Guided discovery is a valuable tool. It encourages independence, makes learning more memorable; it's also a great tool when done in a group setting for example in a football meeting allows greater communication between coaches and athletes. Guided discovery learning. (n.d.) Defined "Guided Discovery, is characterized by convergent thinking. The instructor devises a series of statements or questions that guide the learner, step by logical step, making a series of discoveries that leads to a single predetermined goal. In other words, the instructor initiates a stimulus, and the learner reacts by engaging in active inquiry thereby discovering the appropriate response. Mosston (1972:117) specifies ten cognitive operations that might take place …show more content…
My goal is to teach my players to stay mentally and physically a step ahead of asking questions with a wide range of question. These range from a memory-level question that involved little cognitive involvement stated by Cassidy, T., Jones, R., & Potrac, P. (2009). As the defensive of coordinator and putting together a strategy versus an opponent you really can only go by what you see on film. While coaching my group I break them off into three groups so while one is on the field, I can as question about the plays they defended. For example, if a team runs four vertical at my quarters defense but then the quarterback runs around what is your responsibility. Within our defense, there is a lot of what if because everything based on the wide receivers patter. In our team meeting I, would write a play on the board and as the player what defense are we in then I move offensive of player around then again what happens next what are we looking for next before it happens. Another good example is when I am working with my defense backs, and we are going over one on one drills I have to go over the techniques and when to use them so I may ask them if the wide receivers run a dig pattern what is you breaking point, what hand comes through, when and why do you open your hips, and most important where’s you help
Throughout Frankenstein it is evident that Victor and Robert express their thirst for knowledge, which often leads to destruction. Through analyzing Frankenstein it is possible to find many examples that illustrate the fact that wanting to have more knowledge can be extremely dangerous. Firstly, as Victor is creating life he is able to create a humanoid monster, unfortunately he is appalled by his creation and becomes very ill. Afterwards, when Victor is completing the female companion for his original creation, Victor realizes that this will only create more destruction. Finally, as Walton is on a journey to the North Pole he encounters difficulties that nearly kill him and his crew. This shows that Victor and Walton are repeatedly searching for more knowledge even though it is dangerous.
Mistakes do lead to discovery. Without mistakes, scientists would not know what they have to fix in their research or what they are doing wrong. A chocolate bar melting in Percy Spencer’s pocket led to the invention of the microwave. He made the mistake of leaving the chocolate bar in his pocket near the Magnetron, but it lead to the invention of the microwave! So, I believe that mistakes lead to discovery of new things.
W. In the second part of this step, the students are encouraged to develop categories for the ideas they brain stormed. The second step is step W determining what I want to learn. In this step, the students are encouraged to create questions and are asked to write down the ones that interest them the most.
Martin, K. (2000). Alternative Modes of Teaching and Learning. Received September 13, 2002 from Internet. http://www.csd.uwa.edu.au/atmodes/to_delivery/discovery_learing.html.
Lennard (2010) reminds us that the models merely provide an outline, a structure, and a direction. She also emphasizes the models are used to facilitate a method of exploration which is extremely important for client self-awareness and continual development. Coaching is centered on unlocking a person’s potential to maximize his or her own performance. Focusing on improving performance and developing skills is essential for an effective coaching outcome (Fielden, 2005). The use of a model can lead to greater insight and understanding by simplifying and clarifying this process.
(c) Learners’ cognitive strategies employed in learning, memorization and comprehension. Different cognitive strategies such as practicing, illustrating
Teaching Games For Understanding Model is the topic that I researched. This teaching model was created by Rod Thorpe and David Bunker from Loughborough University. The abbreviation for Teaching Games For Understanding Model is TGFU. This model was made for students to help educate them about the games they play in Physical Education. This learning model does not reflect on the performance from the student. It focuses on teaching student’s skills and key concepts in the classroom. There are six stages in TGFU that specifically target an important skill or concept that the student needs. The following six stages are Game Form, Game Appreciation, Tactical Awareness, Decision Making, Skill Execution, and Performance. All of these stages combine to make one goal of educating students with the skills and concepts they need in Physical Education, sports, and life.
After completing the Discovery Wheel and the Learning Style Inventory assignments which are presented by the text book Becoming a Master Student (Ellis, 2006, pp. 78-82), I discovered that I should trust my instinct now more than ever. I’ve always felt most confident when I had a chance to implement my knowledge and understanding in a lab or a real life setting. I learned that facts, figures, and examples are important parts in the way I learn. Breaking something down into smaller units and examining these units individually is something I enjoy doing, but that is not my preferred learning style.
Coaching is generally known as a collective, action-oriented conversation that facilitates the enhancement of life experiences, goal attainment, self directed learning and performance in the individual being coached professional and personal life. Moreover, coaching takes on many beneficial characteristics such as: (1) the ability to unlock people’s potential to maximize their own performance; (2) a facilitative approach that helps people to learn, as opposed to teaching them; (3) an instructional approach that is directly concerned with the immediate improvement of performance and development of skills by a form of tutoring or instruction; and (4) the potential to enhance performance in work and personal life domains, underpinned by models
The learning styles are not the only way learners can be categorized; there are individual learning types. Type one learner is imaginative, they like to feel and watch, they seek personal associations and need to find meaning as well as involvement. (McCarthy, B. & O’Neil-Blackwell, J, 2007, p.7). Type two learners like to listen and reflect about the information. They work through problems by thinking about ideas and listening to what the experts have to say. (McCarthy, B. & O’Neil-Blackwell, J, 2007, p.7). Type three learners are tinkerers and use common sense. They will think and do by experimenting, building and then creating something usable. (McCarthy, B. & O’Neil-Blackwell, J, 2007, p.7). Type four learners are dynamic; they do and feel by seeking hidden possibilities and exploring. Type four learners learn by trial and error or self-discovery. (McCarthy, B. & O’Neil-Blackwell, J, 2007, p.7)...
...nd getting the information when necessary. A significant thought is information processing, which takes place in a sequence of steps. The information processing theorist’s method of learning is primarily by way of the study of memory.
Identify goals and lead the plan to achieve these goals imagine all the possibilities of training and competition.In addition to empowering athletes to make decisions, good to train their independent thinking.
Understanding new or difficult concepts can be frustrating. Everyone has experienced this at one point or another. Some of these may be times when you were young and just learning to ride a bicycle or learning new words. As you grow older, the ideas that you to attempt to understand become much more complex and abstract. These skills or ideas can take a lot of practice or time spent before you fully understand it. However, there are times when you are struggling to learn a new concept, idea, or skill, where you suddenly figure it out and it makes sense to you; a “light-bulb” moment.
A somewhat underused strategy for teaching mathematics is that of guided discovery. With this strategy, the student arrives at an understanding of a new mathematical concept on his or her own. An activity is given in which "students sequentially uncover layers of mathematical information one step at a time and learn new mathematics" (Gerver & Sgroi, 2003). This way, instead of simply being told the procedure for solving a problem, the student can develop the steps mainly on his own with only a little guidance from the teacher.
Lieberman, D. A. (2000). Learning, Behavior and Cognition (3rd ed.). Belmont, CA: Wadsworth/Thomson Learning. [Chapter 7]