DISCOVERY LEARNING

             An adaption discovery of learning, in which the teacher provides some direction. Discovery learning is a teaching technique that encourages students to take a more active role in their learning process by answering a series of questions or solving problems.

1. Discovery Learning Framework
a. Selecting the content
b. Stating the aim; clearly state the objectives of the lesson
c. Identifying the prerequisites; identify the knowledge and skills that students will need in order to successfully complete the problem. Then test to make sure the students have them.
d. Setting up a graphic organizer; organizing your thoughts in this way helps you design the lesson in a logical sequence. Structure the activity so that students build an understanding of each underlying concept individually before putting all of the concepts together into a comprehensive model.

2. Positive attribute of Guided Discovery:
a. The discovery experience is non-threatening.
b. It differs from experiences that occur in school and daily life,
c. Where individuals anticipate that right answers are expected of them and that others may make judgments about them from the quality of their ‘answers’.
d. Incorrect responses are part of the discovery process, but, in contrast to school and daily life situations, they are not considered ‘wrong’.
e. The discovery process may not be totally successful for very young children, as they do not know how to ‘solve’ problems.

3. Using the Guided Discovery technique,
a. Learn to investigate,
b. Learn to use evidence, to evaluate,
c. Learn to form concepts,
d. Learn to see relationships,
e. Be aware of opposing viewpoints.