Toward a Theory of Instruction

Bruner, J. S. (1966). Notes on a theory of instruction. In Toward a theory of instruction, (p. 39 - 72). Cambridge, Mass.: Cambridge, Mass., Belknap Press of Harvard University.
Chapter 3
the nature of a theory of instruction :
-prescriptive: sets forth rules for achieving knowledge and skill
-normative: sets up criteria and states the conditions to meet them
Four major features:
1- should specify the experiences 
2- must specify the ways in which a body of knowledge should be structured
   optimal structure: set of propositions from which a larger body of knowledge generated
3- should specify the most effective sequences in which to present materials to be learned
4- should specify the nature and pacing of rewards and punishments in the process of learning and teaching
Predispositions: relation of instructor to the student
Structure and the form of knowledge: 
-mode of representation, in which it is put
can be represented:
 by a set of actions appropriate for achieving a certain result
 by a set of summary images and graphics
 by a set of symbolic or logical propositions

-its economy: amount of information that must be held in mind

-its effective power: generative value of his set of learned propositions

Sequence and its uses: sequence in which the information is given will affect the mastery of thee subject learned

The form and pacing of reinforcement: learning depends upon knowledge of results at a time and at a place

Conclusions:

 -These four should be taken into account while preparing curriculum materials

 -curriculum should be prepared in collaboration with the subject matter expert, teacher, and the psychologist

 -individual differences should be taken into account: while preparing for the whole class, should contain different ways of activating children

 -curriculum reflects not only the nature of knowledge itself but also the nature knower and the knowledge getting process. 

Bruner, J. S.  (1966). Man: a course of study. Toward a theory of instruction, (p.73 - 101). Cambridge, Mass.: Cambridge, Mass., Belknap Press of Harvard University.
Chapter 4
Structure of the course: the content is man, his nature as species, forces that shaped and continue to shape his humanity
-explore five subjects: tool making, language, social organization, the management of man's prolonged childhood, and  man's urge to explain his world
language: what is communication? - by contrasting the way humans and animals send and receive messages
social organization: to teach  about society and that it is not fixed
 - also concept of family, and kinship is presented
world view: all societies are created equal but they differ because of the tools they have


Form of the course: 1- talking to teacher
2- queries and contrasts
3- devices - stuff, materials for students  
4- model exercises
5- documentaries
6- supplementary materials


The goal of the course was to
-give students respect for and confidence in powers of their own mind
-extend that respect and confidence to their power to think about human condition
-provide a set of workable models to simply analyze the nature of social world
-sense of respect for humanity as man of species 
-leave the student with a sense of unfinished business of man's evolution