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Anna Haynie

January 24, 2016


Hierarchic: 6 Main Ideas

s
GuidedDiscoveryModel

Name:
TM

Makes Sense
Sense Strategies
Strategies
Makes

Box frame

Is about

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

Date:

GuidedDiscoveryisatypeofmodelusedtopresentspecificinformationtoguidetheirstudentstohaveabetterunderstandingontheinformation,usually
conceptsofgeneralization.Helpsstudentsbemoreinvolvedandmotivatedintheirlessonstohaveadeeperunderstandingthanbefore.

Theory
Teachconceptwithcommoncharacteristics
andgeneralizationsofrelationshipsbetween
conceptslabeledprinciplesorlaws.
Designedtohelpstudentsdeveloptheir
criticalthinkingabilities.
Characteristicsarethedefiningfeatures.
Usedforteachingdifficultconceptsbyusing
welldefinedandconcretecharacteristics.

Assessment
Effectivewithconsistentwithteachingobjectives.
Thestructurecanbeusedforalldevelopmental
levels.
Paperandpenciltestsandperformance
assessmentstomeasureunderstanding.
Capitalizeonapplicationsinrealworldcontexts
andincludedetailedfeedbackamongthemost
powerfultoolsteachershaveforincreasingstudent
learning.

Planning
Duringplanning,teachersidentifytopics,create
preciselearningobjectives,andfindorpreparehigh
qualityexamples.
Examplescanincludeconcretematerials,pictures,
models,casestudies,orsimulationsandroleplays.
Highqualityexamplesincludeallinformation
studentsneedtounderstandthetopic,andtheyare
themosteffectivetoolteachershavefor
accommodatingbackgrounddifferencesamong
students.

Modification
Concreteexamplesareessentialforyounger
students.
Respondedfavorablytotheopenendedphaseand
mustjudgehowlongthisphaseshouldbe.
(Typicallyshorterthanwitholderstudents.)
Witholderstudents,highqualityexamplesare
essential,buttheopenendedphasewillneedsome
adjustment.
Becreativeinwaystheyprepareanduseexamples,
andwhenusedspontaneously.

Implementing
Phase1:Introduction
Reviewpreviousinformationandgrabbingthestudents
attention.
Phase2:OpenEnded
Teacherthenpresentsexamplesandstudentsmake
comparisonsandobservations.
Phase3:Convergent
Guidingthestudentsofabetterunderstandingofconceptsor
generalizationbymorequestioning.
Phase4:ClosureandApplication
Givedefinitionandstudentsapplytheirownunderstandings
tothenewinformation.

Motivation
-Student involvement and attracts
curiosity.
-The students have drive to succeed
that comes with the challenge
presented in the introduction and
open-ended phase.

So what? What is important to understand about this?

Thismodelishelpfulwhenteachingconceptualtopics.Theteachermusthavespecificquestionsreadytoaskthestudentstobetter