Models of Teaching and Learning 2

1. Bruner's Discovery Learning Model

1) Predisposition to learn: the intrinsic desire to learn, motivation, and readiness are the components
2) Structuring of knowledge: refers to the systematic organization achieved by classifying essential facts, concepts, principles, and laws. Learning the structure of knowledge is valuable because transfer and application are strong and it is highly economical in terms of time. It is important to provide it in a form of knowledge structure suited to the learner's level
3) Sequencing of learning: as a method of organizing and presenting learning tasks, learning must have sequence -> the spiral curriculum and the discipline-centered curriculum correspond to this. It is an organizational approach that is advantageous for subjects like math or science, but not suitable for subjects like art or physical education
4) Reinforcement: reinforcement is needed to promote learning. Intrinsic motivation to learn can be increased through reinforcement.

2. Ausubel's Expository Learning

- The goal of learning is to draw out meaningful learning by providing an advance organizer when one is absent
1) Expository organizer: providing a concept or content that is entirely unfamiliar -> the principle of progressive differentiation
2) Comparative organizer: a familiar concept -> the principle of integrative reconciliation
3) Subordinate subsumption (correlative/derivative): merging a new learning task into a higher-order cognitive structure.
4) Superordinate subsumption: subsuming a new learning task or content that is at a higher level than the learner's cognitive structure.
5) Meaningful learning task: refers to a logically meaningful task that has substantiveness and nonarbitrariness
6) Conditions for meaningful learning: the basic condition is that relevant anchoring meaning is formed.

3. Constructivist Learning (broadly)

- Emphasis on experiential learning: it is necessary to provide a learning environment in which learners can construct and share knowledge
- Emphasis on self-reflective thinking: making maximum use of existing knowledge and concepts + a questioning and analytical attitude toward what one has experienced
- Emphasis on cooperative learning
- Emphasis on task-centered learning of an authentic nature; problem-based learning, projects
- Setting the teacher's role as that of a helper and facilitator; providing modeling, coaching, and scaffolding
- The learner's role is that of an inquirer (setting goals and managing one's own performance; self-regulation), and clarification and internalization (reflection)

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