Discovery Learning and MI Theory

DISCOVERY LEARNING THEORY

andMULTIPLE INTELLIGENCE THEORY

BRUNER’S


Jerome Seymour Bruner

American psychologist and

educator

Born: October 1, 1915, New

York, New York, U.S.

Died: June 5, 2016, New York,

New York

Education:

• Duke University (B.A., 1937)

• Harvard University (Doctorate in Psychology, 1941)

Work:

• Expert Psychological Warfare at US Army in France during World War II

• Professor of Psychology at Harvard

• Director at University’s Center for Cognitive Studies

• Professor of Experimental Psychology at University of Oxford

• Professor at the New School for Social Research, New York City

• Fellow at the New York Institute for the Humanities, New York City University

Publications:

• The Culture of Education, 1996

• Acts of Discovery, 1991

• Actual Minds, Possible Worlds, 1987

• The Process of Education, 1960

LOVE


an approach to instruction through which students interact with their

environment-by exploring and manipulating objects, wrestling with

questions and controversies, or performing experiments.

an inquiry-based, constructivist learning theory that takes place in

problem solving situations where the learner draws on past experiences

and existing knowledge to discover facts and relationships and new

truths to be learned

FOUR PRINCIPLES:

Intrinsic Motivation

- ‘Learning does not mean absorbing information but actively

analysing problems and seeking solutions’

FOUR PRINCIPLES:

Structure of Knowledge

- "Any idea or problem or body of knowledge can be

presented in a form simple enough so that any particular learner can

understand it in a recognizable form."

MODES OF REPRESENTATION

Enactive

the representation of

knowledge through

actions

Iconic

the visual

summarization of

images

Symbolic

the use of words and

other symbols to

describe experiences.

DOG =

FOUR PRINCIPLES:

Process- Oriented

-based on the assumption that learning is not a mere set of

facts, learners in fact learn to analyse and interpreting the acquire

information rather than memorizing the correct answer

FOUR PRINCIPLES:

Errors and feedbacks

- ‘valuable in learning’

IMPLICATIONS

• active engagement

• promotes motivation

• promotes ownership of learning

• The development of creativity and problem solving skills.

• a tailored learning experience

GARDNER’S

MULTIPLE INTELLIGENCE THEORY

Howard Gardner

American Psychologist and Musician

Born: Scranton, Pennsylvania in 1943

Education:

• Preparatory school in Kingston, Pennsylvania

(Wyoming Seminary)

• Harvard University to study history in readiness

for a career in the law; graduated summa cum

laude in 1965

• Harvard’s doctoral programme in 1966; PhD in

1971

Work:

• With Jerome Bruner on the famous MACOSProject (‘Man: A course of study’). Bruner’swork, especially in The Process ofEducation (1960)

• The Project Zero research team on artseducation

• A lecturer (1971-1986)

• Adjunct professor of neurology at the BostonUniversity School of Medicine.

• Hobbs Professor of Cognition and Educationat the Harvard Graduate School of Education

Publication:

• The Shattered Mindappeared, 1975

• Frames of Mind, 1983

• Intelligence Reframed, 1999

MULTIPLE INTELLIGENCE THEORY

INTELLIGENCE

Traditional Definition

Intelligence is a uniform cognitive capacity people are born

with. This capacity can be easily measured by short-answer tests.

INTELLIGENCE

According to Gardner

The ability to create an effective product or offer a service that is valued

in a culture

A set of skills that make it possible for a person to solve problems in life

The potential for finding or creating solutions for problems, which

involves gathering new knowledge

EIGHT MULTIPLE INTELLIGENCE

Linguistic intelligence

("word smart")

involves :

• sensitivity to spoken and written language,

• the ability to learn languages

• the capacity to use language to accomplishcertain goals

• the ability to effectively use language to expressoneself rhetorically or poetically

• Language as a means to remember information.

Logical-mathematical intelligence

("number/reasoning smart")

Consists:

• the capacity to analyse problems logically

• carry out mathematical operations

• investigate issues scientifically

• the ability to detect patterns, reason deductively

• think logically

Musical intelligence

("music smart")

involves:

• skill in the performance, composition, and

appreciation of musical patterns

• encompasses the capacity to recognize and

compose musical pitches, tones, and rhythms

Bodily-kinesthetic intelligence

("body smart")

• Entails the potential of using one’s whole

body or parts of the body to solve problems

• It is the ability to use mental abilities to

coordinate bodily movements.

Spatial intelligence

("picture smart")

• Involves the potential to recognize and

use the patterns of wide space and

more confined areas.

Interpersonal intelligence

("people smart")

concerned:

• Capacity to understand the intentions,

motivations and desires of other people

• It allows people to work effectively with

others

Intrapersonal intelligence

("self smart")

Entails:

• the capacity to understand oneself

• to appreciate one’s feelings, fears and

motivations

Naturalist intelligence

("nature smart")

enables human beings to

recognize, categorize and

draw upon certain features of

the environment.

IMPLICATIONS

• it expands educators’ thinking about abilities and avenues for teaching

• Learners will be seen as successful.

• All different talents of learners will be appreciated.

• A variety of instructional practices are used.

• Lessons are planned with more thought.

• Meets individual needs better.