OSMEÑA COLLEGES

City of Masbate
GRADUATE SCHOOL

GUIDED DISCOVERY APPROACH

Guided discovery has emerged as a valuable strategy of teaching mathematics. In teaching, the teacher exercises
some guidance over the learner’s behaviour. If this guidance is limited, them guided discovery can take place. In this
strategy of teaching, the pupils are encouraged to think for himself and to discover general principles from
situations, which may be contrived by the teacher if necessary.
     True discovery teaching is a process, which focuses on the learner. The pupils have a tendency to jump
conclusions quickly to generalize on a very limited data, moreover how many students are sufficiently brilliant to
discover everything they are to know in mathematics.
     Bruner says discovery is a process, a way of approaching problems rather than the product of the knowledge. It is
his contentions that process of discovery can become generalized abilities though exercise of solving problems and
the practice.
     Basically it is a process that presents mathematics in a way that makes some sense to the learner. It is an
instructional process in which the learner is placed in a situation where he is free to explore, manipulate materials,
investigate and concluded. The teacher assumes the role as a guide. He helps the learner to draw upon ideas,
concepts and skills that have already been learnt in order to conclude new knowledge asking appropriate questions
will do a great deal to encourage the situation.

The term “Guided Discovery” refers to a teaching and learning environment where students are actively
participating in discovering knowledge. The goal of discovery is to facilitate deep learning on the part of the
students – learning that has its basis in fundamental understanding and often arises from viewing a problem from
multiple perspectives. The pedagogical underpinning is that if the students discover the knowledge, they will, in the
process, have created and added to their own scaffolded understanding. They will have formulated and evaluated
hypotheses, rejected those that don’t seem to explain observations, confronted misconceptions, encountered
surprises and finally come to an understanding that comports with experiment. By re-creating knowledge which
already exists but is heretofore unknown to them, students will progress in learning how to create new knowledge,
and they will have training in inductive reasoning – the method used to create most human knowledge.

Principles or Steps of Guided Discovery:

1.      Motivation: Psychologist believe that almost all children have a built in will to learn. It is desired to know the
external world. It is the basic for human learning.   Motivation can be done in variety though proper questions,
solving problems, through examples, through using visual aids, methods, charts, etc.
2.      Structure: It states that any body of knowledge can be organized in such a way that almost every student can
understand it. The form of knowledge, which is presented to the children, can be made simple that a learner
understands it is a recognized form.
At this stage of thinking the message of the teacher should be through movements, actions, and experience. At
symbolic level children can translate experiences into language. Level of thinking makes use of pictures and
diagrams, which allow the children to be learnt in simple ways. Anything that is easily understood is the powerful
presentation. New relationship can be established between facts through powerful presentation.
3.      Sequence: The lesson should follow sequential arrangement of the subject matter. Usually, we start with the
diagrams and pictorial representation to symbolic communication. The teacher can explain or present the matter
through diagrams and pictures and explain the very content of them.
4.      Reinforcement: In order to achieve mastery over the knowledge, we should get feedback. The pupils are made to
use the acquired knowledge in different situations, so that they learn better and by practice understanding of the
subject will be better.

OSMEÑA COLLEGES, INC. | GRADUATE SCHOOL

City of Masbate, 5400 Philippines  ocgs@gmail.com  oc.edu.ph  (056) 333-4444
In God We Trust
 Types of lessons in Guided discovery method:
1.       Concept formation lessons.
2.       Concept utilization lessons.
3.       MarticeTenon lessons.
4.       Concept enrichment lesson.

Advantages of the Guided Discovery approach

The main advantage of the guided discovery approach is that it fosters learners’ autonomy,
curiosity and critical thinking. Since GD implies a series of exercises/ questions that bring students to the
understanding of the target language, it is extremely learner-centered, encouraging learners’ autonomy
and critical thinking to grasp TL understanding. https://argentina.britishcouncil.org 4
Even though it is more time consuming during the lesson itself (compared to the deductive
approach), it is believed that learners achieve long lasting learning since they discover rules on their own.
This is achieved by following hints and relating new content to previous one (activation of schemata). For
most people, it is easier to remember something you figured out yourself rather than it being just
explained to you by the teacher. Besides, the target language is contextualized in each lesson, making it
more meaningful and memorable for learners. As Ellis (2002) states “a rule that has been ‘discovered’ is
more memorable than one that has simply been presented”.

