FACILITATING

LEARNING
(EDUCATION
2)
MS. ROSALYN V. DELA CRUZ
ANALYSIS
Think of a topic that you
studied when you were in  Why do you think
your preschool or
elementary years, and then the same topic was
you studied it again in high taught in the three
school, and probably you
had that same topic again in different levels in
college. school?
During Process of Learning
Elementary –
picture in post card, details. This repeated topic is
High School – deeper away of applying the
study about his two novels Principles in Bruner’s
Theory
College - deeper
analyzing Rizal’s works and
may look into the personal
Concepts:
and social factors that representations
influenced him in his life and spiral curriculum
work and write a term paper discovery learning
on it.
 Bruner’s Main
Concept
 Representation 1. Enactive
representation –
The ability to represent learn about through
knowledge three develops in actions on physical
three stages. objects and outcomes
These 3 stages also become of these actions
the 3 ways to represent - immediate sensation
knowledge.
 Bruner’s Main
Concept
 Representation 2. Iconic
representation –
The ability to represent learning can be obtained
through using models and
knowledge three develops in pictures.
three stages. - the learner can use mental
These 3 stages also become images to stand for certain
the 3 ways to represent objects or events.
- allows one to recognize
knowledge. objects when they are changed
in minor ways.
 Bruner’s Main
Concept
 Representation 3. Symbolic
representation –
The ability to represent learner has developed the
knowledge three develops in ability to think in abstract
three stages. terms.
These 3 stages also become - the most common
symbol system are
the 3 ways to represent
language and
knowledge.
mathematical notation.
 Bruner’s Main
Concept
 Spiral Curriculum Instruction needs to be
anchored on the learners’
Bruner stressed that cognitive capabilities.
teaching should always lead Curriculum should be
to boosting cognitive organized in a spiral
development. manner so that the
student continually
Students will not understand builds upon what they
the concept if teachers plan have already learned
to teach it using teacher’s
level of understanding
Bruner’s Main
Concept
Teachers must revisit the
curriculum by teaching
Spiral the same content in
different ways depending
Curriculum on students’ development
levels.
Bruner’s Main
Concept
Principles of Instruction
stated by Bruner:
Spiral 2. Instruction must be
structured so that it can
Curriculum be easily grasped by the
student (spiral
organization).
Bruner’s Main
Concept
Principles of Instruction
stated by Bruner:
Spiral 3. Instruction should be
designed to facilitate
Curriculum extrapolation and or fill
in the gaps (going beyond
the information given).
 Bruner’s Main
Concept
 Discovering Learning Instruction needs to be
anchored on the learners’
refers to obtaining cognitive capabilities.
knowledge for oneself. Curriculum should be
organized in a spiral
Teacher plans, and arranges manner so that the
activities in such a way that student continually
students search, manipulate, builds upon what they
explore, and investigate have already learned
 David Ausubel proposed
ways of improving the
Meaningful expository or
presentational manner of
verbal teaching
- Advance Organizers
learning - Are contained in his

Subsumption theory of Meaningful

Verbal Learning
theory
 Focus of Ausebel’s Theory:
1. The most important
Meaningful factor influencing
learning is the quantity,
verbal clarity and organization

learning of the learner’s present

knowledge.
Subsumption 2. Meaning learning takes
place when an idea to be
theory learner already
possesses.
 The way to strengthen the
student’s cognitive
Meaningful structure is by using
advance organizers that
verbal allow students to already

learning have a bird’s eye view

before going to the
Subsumption details.

theory
 A process by which new
material is related to
Subsumption relevant ideas in the
existing cognitive
theory structure.

What is learned is based on

what is already known
 Signifies that one’s own
prior knowledge and
Subsumption biases limit and affect
what is learned.
theory
Also, retention of new
knowledge is greater
because it is based on
prior concrete concepts.
 Meaningful learning can
take plase through 4
Subsumption process:
1. Derivative subsumption
theory 2. Correlative subsumption
3. Superordinate
subsumption
4. Combinatorial
subsumption
 This describe s the situation
in which the new
Derivative information you learn is
an example of a concept
subsumption that you have already
learned.

Example is the bird

Blue jay bird
 In order to accommodate
the new information ,
Correlative you have to change or
expand the concept, it
subsumption enriches the higher-level
concept

Example Ostrich
 Knows a lot of examples of
the concept, but did not
Superordinate know the concept itself
until it was taught to.
learning/
subsumption Exam. Banana, mango,
dalandan, guave, etc.
 This is when newly acquired
knowledge combines
with prior knowledge to
Combinatorial enrich the understanding

learning/ of both concepts.

Subsumption It describes a process by

which the new idea is
derived from another
idea that is neither
higher nor lower in the
hierarchy but at the
same level
 Expository
Types of Narrative
Advance Skimming
Organizers Graphic
Organizer
Maraming
Salamat!