Running head: DISCOVER VS LECTURE 1

Discovery VS Lecture Based Learning

Judith Quintero-Ramirez

MATH 2020

March 13, 2019

Salt Lake Community College

DISCOVER VS LECTURE 2

Students all learn different ways, they have different learning styles. The way you teach

is important to the student’s success. There are several different methods of teaching, will

discuss the difference and similarities of Group and Lecture based learning. What are might be

some of the advantages and disadvantages. Let see which teaching style is better or are they both

important?

Group-based discovery learning is when the student receives a problem to solve, and they

must find a way to the solution with exploration. This can be a more hands-on and active way of

learning. Lecture style learning is more like the typical classroom where students sit at a desk

and listen to the instruction of the teachers. Perhaps both are going over the same lesson, but one

is more active than the other.

I would not necessarily say one method is better than the other; I think that these styles

can be used together to get the most out of both. When used correctly Discovery-based learning

is very beneficial for students, but it also hurt their learning when done in the wrong manner. If

we pair discovery with lecture-based learning, then the student is learning and is exploring these

materials. For math, you may let the students figure out the problem them self, or they can do a

small activity then come together to share ideas. Afterward, have a lecture with the teacher

explaining what they might have just experienced or should have gotten out of the activity. Some

subjects are easier to incorporate discovery-based learning than others.

This course has introduced more activities than any of my other math classes. Not only

do we have a lecture, but we have an activity that pairs with the section. The activities deal with

exploration with different theories. For example, we had to fill a cone with rice and see how

many cones it takes to fill the cylinder. In the textbook, we learned it took three and were given

the formula. The image looked weird and did not make sense of how three cones fit in the
DISCOVER VS LECTURE 3

cylinder. With the activity, we can experience that three cones do fit in the cone. Students in

elementary may be more of a visual learner and need that extra help of seeing it in person for it

to make sense to them. I want to incorporate more activities in my future classroom rather than

have just lectures all the time. I would need to find that perfect balance between lecture and

discovery to best get these students to learn.