Discovery Learning Overview Magical Magnets

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215 Shell Education #50638 (i2270)Applying Differentiation Strategies

Discovery Learning Overview

Steps for Using Discovery Learning to Differentiate

Discovery learning is an inquiry-based learning method. It takes place when a teacher sets up an

experiment, acts as a coach, and provides clues along the way to help students come to solutions.In this way, teachers provide students with certain tools for learning a concept, and the students

make sense of the tools.

Discovery learning is used mostly while students problem solve. It produces students who are

constructivists as they work with others and learn from firsthand experiences. New information

and skills are discovered as students use prior knowledge and past experiences. Students find

problems, gather information, develop hypotheses, and prove their solutions.

Benefits of discovery learning include students having a role in their own learning and developing

their creativity as they work on problems. Students develop problem-solving strategies when they

encounter unfamiliar territory.

Discovery learning is largely attributed to Jerome Bruner. During the 1960s and 1970s, Bruner

worked with the National Science Foundation, developing science curriculum. It was his beliefs

that led to the promotion of discovery learning. Bruner believed that science curriculum should

help students to become problem solvers by using discovery and inquiry. He said real learning

takes place when students become problem solvers. As students test hypotheses and develop

generalizations, they interact with the environment around them and discover solutions. When they

discover their own solutions, they will better remember what was taught (Bruner 2004).

Bruner went against the thought that science was merely the accumulation of wisdom from

textbooks. He believed that knowing was a process. When students are given structured problems,

they learn concepts and problem-solving skills. The desire to know motivates students to solve

the problems. Bruners theory of instruction has four parts: curiosity and uncertainty; structure ofknowledge; sequencing; and motivation.

Curiosity and Uncertainty

The first part of Bruners theory was that classes should offer experiences to make students want to

learn or be predisposed to learning. The problem being explored must offer alternative solutions.

This experience must have an amount of uncertainty, which in turn would peak students interest

and curiosity to solve the problem.


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Discovery Learning Overview (cont.)

Steps for Using Discovery Learning to Differentiate

1. Begin discovery learning by presenting students with a scenario that has a problem that

they can solve. This scenario should be read aloud. You can place a copy of this on the

overhead to allow all students to read it at the same time or make copies of it and

distribute to students.

2. Depending on the class, you might have students work individually or with partners.

3. Next, distribute copies of the task to students. Read the task aloud and discuss any

questions students might have.

English Language LearnersMeet with these learners to make sure they understand

the scenario before beginning their projects. Because discovery learning is usuallyhands-on, English language learners will have a better understanding once the actual

activity begins.

4. Address the necessary vocabulary by using graphic organizers. Have students fill in the

graphic organizers using dictionaries and other reference materials. Tell them that they

can consult someone nearby if they have a question about the vocabulary. If there is other

information that students need to know, present it at this time.

Below Grade Level and English Language LearnersMeet with these students

and work on the graphic organizers as a group to make sure they understand the

activity. As these students see you model the right way to ll in their organizers,their understanding of the content will increase. Modify their denitions to be one

or two words long. Another alteration is to have students play a game of role-play

vocabulary, where they act out the vocabulary terms for better understanding.

5. Distribute materials and provide students time to work on the solutions to the problem.

6. For the final activity, have students present their final projects to the class. If applicable,

have students enter a competition showcasing their solutions.


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#50638 (i2270)Applying Differentiation Strategies Shell Education220

Inquiry-Based LearningMagical Magnets Student Reproducibles

Name _____________________________________________________

Metals or NonmetalsDirections:Write or draw each item in the f irst column. Will a magnet move the item?Put an X in the column you think is correct.

Item Magnet will mov e it Magnet will notmove it

Overview of Activity

In this activity, students will use magnets to help them

classify objects as either nonmetals or metals.

The teacher will set up a box in the front of the room

containing metal and nonmetal objects.

Students will make predictions about what items will

move with the help of a magnet and then they will

perform experiments to find out which items are metals

and which items are nonmetals.

How This Strategy Benefits Students

Discovery learning benefits above-grade-levelstudents

because it is open-ended and provides these students

with challenges not normally offered in regular

classrooms.

On-grade-levelstudents benefit from discovery

learning because it offers them the chance to learn about

difficult concepts in a kid-friendly way by not only

experimenting, but by comparing the results of their

work.

Students below grade levelcan benefit from discoverylearning by doing activities instead of learning from

textbooks. This increases the chance for knowledge to

be stored in long-term memories.

Discovery learning benefits English language learners

because it provides a way for them to do hands-on

activities, therefore showing what they know without

having to use language skills.

Learning Standards

Students know that magnets can be used to make some

things move without being touched.

Students use a variety of sources to gather information.

Magical Magnets

ClassroomManagement Tip

With very young students,

it is best to work in a

large group with discoverylearning. This way, you

can guide students to the

core knowledge that they

need to discover during the

lesson.

Skills Summary

Science

Forces and motion

Literacy Skill

Gathering information

Differentiation StrategyInquiry-based learning

(See page 204 for more

information.)

Discovery LearningSample Lesson


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Discovery LearningSample Lesson

Preparation

Place various items in a big box at the front of the room. Include a set of

metal materials such as paper clips, nuts, bolts, and washers. Also, place a setof nonmetals in the front of the room such as feathers, plastic, wood, marbles,

rocks, string, etc. Have a large magnet or group of magnets at the front of the

room.

Whole-Class Activity

1. Tell your students that it is possible for them to make some of these

objects move using a magnet. Distribute copies of theMetals or

Nonmetals activity sheet(page 220) to students.

2. Ask students to predict if they think each item is moved by magnets or

not moved by magnets. They should record these predictions on their

activity sheets. Model this for your students.

3. Have different students come up to the box, choose an item, and then

test the item using a magnet.

4. Students will see that the magnets make the metal items move. They

will also see that magnets do not have any affect on nonmetal items in

the box.

5. When students have finished experimenting, discuss their findings.

Explain that not all of the items have the same properties. Dependingon these properties, the items moved or did not move when placed near

the magnet. Ask students if they know the property in an item that

determines whether or not it can be moved by a magnet. (Magnets only

move metal objects.) Ask students to talk about their predictions and

what they found out as a result of the experiments.

6. Make a master list on the board, showing the metals and nonmetals.

Assessment

Pay close attention to students as they respond to your questions. It might

be helpful to use a popsicle-stick question method where students names are

written on sticks. During the discussion, you choose a stick from your hand

and ask that student a question about the experiment. This way all students

have the chance to respond verbally and you can assess what they have

comprehended during the experiment.

Magical Magnets (cont.)


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Inquiry-Based LearningMagical Magnets Student Reproducibles

Name _____________________________________________________

Metals or NonmetalsDirections:Write or draw each item in the rst column. Will a magnet move the item?Put an X in the column you think is correct.

Item Magnet will move it Magnet will notmove it

Documents

Discovery Learning Overview Magical Magnets