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Professional Application of Bruner’s Constructivist Theory
Bruner’s theory involves learning, whereby the learner uses rational thinking to design a new notion based on knowledge gained during the past and the present. For instance, in school, teachers should use learning resources to motivate, help students in understanding concepts, while allowing the learner to grasp key learning objectives. (Persky & McLaughlin, 2017). The teacher only delivers an instruction guide as pupils engage in active learning.
Application of Vygotsky’s Social Development Theory
Vygotsky’s theory aligns several models that an instructor uses to guide youth, adults, or old people. For example, in higher learning institutions, a professor may use micro-teaching. The learners research a topic and the team presenter demonstrates by teaching what the entire group has learned. Additionally, the teacher might encourage pupils to learn through observational techniques (Persky & McLaughlin, 2017). The use of inquiry research enables the teacher to assess the students, note their level of understanding, and provide the relevant content, bearing in mind the students’ needs.
Application of Cross’ Adult Learning Theory
Cross’ theory offers a limelight and a guide for the inculcated education programs. For example, in an institution where workers of different ages learn, a disparity of various characteristics is noted (Persky & McLaughlin, 2017). Therefore, the lecturer needs to use learning strategies and instructions that best suit the adults because, depending on age, different priorities can be observed.
In essence, in Brunner’s theory, the instructor provides guidance and motivation as the learner uses a cognitive function to learn. Vygotsky’s approach focuses on a different combination of notions to enhance learning. Finally, the use of different learning strategies for individuals will aid in adult learning.
Persky, A. M., & McLaughlin, J. E. (2017). The flipped classroom–from theory to practice in health professional education. American Journal of Pharmaceutical Education, 81(6), 1-11. Web.