Planning and Observation:  Guided Discovery
Name:  __________________     Topic:__________________________
Observer:_____________________      Setting:______________   Date:  ____________
Developed  @ South Dakota .State University Model Based Instruction Teacher  Education Program, 1991-1999
 
 
CONTEXTING:  
PRE-DISCOVERY
 
Activities and Strategies observed or planned
1. Describe Procedures & Expectations .
Help students understand the principles and rules governing the discovery process.  Explain expected behaviors and desired form of participation.  The amount of explanation needed depends on students' experiences with the process.
 
2. Activate Relevant Topic Knowledge. 
Activities and strategies that activate relevant knowledge that will serve as a context for the upcoming discovery.  This activation should be brief and general so that it does not limit the discovery process.
 
 
COMPREHENDING:
DURING-DISCOVERY 
 		 Activities and Strategies observed or planned

3. Present Examples--sequenced according to two options: (Combines with Step 4)

a) Present positive and negative examples, first labeled and then un-labeled
                        OR
b) Present all positive examples
 
 
 
 
 
 
 
 
 
 
 
 
4.  Guide Students' Hypothesis of Concept Characteristics and /or the Generalization. (Combined with Step 3)

Continue to present clear, well-sequenced, and essential examples until the concept is comprehended, allowing time for students to observe.  

Ask questions, direct attention to the evidence, probe, require restatements, clarification, etc.  Encourage broad participation by deliberate acts to involve all students.
 
5.  Name or Clarify the Concept or Generalization  

Help students focus on the essential attributes or characteristic components.  Adjust the language used during the process to comply with conventional definitions
 
LEARNING:
POST-DISCOVERY
 		 Activities and Strategies observed or planned:
6. Apply and Refine Validated Concept or Generalization. Activities and strategies that expand the discovered idea to other processes such as problem solving, determining what the concept is NOT or where it may not apply, or applying in other settings.  May result in validation, refinement, or synthesis related ideas.
 
 

7. Re-Connect to Course Goals and Outcomes. 
 Activities and strategies that help students re-connect the ideas in the discovery to the course overall and the significant outcomes of the school.