Guided Discovery Learning.ppt

8/9/2019 Guided Discovery Learning.ppt

http://slidepdf.com/reader/full/guided-discovery-learningppt 1/7

Guided DiscoveryGuided Discovery

LearningLearning

Working as an undercover agent, theWorking as an undercover agent, the

teacher makes sure that the studentsteacher makes sure that the students

are guided to their discoveries. Thatare guided to their discoveries. That

discovery made by the students withdiscovery made by the students withguidance and support from theguidance and support from the

teacher is known as guided discoveryteacher is known as guided discovery

learning.learning.

This becomes clear if we compare This becomes clear if we compare

withwith Discovery LearningDiscovery Learning, which is, which is

unguided andunguided and Reception LearningReception Learning,,



Discovery Learning:Discovery Learning: An approach,An approach,

which capitalizes on the child’s naturalwhich capitalizes on the child’s natural

curiosity and urge to explore thecuriosity and urge to explore the

environment. The child learns byenvironment. The child learns by

personal experience and experimentpersonal experience and experiment

and this is thought to make memoryand this is thought to make memorymore vivid and help in the transfer ofmore vivid and help in the transfer of

knowledge to new situations. Thisknowledge to new situations. This

method is associated with liberalmethod is associated with liberal

educationists such as ewey andeducationists such as ewey and!ontessori. "t has the support of!ontessori. "t has the support of

#iaget’s theory, which stresses the#iaget’s theory, which stresses the

importance of the e$ects of informalimportance of the e$ects of informal

experience during childhood.experience during childhood.



What is Discovery Learning?

Students discover knowledge without guidance,developing their ownunderstanding.

Children are “Little Scientists”. – Jean Piajet.

Can you think of an example from your ownexperiences?

As a young boy/girl, what were some of the simplestthings you learned yourself without the help of elders

or teachers?



Reception Learning:Reception Learning: #eople ac%uire#eople ac%uire

knowledge primarily through receptionknowledge primarily through reception

rather than through discovery. &oncepts,rather than through discovery. &oncepts,principles, and ideas are presented toprinciples, and ideas are presented to

them and received by them, notthem and received by them, not

discovered by them. The more organizeddiscovered by them. The more organizedand focused the presentation, the moreand focused the presentation, the more

thoroughly the person will learn. This isthoroughly the person will learn. This is

avid Ausubel’s view in contrast to 'eromeavid Ausubel’s view in contrast to 'erome

(runer’s discovery learning. Ausubel(runer’s discovery learning. Ausubelbelieves that learning should progress, notbelieves that learning should progress, not

inductively as (runer recommends, butinductively as (runer recommends, but

deductively) from the general to thedeductively) from the general to the

speci*c, or from the rule or principle tospeci*c, or from the rule or principle to



Limitations:Limitations: iscovery learning is notiscovery learning is not

appropriate in every situation other thanappropriate in every situation other than

young children. +ften children don’t haveyoung children. +ften children don’t havesucient time to learn all they need to knowsucient time to learn all they need to know

by personal discovery. +n the other hand as inby personal discovery. +n the other hand as in

reception learning, if the teacher presentsreception learning, if the teacher presents

concepts, principles, and ideas to children,concepts, principles, and ideas to children,students may not put in much e$ort and itstudents may not put in much e$ort and it

becomes spoon-feeding.becomes spoon-feeding.

ence the middle path is guided learning.ence the middle path is guided learning. Teachers should retain the important role in Teachers should retain the important role in

guiding children to their discoveries. /evel ofguiding children to their discoveries. /evel of

guidance should be in accordance withguidance should be in accordance with

learner’s ability. 0ome learners need littlelearner’s ability. 0ome learners need little



0teps in 1uided iscovery)0teps in 1uided iscovery)2.2. #resent a problem, %uestion, or situation that is interesting or#resent a problem, %uestion, or situation that is interesting or

exciting, andexciting, and

provoke student %uestions.provoke student %uestions.

3. Ask students to de*ne or explain terms, working toward a3. Ask students to de*ne or explain terms, working toward a

precise de*nition ofprecise de*nition of

the problem, %uestion, or situation to be studied.the problem, %uestion, or situation to be studied.

4. Aid students in the formation of speci*c %uestions to focus the4. Aid students in the formation of speci*c %uestions to focus theen%uiry anden%uiry and

facilitate the collection of data.facilitate the collection of data.

5. 1uide students toward a variety of sources, including yourself5. 1uide students toward a variety of sources, including yourself

and yourand your

students, to provide necessary data.students, to provide necessary data.

6. Assist students in checking the data by clarifying statements or6. Assist students in checking the data by clarifying statements or

7udgments 7udgments

about the problem or situation.about the problem or situation.



To each the concept : ;the sum of angles of a triangle To each the concept : ;the sum of angles of a triangle

always e%ual to 2<= degree>, *ve di$erentalways e%ual to 2<= degree>, *ve di$erent

approaches are given)approaches are given)

2. Teacher provides triangles and instruments like rulers, compasses, and2. Teacher provides triangles and instruments like rulers, compasses, andprotractors, andprotractors, and

simply allows learners to play with materials giving no speci*csimply allows learners to play with materials giving no speci*c

direction.direction.

3. After providing triangles and instruments like rulers, compasses, and3. After providing triangles and instruments like rulers, compasses, and

protractors,protractors,teacher says : ;0ee if you *nd any interesting facts about the angles ofteacher says : ;0ee if you *nd any interesting facts about the angles of

a triangle>.a triangle>.

4. Teacher gives instruction : ;!easure the angles of a triangle and add4. Teacher gives instruction : ;!easure the angles of a triangle and add

the resultthe result

together. ?epeat this for a number of triangles and see if can statetogether. ?epeat this for a number of triangles and see if can state

any conclusionany conclusion

which applies to all the triangles>.which applies to all the triangles>.

5. Teacher draws number of triangles on the board and asks various5. Teacher draws number of triangles on the board and asks various

students to comestudents to comeforward to measure the angles and perform the re%uisite addition, andforward to measure the angles and perform the re%uisite addition, and

Documents

Guided Discovery Learning.ppt