Lesson Plan in FACILITATING LEARNING

I. OBJECTIVES
At the end of the learning session, the students will be able to…
a. describe the development of the child’s ability to represent knowledge;
b. explain how the spiral curriculum works;
c. demonstrate appreciate of discovery learning as a teaching strategy.

II. CONTENT
A. Subject Matter Bruner’s Constructivist Theory

B. Learning Resources  References  Facilitating Learning: A Metacognitive

Process, 2007, Maria Rita Lucas,
Brenda Corpuz, pp. 123-130
 Education Theorists / Jerome Bruner:
Theory of Constructivism; Bruner
Discovery Learning Model, 2020,
Jessie Roces Agudo,
https://www.youtube.com/watch?
v=XN6G5RFIH0c
 Other Learning Materials  PowerPoint Presentation
 Activity sheets & cards
 Concepts/Related Ideas  Jerome Bruner was one of the first
proponent of constructivism. A major
theme in the theory of Bruner is that
learning is an active process in which
learners construct new ideas or
concepts based upon their
current/past knowledge.
 Teaching Strategy  Explicit Teaching
 Process Skills  Writing
 Communicating

III. PROCEDURE OF LEARNING ACTIVITIES

A. Preparatory Activities  Greetings and Prayer
 Setting of Behavioral Standards
The class will be divided into three (3) groups according to hobbies,
singing, dancing, and drawing.

1. What are we going to do when the discussion starts?

2. How do we respond to questions raised during discussion?
3. What attitudes we are going to possess on the entire discussion?

 Review of Past Lesson Expected Answers:

Answer the following questions.

1. What is information 1. It is a cognitive theoretical

processing? framework that focuses on how
knowledge entered and is stored
and retrieved from our memory.
2. In what ways are our 2. Our brain receives information
cognitive processes differ from environment through senses,
from the functioning of a while computer is stores
computer? information by inputting data.
3. What activities you can 3. Use a step-by-step approach and
implement to improve repetition of skills, practice
information processing? sequencing strategies, use
memory aids, use a multi-sensory
approach, use technology tools,
and keep language simple.
B. Motivation Let’s remember about Jose Rizal Expected Answers:
that you studied when you were
in your elementary years, and
then you studied it again in high
school, and probably you had
that same topic again in college.

1. How the topic was discussed 1. The topic was discussed by

in the class? increasing difficulty.
2. What have you learned 2. During elementary, we learned
about the topic during about his life, his family and his
elementary? High School? hometown. In high school, we
College? learned about his novels in details.
And we learned deeper into
analyzing Rizal’s works and look
into the personal and social factors
that influenced him.
3. How did you learn about the 3. We have a picture of him and his
topic during elementary? family tree during elementary days;
High School? College? we have his books Noli and Fili
during our high school and did role
playing; and we researched his
other works and made term papers
on its impact on today’s society.

C. Presentation Today’s lesson focuses on Jerome Bruner’s Constructivist Theory.

Jerome Bruner was an American psychologist who made significant

contributions to educational psychology. He is the proponent of
Constructivism.
According to him, the goal of education should be intellectual development
other than just memorization.

D. Discussion REPRESENTATION
The ability to represent knowledge is developed in three stages and three
ways.
a. Enactive Representation
- earliest stage
- children learn about the world through actions on physical
objects and the outcomes of their actions
- children represent objects in terms of their immediate sensation
on them
- represented in the muscles and involve motor responses, or
ways to manipulate the environment
b. Iconic Representation
- learning can be obtained through using models and pictures
- learners can now can use mental images to stand for certain
objects or events
- allows one to recognize objects when they are changed in minor
ways
c. Symbolic Representation
- learner has developed the ability to think in abstract terms
- uses symbol system to encode knowledge
- most common symbol systems are language and mathematical
notation

Teachers are advised to utilize and bring together concrete, pictorial then
symbolic activities to facilitate learning.

SPIRAL CURRICULUM
- Teaching should always lead to boosting cognitive development.
- Instruction needs to be anchored on the learners’ cognitive
capabilities.
- Curriculum should be organized in a spiral manner so that the
student continually builds upon what they have already learned.
- Teachers must revisit the curriculum be teaching the same
content in different ways depending on students’ developmental
levels.
 Principles of Instruction
1. Instruction must be concerned with the experiences and contexts
that make the student willing and able to learn (readiness).
2. Instruction must be structured so that it can be easily grasped by the
student (spiral organization).
3. Instruction should be designed to facilitate extrapolation and/or fill in
the gaps (going beyond the information given).

