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    Guided Discovery Model is an approach to instruction where the teacher presents students with examples of specific topics and are guiding them through these topics. The founders determined methods of inquiry based instruction and discovery learning believed that it is best for learners to discover facts and relations for themselves. Teachers must be positive that objectives, activities, and assessments are all aligned (must be able to pick out characteristics in these examples)

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    Guided Discovery Model is an approach to instruction where the teacher presents students with examples of specific topics and are guiding them through these topics. The founders determined methods of inquiry based instruction and discovery learning believed that it is best for learners to discover facts and relations for themselves. Teachers must be positive that objectives, activities, and assessments are all aligned (must be able to pick out characteristics in these examples)

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    172 views1 page

    Savannahgdmodel 3

    Uploaded by

    api-284281704
    Guided Discovery Model is an approach to instruction where the teacher presents students with examples of specific topics and are guiding them through these topics. The founders determined methods of inquiry based instruction and discovery learning believed that it is best for learners to discover facts and relations for themselves. Teachers must be positive that objectives, activities, and assessments are all aligned (must be able to pick out characteristics in these examples)

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    of 1

    Reading: Phonemics

    Box frame

    TM

    Makes Sense
    Sense Strategies
    Strategies
    Makes
    Name: Savannah Smith

    2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, Northport, AL www.MakesSenseStrategies.com

    Date:

    GuidedDiscoveryModel

    January 29, 2015

    Is about

    Anapproachtoinstructionwheretheteacherpresentsstudentswithexamplesofspecifictopicsandareguidingthemthroughthesetopics.Itis
    wantingtocollaborateanddevelopadeeperunderstanding.

    TheoreticalFoundation
    SupportedbytheworkofJeanPiaget,JeromeBruner,and
    SeymourPapert
    Benefitsallthoseincludingthosewithdiversebackgrounds
    Foundtobemoreengagingtostudents
    Thefoundersdeterminedmethodsofinquirybased
    instructionanddiscoverylearningbelievedthatitisbestfor
    learnerstodiscoverfactsandrelationsforthemselves.

    Assessment
    AligningassessmentsandobjectivesTeachersmustbepositivethat
    objectives,activities,andassessmentsareallaligned(mustbeable
    topickoutcharacteristicsintheseexamples)
    UsingassessmenttoincreaselearningShouldbeusedasatoolfor
    increasingthepromotionoflearningandmotivation.Notjustfor
    theuseofgrades.Quizzesanddiscussionscapturesthestudents
    concernswhichtheninaresultcausesmorelearningtooccur
    Paper/pencilcanbeusedasatypeofassessmentaswellastheir
    performanceofthetask

    Planning
    IdentifyTopicsIsavailablethroughtextbooks,curriculumguides,
    andteachersthemselves(generalizationorconcept)
    SpecifyLearningObjectivesProvideaframeworkforthelesson
    forconceptidentifythesecharacteristics,forgeneralization
    identifytheserelationshipsbetweenconceptsandgeneralizations
    PrepareexamplesandnonexamplesCreateorform,the
    nonexamplesarebeneficialwhenteachingcloseconcepts
    UsingtechnologytocreatehighqualityexamplesOnethatobtains
    allinformation,thestudentsneedtoreachtheseobjectives

    Motivation
    Learningandunderstandingwhichisdonebyquizzes
    anddiscussion
    Thistypeofperformancebasedwillalsoincrease
    motivationbecauseitsinvolvestheclassasawhole,not
    onlythestudentandteacher,individually
    Ifteachershaverealworldexamples,lifeexperiences,
    andfeedback,itcreatesmotivationbecauseitcanbe
    relatedtothestudents

    Implementing
    Phase1:IntroductionTheteachersattempttohookthestudents
    attentionandgetthemfocusedonthelesson
    Phase2:TheOpenEndedPhaseDisplayexamplesandthehave
    thestudentscompare/contrasttheseexamples(patterns)
    Phase3:TheConvergentPhaseTeachersquestionthestudentsto
    guidetheirunderstandingofconceptorgeneralization
    Phase4:ClosureandApplicationThisguidesstudentstoa
    definitionofthegeneralizationorconcept
    Putemphasisontheunderstanding

    Modifications
    ThestructureforGuidedDiscoveryisthesame
    foralllearnersatalldevelopmentallevels;
    adaptionsarenecessarywhenstudentsareat
    differentdevelopmentallevels.Anexampleisa
    spontaneouslesson,meaningtheteacherisable
    tocomeupwithquestionsonthespotandstill
    guidethestudents.

    So what? What is important to understand about this?

    TheGuidedDiscoverymodelisbeneficialbecauseitportraystodealingwithsuccessfulwaysandoutlinestogetstudents
    tounderstandalltheconceptsandgeneralizationinthebestwaypossible.

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