1.2 Conducting of DL

---

  1.2.1 Preplanning

When preparing discovery lesson, followings should into account;

Determine the general purpose of the lesson,

Determine the specific lesson objectives: identify the concepts, facts, generalizations, rules or laws to be discovered,

Collect useful resources and material (to attain abstraction),

Plan the discovery lesson,

Ensure readiness of learners to use inductive.

  1.2.2 Delivering (Implementing)

The implementation phase can be in two different forms . These are inductive and deductive forms.

Inductive Discovery (specific to general)

begin with a series of experience.

find pattern

induce a general rule

Example (Inductive Discovery) 1 T Today we are going to examine a relation that has challenged mathematicians, for a long time. To begin, let us consider the following statements. 20=17+3, 22=19+3, 24=17+7, 26=13+13 Does anyone notice a pattern in these statements? 2 S The numbers on the left side are all even numbers in the twenties 3 T O.K. How about the addends on the righthand side? ........................ 25 T Will someone venture a final statement concerning even numbers and odd primes? 26 S Well, any even number greater than 4 is equal to two odd primes added together.

Deductive Discovery ( general to specific)

begin with a set of premises (“rules”)

apply these rules to specific instances

derive a conclusion

Example (Deductive Discovery) 1 T In applying Cramer’s rule for solving this system of equations.  3x - 2y = 6 -9x + 6y = -3, what did you obtain, S? 2 S For D(x) I got 30, for D(y) I got 45, but for the denaminator I got 0. 3 T O.K. What is your solution, then? ........................ 15 S Well, the graphs of those lines might be paralel. ........................ 22 T Very good! What is the determinant formed from the coefficients of x and y for these two parallel lines? ........................

During the implementation:

Utilize questions that will promote discovery

Ensure that learners know what they are supposed to do

Monitor and guide student activity and thinking,

Encourage observation, collection and organization, manipulation, analysis of ideas and data, and so forth.

Encourage supportive peer interaction and evaluation of thinking and ideas.

  1.2.3 Evaluation

Assess progress toward outcomes, by and for both teacher and learner, continually during learning.
Moment-by-moment, meeting-by-meeting, course-by-course,

Evaluate attainment of outcomes rigorously as each learning opportunity concludes.
Moment-by-moment, meeting-by-meeting, course-by-course,

The aim is to assess students’ attainment of the learning outcomes devised by looking at work in courses .

• seek to identify the instructional contents, structures, and processes that result in attainment of these outcomes.
• seek to encourage the wider use of these proven techniques.
• seek also to encourage faculty and students to identify additional effective learning techniques.

Assessment provides an impetus for active student involvement, a proven “best practice”.