OSMEÑA COLLEGES, INC. | GRADUATE SCHOOL

City of Masbate, 5400 Philippines  ocgs@gmail.com  oc.edu.ph  (056) 333-4444
In God We Trust
 CONCEPT ATTAINMENT MODEL
Concept Attainment
Concept attainment is an indirect instructional strategy that uses a structured inquiry process. It is based
on the work of Jerome Bruner. In concept attainment, students figure out the attributes of a group or
category that has already been formed by the teacher. To do so, students compare and contrast
examples that contain the attribute. They then separate them into two groups. Concept attainment, then,
is the search for and identification of attributes that can be used to distinguish examples of a given group
or category from non-examples.
Purpose of Concept attainment model
     Concept attainment is designed to clarify ideas and to introduce aspects of content. It engages
students into formulating a concept through the use of illustrations, word cards or specimens called
examples. Students who catch onto the idea before others are able to resolve the concept and then are
invited to suggest their own examples, while other students are still trying to form the concept. For their
reason, concept attainment is well suited to classroom use because all thinking abilities can be changed
throughout the activity. With carefully chosen examples, it is possible to use concept attainment to teach
almost any concept in all subjects.
Syntax of concept attainment model:
Phase-I: Presentation of data and identification of concept:
This involves presentation of data to learners. Each unit of data is a separate example or non-example of
the concept. The data may be events, people, objects, stories, pictures or any other discriminable units.
The learners are informed that there is one idea that all the positive examples have in common, their task
is to develop a hypothesis about the nature of the concept. The instances are presented in a prearranged
order and are labeled ‘yes’ or ‘no’. Learners are asked to compare and justify the attributes of different
examples. Finally, they are asked to name their concepts and state the rules or definitions of the concepts
according to their essential attributes.
Phase-II: Testing Attainment of the concept:
     The students test their attainment of the concept, first by correctly identifying additional unlabeled
examples of the concept and then by generating their own examples. After this the teacher (and students)
confirm or disconfirm their original hypothesis, revising their choice of concepts or attributes as
necessary.
Phase-III: Analysis of thinking strategies:
Students begin to analyse the strategies by which they attain concepts. As we have indicated, some
learners initially try broad constructs and gradually narrow the field, other begin with more discrete
constructs. The learners can describe their patterns, whether they focused on attributes or concepts,
whether they did so one at a time or several at once.
Steps of Concept Attainment:
1.  Select and define a concept.
2.  Select the attributes.
3. Develop positive and negative examples.
4. Introduce the process to the students.
5. Present the example and list the attributes.
6. Develop a concept definition.
7. Give additional examples.
8. Discuss the process with the class.
9. Evaluate.

OSMEÑA COLLEGES, INC. | GRADUATE SCHOOL

City of Masbate, 5400 Philippines  ocgs@gmail.com  oc.edu.ph  (056) 333-4444
In God We Trust
 A Mathematical example:
1.       First the teacher chooses a concept to develop. (i.e., Math facts that equal to 10).
2.       Begin by making list of both positive “yes” and negative “no” examples. The examples are put on to
sheets of paper or flash cards.

