The defining characteristic of the Divergent Discovery Style is the engagement in the discovery of new content by producing multiple responses to an unfamiliar specific problem, question, or situation. Each learner experiences the emotional and cognitive process of going beyond known information. The teacher encourages the production of responses not any single solution.
In the Divergent Discovery Style, the role of the teacher (T) is to only make decisions about the specific subject matter problem, question or situation not the specific responses. The teacher then offers neutral feedback about the multiple responses. The role of the learner (L) is to produce multiple discovered solutions/responses to a specific problem or question and to engage in self-assessment of the responses.
*The arrow represents the decision shift from the Convergent Discovery Style-G to the Divergent Discovery Style-H.
When the Divergent Discovery Style is achieved, the following subject matter objectives are emphasized:
When the Divergent Discovery Style is achieved, the following behavioral objectives are emphasized: