“How did discovery learning affect your choices in the direction you wanted to go in accomplishing the task?”
19 comments:
Anonymous
said...
Discovery Learning was beneficial in allowing me an array of choices in order to accomplish the task. I was able to learn more by trial and error. Due to the fact that there was little direction in the task, much time was spent on making small decisions. This kind of learning, if practiced more, would probably help me improve my time management skills and help me make fast decisions. Jaymi Arlot
Having so much free rein in making decisions about the project did allow for creativity, but it was also a little frustrating because we spent so much time trying to decide what to do and where to go. With the parameters so loose, as graduate students we got the project done in time, but just barely, and not to our satisfaction. With younger children so much choice in such a limited time frame could spell disaster for real learning. Without narrowing down the choices time management and group disagreements could monopolize the time allotted for actual learning, making the project a less effective teaching tool than it could be with some direction for the creativity. It was a lot of fun while we were brainstorming and getting started, but trying to finish in time was very difficult. Natalie Miller
At first the choice was a little confusing. In life we are so used to being told what to do, it throws off our equilibrium when we are given choices. However, after choosing something personal, I feel that I owned it more. I had a stronger desire to make the product amazing. I had a stronger desire to learn more about the topic. I feel that with younger kids this might be hard though. They need more parameters than we do. We are graduate students and we got a little confused about assignment specifications. In other words, using discovery learning with elementary school students should be more structured!
At first the choice was a little confusing. In life we are so used to being told what to do, it throws off our equilibrium when we are given choices. However, after choosing something personal, I feel that I owned it more. I had a stronger desire to make the product amazing. I had a stronger desire to learn more about the topic. I feel that with younger kids this might be hard though. They need more parameters than we do. We are graduate students and we got a little confused about assignment specifications. In other words, using discovery learning with elementary school students should be more structured!
Stephanie Stutesman (sorry this is the second post)
“How did discovery learning affect your choices in the direction you wanted to go in accomplishing the task?”
Our imagination got to come into play. Working collaboratively we all taught each other, in our group, how to find different ideas to bring into our presentation, define our presentation together mixing up all our ideas and to just have fun with respect to each others talents and goals for the project. Being able to just pick and choose let loose our imagination and we just found fun and often times laughed at ourselves! Discovery learning is a great and very fun way to learn, that is for sure.
Having the flexibility to explore what direction I wanted to take was freeing and exciting, but was also a little bit intimidating, at least at the beginning. When deciding what a widget was, and what country to use, the choices seemed so numerous. Also, since the exact nature of the assignment was still a little murky, it made choosing somewhat difficult initially. However, having the choice in the first place made the learning extremely beneficial. When we overheard two other groups working on proposals for Australia (our initial pick) we quickly altered our choice so we could do something more unique and original. As far as discovery learning as part of the actual accomplishment of the task, it was nice to have some freedom to decide who would do what and when. It certainly instigated a more collaborated working environment and allowed learn from each other.
Discovery Learning enabled us to not only have choices on what our task was going to be, but it gave us a chance to use our imaginations. Our project gave us the chance to define what a widget using our imaginations and then apply real life scenarios such as the economy in Japan. In the end discovery learning gave our group a chance to work collaboratively and make a presentation that was not only a learning experience, but a fun experience to!
Since this was such a broad topic in choosing countries, the decision first came from what was appealing. Our group at first decided on Australia, but realized many of the other groups were presenting on Australia. Some groups members having a small background in South Korea we chose to use this country. From our little background knowledge on the culture of South Korea we were then able to come up with a “widget” that would be successful there.
For our group our discovery learning came from background knowledge and effected our decision making from there. From that knowledge it encouraged us to research further into the unknown, and make a correlation with previous knowledge and our new found knowledge.
The discovery learning process affected the choices our group made by providing our group with a business orientated focus. The analysis of our chosen country concentrated on aspects of the country that would be most important to a new business enterprise. Country information focused on economic influences, government, material resources, and select cultural information. Other aspects such as education, art, music, and food were ignored. This discovery process provided an excellent focused learning experience, but should be supplemented with broader tasks to fill information voids.
Initially we searched what countries would be included as Pacific Rim countries and then we narrowed our choice down first by interest. However, after realizing that several groups were doing the same thing, we changed our choice and went with something that several group members had prior knowledge of. Through that prior knowledge we learned that trinkets that are attached to cell phones are extremely popular in South Korea and so decided to make that the focus of our product. I think the prior knowledge connection was the biggest factor in making our specific choice when the possibilities were so wide-open. I can see how having such a large range of possible choices could be overwhelming to students especially if the time factor was involved. One way to help them might be to get them thinking about any connections they can make to something they already know about the subject.
Discovery learning affected my choices by influencing the amount of research that was needed to accomplish the task of picking a Pacific Rim country for the widget company to expand. Throughout the task the amount of discovery was helpful in explaining our group’s reasons for presenting Australia as the best Pacific Rim country for the widget. There was also a fair amount of discovery involved in defining what a widget is.
