• First-hand experiences form the basis of learning.
• Using senses establishes knowledge.
• More senses involved in learning lead to better learning.
• It is experiential learning focused on learning by doing.
• Providing first-hand sensory experiences may heighten sensitivity, elevate thinking, and strengthen learning foundations.
• Representations like models or miniatures act as close substitutes for reality.
• This level makes learning more accessible.
• Editing reality is called this, and makes it easier to understand.
• Contrived experiences overcome space and time limitations.
• They edit reality to focus on parts or processes, overcome difficulties, and help grasp concepts easily.
• Virtual experience and simulations are considered for near experiences.
• It includes using teaching and learning tools with computers and the Internet to improve students' learning experiences.
• Environment representation ranges from text-based interfaces to 3D graphical output. Dramatic Participation:
• Helps get close to realties that cannot be reached at first hand.
• Learners participate in reconstructed experiences.
• Experiences can improve understanding of the event or concept.
• Provides authentic learning by utilizing most intelligences.
• An example is reliving the Philippine Revolution outbreak by acting out character roles in a drama.

Demonstrations

• Uses photographs, drawings, films, displays, or guided motions
• Provides a visualized explanation of a fact, idea, or process.
• Shows how things are done.
• For example, a P.E. teacher showing basic dance steps.
• Educational excursions and trips are conducted to observe events or locations unavailable in the classroom
• It is a trip by the students to gain firsthand knowledge away from the classroom at museums, factories, geological areas, or in certain environments
• Gives a chance to study something in a real environment vs. the classroom or lab.
• Exhibits consist of working models or photographs with models, charts, and posters.
• May include demonstrating experiments of science devices or a slide projector, motion picture, computer, and television.
• It can enable learners to act as spectators or to handle and manipulate devices.
• Opportunity to handle materials encourages use of sense organs and Learning-by-doing, proving to be meaningful for learning.
• Implies values and relaying values and messages through films and tv
• Can reconstruct the past to effectively bring audiences there.
• Conveys realism with emphasis on personality, presentation, and ability to select, dramatize, highlight, and clarify.
• Visual and auditory devices may be used by individual learners or groups to improve and broaden the learning experience.
• They are no longer realistic reproductions.
• Employs highly abstract representations in some situations
• Examples include charts, graphs, maps, and diagrams.

Verbal Symbols

• Are not like the objects or ideas they stand for.
• Do not contain contain visual cues to their meaning.
• Can be a word (book), idea (freedom of speech), principle (the principle of balance), or formula (e=mc2).

The Eight (8) M's of Teaching

• Milieu - the learning environment
• Matter - the content of learning
• Method- teaching and learning activities
• Material- the resource of learning
• Media – communication system
• Motivation – arousing and sustaining interest in learning
• Mastery – internalization of learning
• Measurement - evidence that learning took place

Implications of Cone of Experience on Teaching and Learning

• Avoid using only one medium of communication. Instead, use varied instructional materials to help students conceptualize his experience.
• Avoid teaching directly at the symbolic level if there is inadequate concrete understanding. Students’ concepts will then lack real roots in experience.
• Don't get stuck in the concrete (meaning too focused on one way of thinking). Bring students to the abstract level to develop higher order.

Jerome Bruner's Three-Tiered Model of Learning

• Enactive: Learning through actions and direct manipulation.
• Iconic: Learning through visual images and diagrams.
• Symbolic: Learning through language, symbols, and abstract thinking.

Enactive Stage

• Focuses on learning through experiences and actions and is critical for early learning through building foundational knowledge.
• Solving puzzles or counting using fingers highlights the role of tactile and motor skills in cognitive development.
• Learners engage the world physically; Actions, rather than words, drive understanding.
• Children learn concepts manipulating objects forming mental models.
• Skills developed from early stages underpin future complex learning, essential for life success.

Iconic Stage

• Learners grasp knowledge through visual tools, such as images and diagrams, rather than physical actions.
• Visual tools/aids represent data visually, enhance understanding, are more accessible, easier to remember for learners, encourage creativity and critical thinking, boost understanding, and is especially effective in STEM.

Symbolic Stage

• A significant shift in cognitive development, learners begin to express ideas using language, symbols and abstract concepts.
• Symbolic thinking is essential for abstract reasoning and higher learning.
• Individuals manipulate symbols, words, and numbers mentally without needing physical objects.
• Abstract thought enables problem-solving, scientific theories work, and literary analysis engagement .

Explore Bruner's enactive, iconic, and symbolic stages of learning, emphasizing hands-on experience and visual representation. Understand how the Cone of Experience enhances higher-order thinking. Explore how learners build from physical interaction to abstract thought.