DISCOVERY LEARNING
- Refers to obtaining knowledge for oneself
- Teacher plans and arranges in such a way that student research,
manipulate, explore, and investigate.
- Students learn new knowledge relevant to the domain and such
general problem-solving skills as formulating rules, testing and
gathering information.
- Students require background preparation.
- Once students possess prerequisite knowledge, careful
structuring of material allows them to discover important
principles.

Scaffolding
- Students are benefited by the help and guidance of adults to
shape up their learning.
- Teachers should build to aid the existing knowledge of students.

E. Generalization Answer the following questions. Expected answers:

1. What are the three main 1. representation, spiral

concepts of constructivism? curriculum, discovery
learning.
2. How does the ability to 2. from enactive, then iconic,
represent knowledge and symbolic representations
develops?
3. Why does instruction should be 3. so that we can go beyond the
designed to facilitate information given.
extrapolation?
4. What is discovery learning? 4. This refers to obtaining
knowledge for oneself.
5. What happens when students 5. They will able to search,
explore their learning manipulate, investigate, and
environment? discover important principles.

F. Application General Instruction: Given the topic, formulate a simple plan on how to
teach this topic using Bruner’s Principles.

Grade Level: Grade Six

Subject: Science
Topic: The Water Cycle

Group 1:
Instruction: Formulate a simple plan on how you will present the topic on
the different levels of representation.

Enactive Level
Iconic Level
Symbolic Level

Group 2:
Instruction: Formulate a simple plan on how you will apply the spiral
curriculum approach in the topic.

____________________________________________________________
__________________________________________________________
 Group 3:
Instruction: Describe on how you can use discovery learning for this topic.

___________________________________________________________
_________________________________________________________

After 10 minutes, each group shall present their output. Output will be
graded according to the rubric below.

OUTSTANDING SATISFACTORY NEEDS

IMPROVEMENT
(10) (7) (5)
Listening Actively and Sometimes Projects lack of
respectfully listens to display interest in interest or
peers. comments of disrespect for
others. others.
Quality of Comments are Comments Comments reflect
Contributions relevant and reflect sometimes little
understanding of irrelevant, indicate understanding of
assigned topic, lack of attention to either the
remarks of other remarks of other assigned topic or
peers, and insights peers. comments of
about assigned topic. other peers.
Process Skills Members always Members Members do not
demonstrate targeted occasionally demonstrate
process skills. demonstrate process skills.
process skills.
Time Members finish Members finish Members do not
Management ahead of time with on time with finish on time with
complete data. incomplete data. incomplete data.

IV. EVALUATION
Instruction: Read each question carefully and choose the correct answer. Encircle the letter of the
correct answer.

1. Who is the proponent of Constructivism?

a. Ivan Pavlov
b. Erik Erikson
c. Jerome Bruner

2. A theory that says learners construct knowledge rather than just passively take in information.
a. Constructivism
b. Positivism
c. Social reconstructionism

3. The children learn through actions and physical objects.

a. enactive representation
b. iconic representation
c. symbolic representation

4. The instruction should be anchored on _____________.

a. teacher’s level of understanding
b. learner’s cognitive capability
c. parent’s choice

5. What is the outcome if the learners explore the learning environment prepared by the teacher?
a. discover the environment
b. discover important documents
c. discover important principles

6. Instruction must be concerned with the experiences and contexts that make the student and willing to
learn.
a. readiness
b. spiral organization
c. going beyond the information given
 7. The study of the stoichiometry in chemical reactions is an example of ________.
a. enactive representation
b. iconic representation
c. symbolic representation

8. Teaching the same content in different ways depending on student’s developmental level.
a. discovery learning
b. spiral curriculum
c. social learning

9. Learning becomes more meaningful when students explore learning environment rather than listen
passively to teachers.
a. social learning
b. discovery learning
c. spiral curriculum

10. Instruction must be structured so that it can be easily grasped by the student.
a. going beyond the information given
b. readiness
c. spiral organization

V. ASSIGNMENT
Think of a topic of your favorite subject that you studied when you were in your elementary years, and
then you studied it again in high school, and probably you had that same topic again in college.

Write a simple plan on how to teach this topic using Bruner’s principles.

Prepared by:

JOHN KALI LUCKY T. FABRIGA