Discovery Learning Overview Magical Magnets
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Transcript of Discovery Learning Overview Magical Magnets
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215 Shell Education #50638 (i2270)Applying Differentiation Strategies
Discovery Learning Overview
Steps for Using Discovery Learning to Differentiate
Discovery learning is an inquiry-based learning method. It takes place when a teacher sets up an
experiment, acts as a coach, and provides clues along the way to help students come to solutions.In this way, teachers provide students with certain tools for learning a concept, and the students
make sense of the tools.
Discovery learning is used mostly while students problem solve. It produces students who are
constructivists as they work with others and learn from firsthand experiences. New information
and skills are discovered as students use prior knowledge and past experiences. Students find
problems, gather information, develop hypotheses, and prove their solutions.
Benefits of discovery learning include students having a role in their own learning and developing
their creativity as they work on problems. Students develop problem-solving strategies when they
encounter unfamiliar territory.
Discovery learning is largely attributed to Jerome Bruner. During the 1960s and 1970s, Bruner
worked with the National Science Foundation, developing science curriculum. It was his beliefs
that led to the promotion of discovery learning. Bruner believed that science curriculum should
help students to become problem solvers by using discovery and inquiry. He said real learning
takes place when students become problem solvers. As students test hypotheses and develop
generalizations, they interact with the environment around them and discover solutions. When they
discover their own solutions, they will better remember what was taught (Bruner 2004).
Bruner went against the thought that science was merely the accumulation of wisdom from
textbooks. He believed that knowing was a process. When students are given structured problems,
they learn concepts and problem-solving skills. The desire to know motivates students to solve
the problems. Bruners theory of instruction has four parts: curiosity and uncertainty; structure ofknowledge; sequencing; and motivation.
Curiosity and Uncertainty
The first part of Bruners theory was that classes should offer experiences to make students want to
learn or be predisposed to learning. The problem being explored must offer alternative solutions.
This experience must have an amount of uncertainty, which in turn would peak students interest
and curiosity to solve the problem.
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Discovery Learning Overview (cont.)
Steps for Using Discovery Learning to Differentiate
1. Begin discovery learning by presenting students with a scenario that has a problem that
they can solve. This scenario should be read aloud. You can place a copy of this on the
overhead to allow all students to read it at the same time or make copies of it and
distribute to students.
2. Depending on the class, you might have students work individually or with partners.
3. Next, distribute copies of the task to students. Read the task aloud and discuss any
questions students might have.
English Language LearnersMeet with these learners to make sure they understand
the scenario before beginning their projects. Because discovery learning is usuallyhands-on, English language learners will have a better understanding once the actual
activity begins.
4. Address the necessary vocabulary by using graphic organizers. Have students fill in the
graphic organizers using dictionaries and other reference materials. Tell them that they
can consult someone nearby if they have a question about the vocabulary. If there is other
information that students need to know, present it at this time.
Below Grade Level and English Language LearnersMeet with these students
and work on the graphic organizers as a group to make sure they understand the
activity. As these students see you model the right way to ll in their organizers,their understanding of the content will increase. Modify their denitions to be one
or two words long. Another alteration is to have students play a game of role-play
vocabulary, where they act out the vocabulary terms for better understanding.
5. Distribute materials and provide students time to work on the solutions to the problem.
6. For the final activity, have students present their final projects to the class. If applicable,
have students enter a competition showcasing their solutions.
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#50638 (i2270)Applying Differentiation Strategies Shell Education220
Inquiry-Based LearningMagical Magnets Student Reproducibles
Name _____________________________________________________
Metals or NonmetalsDirections:Write or draw each item in the f irst column. Will a magnet move the item?Put an X in the column you think is correct.
Item Magnet will mov e it Magnet will notmove it
Overview of Activity
In this activity, students will use magnets to help them
classify objects as either nonmetals or metals.
The teacher will set up a box in the front of the room
containing metal and nonmetal objects.
Students will make predictions about what items will
move with the help of a magnet and then they will
perform experiments to find out which items are metals
and which items are nonmetals.
How This Strategy Benefits Students
Discovery learning benefits above-grade-levelstudents
because it is open-ended and provides these students
with challenges not normally offered in regular
classrooms.
On-grade-levelstudents benefit from discovery
learning because it offers them the chance to learn about
difficult concepts in a kid-friendly way by not only
experimenting, but by comparing the results of their
work.
Students below grade levelcan benefit from discoverylearning by doing activities instead of learning from
textbooks. This increases the chance for knowledge to
be stored in long-term memories.
Discovery learning benefits English language learners
because it provides a way for them to do hands-on
activities, therefore showing what they know without
having to use language skills.
Learning Standards
Students know that magnets can be used to make some
things move without being touched.
Students use a variety of sources to gather information.
Magical Magnets
ClassroomManagement Tip
With very young students,
it is best to work in a
large group with discoverylearning. This way, you
can guide students to the
core knowledge that they
need to discover during the
lesson.
Skills Summary
Science
Forces and motion
Literacy Skill
Gathering information
Differentiation StrategyInquiry-based learning
(See page 204 for more
information.)
Discovery LearningSample Lesson
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Discovery LearningSample Lesson
Preparation
Place various items in a big box at the front of the room. Include a set of
metal materials such as paper clips, nuts, bolts, and washers. Also, place a setof nonmetals in the front of the room such as feathers, plastic, wood, marbles,
rocks, string, etc. Have a large magnet or group of magnets at the front of the
room.
Whole-Class Activity
1. Tell your students that it is possible for them to make some of these
objects move using a magnet. Distribute copies of theMetals or
Nonmetals activity sheet(page 220) to students.
2. Ask students to predict if they think each item is moved by magnets or
not moved by magnets. They should record these predictions on their
activity sheets. Model this for your students.
3. Have different students come up to the box, choose an item, and then
test the item using a magnet.
4. Students will see that the magnets make the metal items move. They
will also see that magnets do not have any affect on nonmetal items in
the box.
5. When students have finished experimenting, discuss their findings.
Explain that not all of the items have the same properties. Dependingon these properties, the items moved or did not move when placed near
the magnet. Ask students if they know the property in an item that
determines whether or not it can be moved by a magnet. (Magnets only
move metal objects.) Ask students to talk about their predictions and
what they found out as a result of the experiments.
6. Make a master list on the board, showing the metals and nonmetals.
Assessment
Pay close attention to students as they respond to your questions. It might
be helpful to use a popsicle-stick question method where students names are
written on sticks. During the discussion, you choose a stick from your hand
and ask that student a question about the experiment. This way all students
have the chance to respond verbally and you can assess what they have
comprehended during the experiment.
Magical Magnets (cont.)
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Inquiry-Based LearningMagical Magnets Student Reproducibles
Name _____________________________________________________
Metals or NonmetalsDirections:Write or draw each item in the rst column. Will a magnet move the item?Put an X in the column you think is correct.
Item Magnet will move it Magnet will notmove it