3.       Positive examples:(Positive examples contain attributes of the concept to be taught) i.e.,  5+5, 11-1,
10x1, 3+4+4, (4x2) +2, 12-2, 15-5, 9+1,
4.       Negative examples: (for examples choose facts that do not have 10 as the answer) i.e., 6+6,
 3 +3, 12-4, 3 x3, 4x4, 16 -5, 6x2, 3+4+6, 2+ (2x3), 16-10,
5.       Designate one area of the chalkboard for the positive examples and one area for negative examples. A
chart could be set up at the front of the room with two columns-one marked YES and the other marked
with NO.
6.       Present the first card by saying, “This is a YES.” Place it under the appropriate column.i.e. 5+5 is YES.
7.       Present the next card and say, “This is NO.” Place it under the NO column. i.e.6+6 is a NO.
8.       Repeat this process until there are three examples under each column.
9.       Ask the class to look at the three examples under the YES column and discuss how they are alike
(i.e.,5+5,11-1, 2x5, ) Ask “What do they have in common?”.
10.    For the next three examples under each column. Several students will have identified the concept but it is
important that they not tell it out loud to the class. They can however show that they have caught on by
giving an example of their own for each column. At this point, the examples are student-generated. Ask
the class if anyone else has the concept in mind. Students who have not yet defined the concept are still
busy trying to see the similarities of the YES examples. Place at least three more examples under each
column that are student-generated.
11.    Discuss the process with the class. Once most students have caught on, they can define the concept.
Once they have pointed out that everything under the YES column has an answer of 10, then print a new
heading at the top of the column (10 facts). The print a new heading for the NO column (Not 10 facts).
How can we adapt it?
     This activity can be done on the chalkboard, chart paper or overhead projector to a large or small
group. It also works well as one-on-work. Rather than starting with the teacher’s concept, use a student’s
concept. Concept attainment can be used to introduce or conclude unit of study.
Variations on the Concept Attainment Model
1.       Present all of the positive examples to the students at once and have them determine the essential
attributes.
2.       Present all of the positive and negative examples to the students without labeling them as such. Have
them group the examples into the two categories and determine the essential attributes.
3.       Have the students define, identify the essential attributes of, and choose positive examples for a concept
already learned in class.
4.       Use the model as a group activity.
Assessment and Evaluation Considerations
Have the students:
1.       Write the definition from memory.
2.       Determine positive and negative examples from a given group.
3.       Create their own examples of the concept.
4.       “Think aloud”.
5.       Write a learning log.
6.       Do an oral presentation.
7.       Create a web, concept map, flow chart, illustrations, KWL chart, T chart.
Advantages:
1.       Helps to make connections between what students know and what they will be learning.
2.       Learn how to examine a concept from a number of perspectives.
3.       Learn how to sort out relevant information.
4.       Extends their knowledge of a concept by classifying more than one example of that concept.
5.       Students go beyond merely associating a key term with a definition.

OSMEÑA COLLEGES, INC. | GRADUATE SCHOOL

City of Masbate, 5400 Philippines  ocgs@gmail.com  oc.edu.ph  (056) 333-4444
In God We Trust
6.       Concept is learned more thoroughly and retention is improved.

Task No. 4
For your activity for these approaches, I want you to read this “Teaching mathematics through
Guided Discovery Approach” by clicking this link: https://www.123helpme.com/essay/Teaching-
Mathematics-through-Guided-Discovery-37105 and to further understand how guided discovery learning
approach used and apply kindly read the link below:
https://www.studysmarter.co.uk/explanations/english/global-english/guided-discovery/

After which, answer the following questions:

1. What is the importance of guided discovery learning approach in teaching mathematics?
2. How can mathematics teachers get their students to better understand the concepts that are being
taught?
3. How does Guided Discovery learning approach will help you to become better teacher in
mathematics?
4. How will you use guided discovery approach as your method of teaching?
5. What is the importance of discovery learning does it help make students be engaged in active
learning process?

Your answer will be graded according to the rubrics below:

5-Excellent
3- Pass
1- did not meet expectation

Scale Criteria

1 The main idea is not stated or is not correct. Supporting details are not relevant or
a remising. How the evidence supports the main idea is not clear, not reasonable,
and/or not explained.

3 The main idea is stated. Supporting details are mostly relevant. How the evidence
supports the main idea is mostly clear and reasonable. Some explanation is given.

5 The important main idea is clearly stated. Supporting details are relevant and
convincing. How the evidence supports the main idea is clear, reasonable, and
explained in detail.

OSMEÑA COLLEGES, INC. | GRADUATE SCHOOL

City of Masbate, 5400 Philippines  ocgs@gmail.com  oc.edu.ph  (056) 333-4444
In God We Trust
To submit your answer, please go to our Google Classroom and find the link where you can add or
attach your file. Make sure that you can only open once. Deadline for submission is on or before
May 06, 2023.

OSMEÑA COLLEGES, INC. | GRADUATE SCHOOL

City of Masbate, 5400 Philippines  ocgs@gmail.com  oc.edu.ph  (056) 333-4444
In God We Trust