Guided Discovery Guided Discovery Learning Learning Working as an undercover agent, the Working as an undercover agent, the teacher makes sure that the students teacher makes sure that the students are guided to their discoveries. That are guided to their discoveries. That discovery made by the students with discovery made by the students with guidance and support from the guidance and support from the teacher is known as guided discovery teacher is known as guided discovery learning. learning. This becomes clear if we compare This becomes clear if we compare with with Discovery Learning Discovery Learning, which is , which is unguided and unguided and Reception Learning Reception Learning, ,
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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
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