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Guider mod3 week6 application 615

  1. WHAT IS GUIDED DISCOVERY? “Guided discovery is an approach to instruction in which the teacher presents students with examples of a specific topic and guides students to an understanding of that topic” ( Eggen and Kauchak, 2012, p. 128) Four key Phases 1] Introduction – Hook (engage) the students in the topic 2] Open-ended – Students compare and observe examples/non- examples 3] Convergent – Teacher directs students questions to the specific concepts 4] Closure and Application – Teacher clarifies new concepts and students apply knowledge.
  2. WHY GUIDED DISCOVERY • Guided discovery requires students to use critical thinking skills. • “students’ understanding of the topic became deeper as they practice critical thinking” (Eggen & Kauchak, 2012, p. 145). • The teacher does not lecture or tell the students the concepts. Students use hands-on activities and are asked to find a pattern or connection among the concepts. As Eggen & Kauchak (2012) note, “people are intrinsically motivated by activities and experiences that evoke curiosity, challenge, and a sense of the unknown. “ (p. 146). • Teacher uses open-ended questions to guide the students to correct information.
  3. GUIDED DISCOVERY COMPARED TO… N E W A M E R I C A N L E C T U R E • NAL focus on visual organizer- not student exploration of a topic. • NAL must re-group students every five-ten minutes to recap what students have learned, but Guided Discovery allows for more independent learning. • Both include a hook or a strong way to engage students to the topic. C O N C E P T AT TA I N M E N T • Focus is primarily on examples/non-examples (only a part of guided discovery). • Examples/Non-examples should be concrete, which is not always easy with high school math concepts. • Both include an application as the final step, where students demonstrate an understanding of the new concept.
  4. WHAT ABOUT DIRECT INSTRUCTION? S T E P S 1. Teacher models new skill 2. Teacher uses questions to go through steps 3. Students practice with teacher direction 4. Independent practice “In teaching skills, the ultimate goal is to move students from dependence on teacher to self-directed application” ( Silver, Strong & Perini, 2007, p. 38). Guided Discovery moves students away from being dependent on the teacher. Students will make a deeper connection with the material when they have an experience they can associate it with.
  5. USE GUIDED DISCOVERY • Guided discovery cannot be used for every concept, but should be included when possible. • Forces students to think critical and allows a better understanding to the material. • Technology can and should be included when possible. • Examples/Non-examples allow students to make connections.
  6. REFERENCES Eggen, P. & Kauchak, D. (2012). Strategies and models for teachers. Boston: Pearson. Silver, H. F., Strong, R. W., & Perini, M. J. (2007). The strategic teacher. Alexandria, VA: Association for Supervision and Curriculum Development.