Bruner’s (1966) theory of instruction has four major principles:

(1) Motivation: the conditions that predispose an individual to learn

• Activation: Teacher must provide learner with problems that are just difficult enough for the learners’ intrinsic curiosity motivation to itself activate exploration.
• Maintenance: Once activated, exploration must be maintained by assuring the learner that the advantages of exploration outweigh the risks.
• Direction: Meaningful exploration must have direction which can be achieved by the learners knowledge of the goals and the knowledge that the exploration of alternatives is relevant to the achievement of goals

(2) Structure: the ways in which a body of knowledge can be structured and presented so that it can be most readily grasped by the learner,

(3) Sequence: the most effective sequences in which to present material

(4) Reinforcement: The nature and pacing of feedback and rewards. Good methods for structuring knowledge should result in simplifying, generating new propositions, and increasing the manipulation of information.

Sources
1. Sprinthall, Norman and Sprinthall, Richard, Educational Psychology