Enhanced Discovery Learning
Robert Marzano (2011) describes enhanced discovery learning as a process that involves preparing the learner for the discovery learning task by providing the necessary knowledge needed to successfully complete said task. In this approach, the teacher not only provides the necessary knowledge required to complete the task, but also provides assistance during the task. This preparation of the learner and assistance may require some direct instruction. "For example, before asking students to consider how best to stretch the hamstring muscle in cold weather, the teacher might present a series of lessons that clarify basic facts about muscles and their reaction to changes in temperature" (Marzano, 2011, p. 87).
Another aspect of enhanced discovery learning is allowing the learner to generate ideas about a topic along the way and then having students explain their thinking (Marzano, 2011). A teacher who asks the students to generate their own strategy for solving a problem may be provided with examples in how to solve similar problems ahead of the discovery learning task. "A student might come up to the front of the room to work through the first problem, sharing his or her thinking out loud. The teacher might question students and help them formulate their thinking into general guidelines for estimation, such as "start by estimating the sum of the highest place-value numbers." As others come to the front of the room to work their way through problems out loud, students can generate and test more rules" (Marzano, 2011, p. 87).
Read more about this topic: Discovery Learning
Famous quotes containing the words enhanced, discovery and/or learning:
“In what does the objective measure of value lie? In the quantum of enhanced and organized power alone, in accordance with what occurs in all occurrence, a will to increase.”
—Friedrich Nietzsche (1844–1900)
“That the discovery of this great truth, which lies so near and obvious to the mind, should be attained to by the reason of so very few, is a sad instance of the stupidity and inattention of men, who, though they are surrounded with such clear manifestations of the Deity, are yet so little affected by them, that they seem as it were blinded with excess of light.”
—George Berkeley (1685–1753)
“Ordinary time is “quality time” too. Everyday activities are not just necessities that keep you from serious child rearing: they are the best opportunities for learning you can give your child...because her chief task in her first three years is precisely to gain command of the day-to-day life you take for granted.”
—Amy Laura Dombro (20th century)