Discovery Learning Overview

Steps for Using Discovery Learning to Differentiate

Discovery learning is an inquiry-based learning method. It takes place when a teacher sets up an experiment, acts as a coach, and provides clues along the way to help students come to solutions. In this way, teachers provide students with certain tools for learning a concept, and the students make sense of the tools. Discovery learning is used mostly while students problem solve. It produces students who are constructivists as they work with others and learn from firsthand experiences. New information and skills are discovered as students use prior knowledge and past experiences. Students find problems, gather information, develop hypotheses, and prove their solutions. Benefits of discovery learning include students having a role in their own learning and developing their creativity as they work on problems. Students develop problem-solving strategies when they encounter unfamiliar territory. Discovery learning is largely attributed to Jerome Bruner. During the 1960s and 1970s, Bruner worked with the National Science Foundation, developing science curriculum. It was his beliefs that led to the promotion of discovery learning. Bruner believed that science curriculum should help students to become problem solvers by using discovery and inquiry. He said real learning takes place when students become problem solvers. As students test hypotheses and develop generalizations, they interact with the environment around them and discover solutions. When they discover their own solutions, they will better remember what was taught (Bruner 2004). Bruner went against the thought that science was merely the accumulation of wisdom from textbooks. He believed that knowing was a process. When students are given structured problems, they learn concepts and problem-solving skills. The desire to know motivates students to solve the problems. Bruners theory of instruction has four parts: curiosity and uncertainty; structure of knowledge; sequencing; and motivation.

Curiosity and Uncertainty

The first part of Bruners theory was that classes should offer experiences to make students want to learn or be predisposed to learning. The problem being explored must offer alternative solutions. This experience must have an amount of uncertainty, which in turn would peak students interest and curiosity to solve the problem.

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Structure of Knowledge

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Bruners second (and some say the most important) point states that the teacher must specify the ways in which a body of knowledge should be structured so that it can be most readily grasped by students (Bruner 2004). He believed that teachers could present any problem to students as long as they simplify it so students can understand it. Whether the topic is chemistry or physics, or the concept is atomic structure or Newtons laws, Bruner thought it could be taught to any level of students. To do this, it must be represented by either enactive representation (a set of actions), iconic representation (a set of pictures), or symbolic representation (logical statements).

Sequencing
Bruners third principle states that the learner should be led through content sequentially. This will help students to understand and transfer the knowledge that is learned. First, students should complete hands-on activities that are concrete. Next, they should have a visual representation of the concept. Finally, students should move to using vocabulary or symbols having to do with the concept. He notes that this progression depends on individual learning styles.

Motivation
Bruners final principle is that rewards from the teacher should gradually decrease until students are wholly satisfied with their inward abilities to solve problems. It is important that students receive feedback so they can develop knowledge and understanding.

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Discovery Learning Overview

1.

(cont.)

Steps for Using Discovery Learning to Differentiate

Begin discovery learning by presenting students with a scenario that has a problem that they can solve. This scenario should be read aloud. You can place a copy of this on the overhead to allow all students to read it at the same time or make copies of it and distribute to students. Depending on the class, you might have students work individually or with partners. Next, distribute copies of the task to students. Read the task aloud and discuss any questions students might have. English Language LearnersMeet with these learners to make sure they understand the scenario before beginning their projects. Because discovery learning is usually hands-on, English language learners will have a better understanding once the actual activity begins. 4. Address the necessary vocabulary by using graphic organizers. Have students fill in the graphic organizers using dictionaries and other reference materials. Tell them that they can consult someone nearby if they have a question about the vocabulary. If there is other information that students need to know, present it at this time. Below Grade Level and English Language LearnersMeet with these students and work on the graphic organizers as a group to make sure they understand the activity. As these students see you model the right way to fill in their organizers, their understanding of the content will increase. Modify their definitions to be one or two words long. Another alteration is to have students play a game of role-play vocabulary, where they act out the vocabulary terms for better understanding. 5. 6. Distribute materials and provide students time to work on the solutions to the problem. For the final activity, have students present their final projects to the class. If applicable, have students enter a competition showcasing their solutions.

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Discovery Learning Sample Lesson

Magical Magnets
Inquiry-Based LearningMagical Magnets Name _____________________________________________________ Student Reproducibles

Overview of Activity
In this activity, students will use magnets to help them classify objects as either nonmetals or metals. The teacher will set up a box in the front of the room containing metal and nonmetal objects. Students will make predictions about what items will move with the help of a magnet and then they will perform experiments to find out which items are metals and which items are nonmetals.

Metals or Nonmetals
Directions: Write or draw each item in the first column. Will a magnet move the item? Put an X in the column you think is correct.

Item

Magnet will move it

Magnet will not move it

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How This Strategy Benefits Students

Discovery learning benefits above-grade-level students because it is open-ended and provides these students with challenges not normally offered in regular classrooms. On-grade-level students benefit from discovery learning because it offers them the chance to learn about difficult concepts in a kid-friendly way by not only experimenting, but by comparing the results of their work. Students below grade level can benefit from discovery learning by doing activities instead of learning from textbooks. This increases the chance for knowledge to be stored in long-term memories. Discovery learning benefits English language learners because it provides a way for them to do hands-on activities, therefore showing what they know without having to use language skills.

Skills Summary
Science Forces and motion Literacy Skill Gathering information Differentiation Strategy Inquiry-based learning (See page 204 for more information.)

Classroom Management Tip

With very young students, it is best to work in a large group with discovery learning. This way, you can guide students to the core knowledge that they need to discover during the lesson.

Learning Standards
Students know that magnets can be used to make some things move without being touched. Students use a variety of sources to gather information.

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Discovery Learning Sample Lesson

Magical Magnets
Preparation

(cont.)

Place various items in a big box at the front of the room. Include a set of metal materials such as paper clips, nuts, bolts, and washers. Also, place a set of nonmetals in the front of the room such as feathers, plastic, wood, marbles, rocks, string, etc. Have a large magnet or group of magnets at the front of the room.

Whole-Class Activity
1. Tell your students that it is possible for them to make some of these objects move using a magnet. Distribute copies of the Metals or Nonmetals activity sheet (page 220) to students. 2. Ask students to predict if they think each item is moved by magnets or not moved by magnets. They should record these predictions on their activity sheets. Model this for your students. 3. Have different students come up to the box, choose an item, and then test the item using a magnet. 4. Students will see that the magnets make the metal items move. They will also see that magnets do not have any affect on nonmetal items in the box. 5. When students have finished experimenting, discuss their findings. Explain that not all of the items have the same properties. Depending on these properties, the items moved or did not move when placed near the magnet. Ask students if they know the property in an item that determines whether or not it can be moved by a magnet. (Magnets only move metal objects.) Ask students to talk about their predictions and what they found out as a result of the experiments. 6. Make a master list on the board, showing the metals and nonmetals.

Assessment
Pay close attention to students as they respond to your questions. It might be helpful to use a popsicle-stick question method where students names are written on sticks. During the discussion, you choose a stick from your hand and ask that student a question about the experiment. This way all students have the chance to respond verbally and you can assess what they have comprehended during the experiment.

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Inquiry-Based LearningMagical Magnets Name _____________________________________________________

Student Reproducibles

Metals or Nonmetals
Directions: Write or draw each item in the first column. Will a magnet move the item? Put an X in the column you think is correct.

Item

Magnet will move it

Magnet will not move it

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