TKAg&ved=0CAcQ8wc&usg=AFQjCNHbDGA-HfdTJvZT8idB-KRINneWLw Guided Discovery Learning and Teaching Strategies

Learning is ….  more than knowing facts  building new knowledge and understanding on what students already know and believe  refining their current concepts  influenced by the social environment in which learners interact with others  occurs best when students take control of their own environment  the ability to apply and transfer knowledge to a variety of situations National Research Council (2000, Inquiry and the National Science Education Standards: A Guide for Teaching and Learning (more info), p Inquiry and the National Science Education Standards: A Guide for Teaching and Learningmore info

What is Guided Discovery (GD)?  Developed by Dr. Charles E. Wales at the Center for Guided Design, West Virginia University  The focus is on the learner and is both self-paced and paced by instruction.  Incorporated with Understanding by Design (UBD), GD builds upon a learners innate curiosity and desire to discover to lead the learner to the knowledge on their own terms  When combined with effective question generation (Question Formulation Technique or some other effective means) GD becomes concise and exact

Advantages to implementing the Guided Discovery method of teaching 1.Structured format 2.Easy to follow for both instructor and student 3.Responsibility for learning shifts from teacher to student 4.Cooperative learning is encouraged & enhanced (almost mandated) 5.Self paced means the student builds upon their own knowledge base as they discover new truths 6.Can be applied to any age learning group (1987 Alabama research results)

Disadvantages to implementing the Guided Discovery method of teaching  Historical studies show minimally guided instruction is less effective but disadvantages begin to minimize as learner prior knowledge increases (Kirschner, 2006)  Activities take time to plan and implement  Small group management  Missing intrinsic motivation slows progress

Successful Discovery Model 1.Select the content 2.Identify the prerequisite knowledge 3.Write the lesson in manageable, scaffolded steps 4.Prepare the students - outline the activity and expectations 5.State the goal 6.Set up a graphic organizer 7.Have a follow-up activity to check for accountability 8.Reflect and revise

Ask Your Students – 1. Could you solve the puzzle before completing the activity? 2. What question(s) in the activity led you to experience an "Aha!" moment? 3. Did you understand the answers to the questions or puzzle after completing the activity? 5miDg&ved=0CAkQ8wc4MQ&usg=AFQjCNFd39MJRfpWz19eAjcPKaVhJDpFMw

Cash or Credit? Paper or Plastic?

Take the Ultimate Quiz Here! Many people experience a time in their lives when they are financially tight. You look back on things you spent your money on and wish you had saved it instead. When making purchase decisions, it's often difficult to decide whether we really should be buying something or not. Take our quiz and learn how much money you really need to live on. The Ultimate How Much Money Do You Really Need to Live Quiz

Sit back, relax, and enjoy this short video from Virtual Economics

Hint: Look for the “gimmick”!

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Now, let’s test your money sense! 1.Take the information given to you and the “sample person”. 2.Decide if they should purchase a car, what type they should buy, and how they should finance it. 3.Choose the most inappropriate vehicle purchase for your subject and explain why it would be such a poor choice.

4. Is there such a place as “credit card hell” and what is probably happening there? 3. What are three items that 90% of the people will use credit to buy? 2. What should you never use credit to buy? Finally…apply what you learned! 1.What advice would you offer to your person if they were sitting in front of you now? 1234

Resources Video Clips Discovery Education Credit Debt – ABC Australia, 2005 Credit Card Options – Linx Education, 2009 National Council of Economics Education Virtual Economics v.3 (July 2005) Music The Celebrity Apprentice Theme song Background: