Guided Discovery Teaching Method
Translated by
ScribdTranslationsGuided Discovery Teaching Method
Translated by
ScribdTranslationsDISCOVERY
GUIDED
DEFINITION
The first style that engages the student in the
discovery, it is called discovery
guided.
The essence of this style consists of a relationship
particular between the teacher and the student, where the
the consequence of questions from the first involves a
series of responses from the second. Each question of the
the professor provokes only one correct answer
discovered by the student.
The cumulative effect of this sequence leads to
student to discover the concept, principle, or idea
pursued.
OBJECTIVES
Start the student in a particular process of
discovery: the convergent process.
Develop an accurate relationship between the response
discovered by the student and the stimulus (question)
presented by the professor.
Develop skills for sequential search
that lead to the logical discovery of a concept.
Developing patience in both the teacher and
in the student, a quality that is required for this
process.
CHARACTERISTICS
The professor is willing to cross the threshold of
discovery.
The teacher is willing to spend his time on
study the structure of the activity and design it
appropriate sequence of the questions.
The professor is willing to venture out.
experimenting with the unknown. Thus, the
styles A-E are safe styles for the teacher; the
tasks are designed and asked of different
ways, and the role of the latter is its fulfillment.
The teacher trusts in the cognitive ability of
student
The professor is willing to wait for the response.
as much time as the student needs to
find her.
The student is capable of making small discoveries.
that will lead him to the discovery of a concept.
PREIMPACT
The pre-impact decisions in discovery
guided, they refer to the specific content to be taught and
to learn.
Once this is chosen, the next step and the most
important, it consists of determining the sequence of
steps to follow. These are questions that little by little,
gradually and safely, they will lead the student to
discover the final result (a concept, a movement)
concrete, etc.). Each step is based on the response
previously given in the previous step. That is to say, it must be
weighed, judged, examined, and establishing
carefully at each particular point of the
sequence.
Often the student comes close to the correct answer,
but it must be guided towards the desired response with
a question or an additional hint. In fact, the way
ideal of guided discovery, is structured to
obtaining a single answer per question.
IMPACT
In the impact phase, the design of the
sequence. A meticulously designed sequence and
individually experienced by students, redesigned
and individually experienced by becoming the
prototype for the determined objective.
The impact phase consists of a delicate action.
reciprocal of cognitive and emotional dimensions
between the teacher and the student, both closely and intimately linked
closely with the content. In this phase the
The teacher must take into account the objective or the
purpose, the direction of the sequence of steps, the
size of each step, the interrelation of the steps, the
speed of the sequence and the student's feelings.
POSTIMPACT
The nature of feedback in guided discovery is
unique. The reinforcing behavior that indicates success of the
student at every step, constitutes positive feedback about
his learning and his achievements. A total assessment is obtained.
by having completed the process, achieved the
purpose and learning the content. An answer from
approval in each case constitutes an immediate evaluation,
precise and personal. When an answer is incorrect or
tangential to the direction of the discovery process
guided, the teacher must update in the following way:
– Repeat the question that preceded the incorrect answer.
If this time the answer is correct, proceed with the
next. If on the contrary, a continues to be given
wrong answer, the teacher will have to introduce another one
question that represents a smaller step for the student.
– The verbal communication to be used by the teacher includes:
Have you checked your answer?
a little more?” This indicates to the student that the teacher is
patient and considers it as a local point of the relationship.
APPLICATION IN PRACTICE
Ask for a volunteer student to participate in
a brief experimental session. During this, the role
of the professor will consist of:
Learn to present each question according to the
design.
Await the student's response.
Provide feedback (a combination of feedback
neutral and evaluative).
Move to the next question.
APPLICATION IN PRACTICE
After evaluating a student, we must ask ourselves: Have we
were you able to follow the sequence and wait for the response?
Have we used the appropriate forms of feedback?
Have we needed to introduce more questions? Once
having answered those questions, the teacher is already prepared
to practice the process with another student. It is about a
new process for most people, that's why
it requires a learning time.
Any major failure in the student's response indicates the
inadequate design of the concrete step or of the entire
sequence. In addition to the need for a precise design of
the sequence, the teacher must follow some 'rules' in
this process:
Never say the answer.
Always wait for the student's response.
Offer frequent feedback.
Maintain an atmosphere of acceptance and patience.
BIBLIOGRAPHY
Muska Mosston – Sara Ashworth, “The
Teaching of Physical Education: the
reform of teaching styles.
Hispano European Publishing