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Hierarchic: 4 Main Ideas

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Makes Sense
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Name: Rebekah Bridges

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

Date:

GuidedDiscoveryModel

1/29/15

Is about

Teachershelpingstudentsunderstandconceptsandgeneralizationsbyshowingthemexamplesthenfacilitatingtheirlearningandunderstandingofthe
conceptorgeneralizationwithopenendedandconvergentquestioning.
Main idea

Theoretical
Foundation/Planning

TheoreticalFoundation
A.GroundedinCognitiveLearningTheory
Lessonsbuiltonexamples,whicharethe
experiencesstudentsneedtobuildunderstanding
ofaconcept.
Socialinteractionshelpevaluateexamples.
Builtoninductivethinking.
Planning
A.Identifytopics
Conceptsandgeneralizationsworkbest
B.SpecifyLearningObjectives
Evaluation,synthesis,application.
Conceptsstudentscandistinguishcharacteristics
Generalizationsstudentscanexplain
relationshipsamongconcepts
C.PrepareExamplesandNonexamples
Examplesmustbehighquality(allinfoneededto
reachlearningobjective),diverse,andapplicable
totherealworld.Concretemodels,pictures,
models,andvignettesworkwell.
Nonexampleshelplearnersrecognizewhatthe
concept/generalizationisnot.

Main idea

Implementing

A.Phase1:Introduction
Grabstudentsattention;layframework
forlessonspurpose
B.Phase2:TheOpenEndedPhrase
Presentexamplestotheclass,allowthem
tomakeobservationsanddraw
conclusions,andaskopenended
questions.
C.Phase3:TheConvergentPhase
Usequestionstonarrowanswerstomeet
learningobjectiveandhelpstudentsreach
anunderstandingofconceptor
generalization
D.Phase4:ClosureandApplication
Ensurestudentscanstatecharacteristics
oftheconcept/relationshipsinthe
generalizations;studentsapply
knowledgetonewcontexts.

Main idea

Assessment/Motivation

Assessment
A.AlignObjectives,Activities,andAssessments
Picturesandrealmodelsworkwell.
B.VarietyofAssessmentMethods
Useanythingfromstandardpapertesttoperformance
assessments.
C.RealWorldContextsandFeedback
Applyingknowledgetotherealworldwillcement
theknowledgeinstudentsbrains.Feedbackisa
crucialtoolbecausestudentscareabouttheir
performance.
D.ApplyingKnowledge
Useassessmentsthatprovideevidencethatstudents
arenotsimplyrecallinginformation.Theyshouldbe
abletoapplyknowledgetoothercontexts.
Motivation
A.StudentInvolvementandSuccess
Themorestudentsinteract,themoremotivatedthey
willbetolearn.
Studentsaremorelikelytoanswerquestionsbecause
oftheopenendedstructure;thereisnooneright
answer.
B.SenseoftheUnknown
Studentinterestispeakedbydiscoveringthingsfor
themselves.
Thismodelevokescuriosityandadesirefor
overcomingchallengesposedbythelesson.

Main idea

Modifications

A.AdaptingtoYoungerStudents
Usehighquality,concreteexamples.
Lessonswillbeshorter;moregroup
questioningneeded.Helpstudentsput
closureintowords.
B.AdaptingtoOlderStudents
Highqualityexamplesareimportant.Help
studentsputclosureintowords.Open
endedquestionspuzzleolderstudents,so
transitioningtoconvergentphasemayoccur
morequickly.
C.AdaptingtoMembersofCultural
Minority
Thismodelhelpsculturalminoritystudents
feelwelcomeandcompetentthroughopen
endedquestioning.
D.SpontaneousGuidedDiscoveryLessons
Createasimpleillustrationtoteachan
abstractidea.

So what? What is important to understand about this?

TheGuidedDiscoveryModelisallaboutteachershelpingstudentsunderstandconceptsorgeneralizations.Thismodelemphasizescuriosity,studentinvolvement,
creativethinking,flexibility,andusingquestionstodiscovernewknowledge.TheGuidedDiscoveryModelissogreatbecausestudentscanconstructtheirown
understandingofageneralizationorconceptwiththeguidanceoftheirteacher.