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Hierarchic: 4 Main Ideas

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Makes Sense Sense Strategies Strategies Makes

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2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, !rth"!rt, AL www#MakesSenseStrategies#$!%

Name:

Sam McCall
Is about

Date:

2-26-13

Guided Discovery
Main idea Main idea

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
Main idea Main idea

Planning

Implementing

Assessment

Motivation

Identify topics Specify learning objectives for a concept, the objective is for students to identify its characteristics. For a generalization, the objective will be for students to be able to describe the relationship between its concepts. Prepare examples and nonexamples nonexamples consist of things that are similar to the concept in question but do not entirely fit. These help students learn about the concept by learning what is not a characteristic. A highquality example will demonstrate to students all aspects necessary for understanding the concept as a whole. Ideally there will be a variety of examples and nonexamples. Context is invaluable as it helps students see realworld applications. Types of examples: concrete materials, pictures, models, vignettes (short case studies), and simulation and role play

Introduction tell the students they will be looking at examples and that they should pay close attention to similarities and differences Open-ended phase - engage students with interesting examples and ask them to find shared characteristics and patterns. Can be done as a class or in groups. Ask simple, open-ended questions to guide students, or simply have them describe the examples and nonexamples in detail. Students are assured success in this phase. Convergent phase ask more guiding questions to assist the students in coming to the conclusions that will meet learning objectives. Closure and application closure occurs when all students can verbally identify characteristics and relationships. Application requires an assignment in which students will need to apply the knowledge gained from guided discovery exercise

Can informal assess through observation If applicable, can have students create their own example (as with the haiku example used in the book) Traditional test Provide another example and counter example and have students explain why one fits the bill but not the other

Desire to share in the activity with the rest of the class Because there are, at first, no right or wrong answers, success is assured a sense of the unknown excites students If using tangible examples can allow students to hold them, but only if they share their thoughts while holding. Curiosity will be a powerful tool everyone will want to touch the new mystery object Potential grades

So what? What is important to understand about this?

Guided discovery is a relatively easy to use model that can be very exciting and engaging for students while requiring them to think in different ways than may be typical in their classes.

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