The defining characteristic of this style is the carefully crafted series of questions that lead learners to discover a predetermined response. The teacher’s skill in designing a series of logically sequenced question that gradually lead the learner to the anticipated target is the crux of this style. If students do not reach the target, the questions need to be reexamined.
In the Guided Discovery Style, the role of the teacher is to make all pre-impact decisions including the subject matter’s target concept and the sequential questions that lead to the target answer and all logistical decisions. The role of the learner is to link different elements of the subject mater in each question to logically discover the predetermined concept, principle, relationship or rule.
*The arrows represent the decision shifts from the Inclusion Style-E to the Guided Discovery Style-F.
When the Guided Discovery Style is achieved, the following subject matter objectives are emphasized:
When the Guided Discovery Style is achieved, the following behavioral objectives are emphasized: