AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
Bunawan, Agusan del Sur
PROF. ED 100 | Asynchronous Learning Activity
JEROME BRUNER’S THEORY OF COGNITIVE DEVELOPEMENT
I. Learning Objectives
By the end of this lesson, students will be able to:
1. Describe the main concepts of Bruner’s cognitive development theory.
2. Compare Bruner’s theory with other cognitive development theories (hint: link to
Jean Piaget).
3. Identify examples of how Bruner’s ideas can inform classroom instruction and
curriculum design.
4. Reflect on how adopting Bruner’s perspective changes their approach as future
teachers.
II. Instructions
Watch the video in full ([Link]
v=Sr7e0j3yXKU&pp=ygUqamVyb21lIGJydW5lciBjb2duaXRpdmUgZGV2ZWxvcG
1lbnQgdGhlb3J50gcJCQgKAYcqIYzv
While watching, take notes on Bruner’s stages (if given), major ideas, and
implications for teaching.
After viewing, complete sections A, B, C under Guided Worksheet (see Google
Classroom).
Then complete the Application Task and Reflective Task.
Estimated total module time: 1 hour.
III. Pre-Viewing Task (~5 minutes)
Write 2–3 sentences;
What do you know about how children learn and make sense of information?
What question(s) do you have about how a theory of cognitive development can
help teachers?
IV. Viewing (~15-20 minutes)
Watch the video thoroughly. Pause or rewind if a concept is unclear. Take notes on:
Bruner’s stages of cognitive development (if mentioned)
His views on readiness, scaffolding, and spiral curriculum
How learning is seen as an active process for the learner
Implications mentioned for teaching and instruction
V. Guided Worksheet (~15 minutes)
Fill out these parts:
Section A: Key Concepts
Define: readiness, scaffolding, spiral curriculum.
Briefly explain how Bruner thinks learners construct knowledge.
Section B: Compare & Contrast Table
Create a table with two columns: Bruner vs. Piaget
List at least 3 points of similarity or difference (e.g., stage vs readiness, active
construction, etc).
Section C: Quick Answer
Short-answer responses to prompts like:
Why does Bruner emphasise scaffolding?
What does a spiral curriculum imply for how we structure lessons across grade
levels?
VI. Application Task (~10 minutes)
Choose one classroom scenario:
Application Pack — Bruner’s Cognitive Development Theory
Scenario 1 — Scaffolding in Action
A Grade 3 student struggles to understand how to solve multi-step word problems in
math. The teacher begins by giving the student simpler, one-step problems. Then she
gradually adds more steps, provides guiding questions, and uses visual organizers. After
a few days, the student can solve the problems independently.
Scenario 2 — Spiral Curriculum Example
A science teacher introduces the concept of plants in Grade 1 by teaching basic parts
(root, stem, leaves). In Grade 3, students revisit the topic but now explore
photosynthesis. In Grade 6, the topic appears again as students study how plants
interact in ecosystems and the flow of energy in food chains.
Scenario 3 — Readiness to Learn
A Grade 1 class is preparing to learn subtraction. The teacher first checks if students
fully understand addition and counting backward. After confirming their readiness, she
introduces subtraction using real objects like blocks and counters before moving to
abstract symbols.
Scenario 4 — Discovery Learning
In a Grade 5 science class, instead of directly explaining how shadows form, the teacher
allows students to experiment with flashlights and objects. Students observe, record, and
discuss their findings before the teacher gives the formal explanation.
Scenario 5 — Representational Modes (Enactive–Iconic–Symbolic)
A Grade 2 math teacher introduces fractions by first letting students cut actual paper
pizzas (enactive). Next, she shows pictures and diagrams (iconic). Finally, she writes
fraction symbols like ½ and ¼ (symbolic). Students begin solving simple fraction
problems afterward.
1. Identify which of Bruner’s ideas it reflects (readiness, scaffolding, spiral
curriculum).
2. Write 3–4 sentences explaining how the scenario shows that idea, and what you
as a teacher would do in that situation.
Example scenario: A teacher introduces a concept at a simple level in grade 1, revisits it
in grade 2 with greater depth, and again in grade 3 with independent student inquiry.
→ This shows spiral curriculum because concepts are revisited at increasing
sophistication, matching Bruner’s belief in revisiting and building.
VII. Reflection (~10 minutes)
Write 100–150 words response to:
“How can Bruner’s theory of cognitive development influence the way you plan lessons,
select materials, and scaffold student learning in your future classroom?”
Consider: students’ prior knowledge, building complexity, revisiting concepts, teacher
support.