DISCOVERY LEARNING

Introduction

As instructors, it is our responsibility to create an environment where learners can be the most successful in their quest for learning new skills and information. Discovery Learning is one way in which the student can have direct ownership over their learning experience. There are several types of Discovery Learning methods, which are experiments, exploration, simulation-based learning, problem-based learning, inquiry-based learning and webquests.

Each learning type best lends itself to specific types of learning objectives and after completing this webquest you should be able to explain why you would chose a specific Discovery Learning Type to meet certain learning objectives.

Here we go!

Task

At the end of the quest, you will individually establish your understanding of the assigned Discovery Learning types by gathering information from the provided sources and developing a theoretical lesson plan that uses one of these learning types.

You simply need to follow the steps of the PROCESS part so that you will not be confused!

GOOD LUCK!

Process

1. First, you need to understand the history of Discovery Learning as well as its advantages and limitations. Watch this video: Discovery Learning and read through the text on this webpage, Edutech, paying close attention to sections 1 through 3 and 5.

2. After you’ve processed the basics of Discovery Learning, read all four of the highlighted Discovery Learning types; Guided, Case-based, Problem-based, and Inquiry-based; to learn about them in greater detail and then write a short summery of the key components of each method. Include both comparing and contrasting items in regards to how they relate to each other and also their advantages and limitations.

3. Now that you’ve gained a deeper understanding about what these four Discovery Learning types entail, read about the types of activities that can be used to support the Discovery Learning process. Activities

4. Now it is time to put everything you’ve learned together. You will choose a Discovery Learning type and activity to provide instruction on a topic of your choosing. You can choose a topic related to your career, a specific hobby or interest you hold. The requirements are as follows:

You will need to identify the level of understanding required to accomplish your learning objectives as well as explain your learning strategies. This site can provide a quick refresher if needed. Strategies, Bloom's Taxonomy.
You can submit your completed work in any form you seem fit. Video, Text Document, Power Point, etc.

a) Identify the target audience.

b) Identify the Topic.

c) Specify the Learning Objective to include the level of understanding you wish the student’s to achieve.

d) Detail the learning strategies you will implement.

e) Identify which Discovery Learning type you intend to use and why.

f) List the activitie(s) that will be used to support the learning type.

g) Explain how you will assess the learner’s progress.

h) Provide a conclusion that helps to bring the students back to the learning objectives. (Explain to the learners how what they’ve learned meets the stated learning objectives and how they can use this new information and/or skill in the future.)

Evaluation

EVALUATION RUBRIC

	Beginning	Developing	Very Good	Exemplary	Score

CONTENT	Description of learning types on a surface level.	Descriptions of learning types, differences among themselves.	Alongside definitions and differences, also focusing on advantages/limitations of these approaches and their implementation into the lesson plan.	Elaborating on the characteristics of the learning type beyond the reading and incorporation them into the lesson plan.	%40

COHERENCY	The information presented is provided in a random fashion, not sequent at all.	There is not a total coherence between the ideas presented.	Characteristics of the learning types are organized in a more coherent way but some additional information is forgotten or put somewhere else.	All the details and general characteristics of the learning types are explained appropriately and coherently used in the lesson plan.	%25

MANAGEMENT OF THE RESOURCES	The provided resources are not used at all.	The provided resources are lightly referenced and used.	The provided resources are used in an obvious way in the lesson plan.	Additional resources are used in the development of the lesson plan and there is a reference section at the end of the presentation.	%20

WORDING	Shows a lack of understanding of the provided sources. Spelling errors.	Shows your understanding of the topic; however ideas are poorly expressed and there are repetitions. Spelling errors.	Ideas are expressed in a fluent way, showing analytical and independent thoughts however limited in depth. No spelling errors.	Ideas show a perfect understanding of the text; thoughts are critically analytical of the text; expressed in depth. No spelling errors.	%15

Total Score: %100

Conclusion

CONGRATULATIONS

You made it! Now that you've gone through the process you get to tell me what you think. Is this something you would likely use? Do you have any ideas on how to make it better? What's on your mind?

Credits

Teacher Page

Leala Cochran

Univeristy of Arizona Graduate Student

11/25/14