The most important thing I gained from accomplishing the task was insight into how this would be a great lesson for elementary students to learn more about different countries. Using the widget company expansion as the scenario gives more purpose and direction to the discovery of information about a specific country. Jolene Ferguson
Discovery learning was a fun and interesting way to accomplish the required task. The ability to have input or choice on the direction my as a group wanted to take this assignment gave me freedom for personal choice which created excitement and enthusiasm for the project. Working in a collaborative environment on the task created a need for each member to recognize the strength they brought to the group and capitalize on it. I believe there is great value in assignments of this nature and plan to utilize discovery learning as well as collaboration in my classroom.
This was a great exercise. We were able to choose what our product was, the location of production and the location of marketing. In addition, we collaborated with each other to determine each individual’s strengths and utilized those to the benefit of the entire group. Personally, I learned something from Jessica which will help me in future research because we determined she was the expert at Google searches.
This entire process was a great learning tool on both collaboration and exploration using the internet as a resource. As we discovered one element of our project, other questions came to mind which we looked into further. We had to make decisions about what was important to our objective and what to leave out. Working in a group helped us decide what to include and exclude due to the consensus process. This discovery learning project was both fun and a great learning tool. Jane Scott
Discovery learning allowed us to find our own definition of the word and to choose which definition we found to be the most relevant to the assignment. It also enabled us to pick a definition we had the most interest in, providing enthusiasm for the assignment. Discovery learning allowed us to use our imaginations and to come up with an approach that interested us the most. We looked into the countries we were familiar with prior to this and used our previous knowledge as a base. By providing a guide for the assignment we were able to find a topic that we would be motivated to do research on. We were able to look into the country’s different aspects and to elaborate on the ones we found were most useful to the presentation we were going to give. This type of learning teaches younger students how to research topics and how to put the information into the appropriate context. For our group, it impacted our choice by allowing us to choose not only a product we were interested in, but also a country we were equally interested in. We were able to have fun and work together effectively.
How did discovery learning affect your choice in the direction you wanted to go in accomplishing the task? I learned to work in cooperation with other people. My opinion was valued as part of the whole and this gave me encouragement to keep researching and try to do my best to enrich the content of the given task. I became more confident and my group was satisfied with the product of my work. Gladis Da Rosa
“How did discovery learning affect your choices in the direction you wanted to go in accomplishing the task?”
Discovery learning was a very interesting process for me today. Although I regularly participate in this process, I have never really been aware of the process while it was happening. The definition we chose as a group was different than some groups but the same as one other group. It was amazing to see the differences that occurred in the development process as to which information was chosen by each group. We searched for information that supported our premise, but in the end, our facts differed from the other group presenting the same product to the same country. Facts can found and manipulated to support any concept. I have learned that there is much information out there and it is my job as an educator to teach my students that not all the information available has integrity. They need to be aware of this and make critical choices when examining information for research.
The aspects to having freedom of choice in the exploration of learning can have both positive and negative attributes. It is certainly empowering to have the choice and prerogative to tailor research to your interests. However, without a solid alignment of direction or focus, the finished end product can be less than intended. Perhaps a proper balance of choice and structure should be taken into consideration. Perhaps a team should work closely to better identify strengths and opportunities within each member. By doing such we build upon the expertise and strength of the team and work collaboratively to support the group’s opportunities or challenges. This process alone supports the empowerment of the learning process. ~ Kris Hackett
“How did discovery learning affect your choices in the direction you wanted to go in accomplishing the task?”
This assignment was very fun, engaging, and brought to light several ideas that are important issues in discovery learning.
Because we were able to participate in discovery learning, we choose a widget that was perhaps not what the instructor had originally intended for us to research. This was really interesting to watch during the presentations, since it turned out that many groups had different ideas about what a widget was.
Because we were able to have a large amount of autonomy (with the layout of our slide and what information we included) there were varying degrees of factual information included in the PowerPoint presentations. At one point, between our group and another group that also presented on the “beer” widget, there arose conflicting factual information. If this incongruence arose in a classroom setting during a discovery learning project, it would present an important learning opportunity. This would be a great way to introduce children to the idea that they must be careful to evaluate the reliability and validity of their resources.
The checklist was very useful in our discovery learning assignment, because it gave guidelines without restricting personal choices and imagination. A rubric similar to this one is a great way to lead kids in the right direction while promoting a motivating and personalized learning experience.
Discovery learning affected our choices in allowing us freedom to use prior knowledge, interests and attractions in order to inform our project. The freedom to choose and move forward with the project based upon our own management plan and our own interests, created more ownership of the final product; in addition to making the process more engaging, fun and interesting. As a result, it is likely that the material learned will be retained. So, do discovery learning and choice allow authentic learning to occur? Kathleen Cunningham
19 comments:
Discovery Learning was beneficial in allowing me an array of choices in order to accomplish the task. I was able to learn more by trial and error. Due to the fact that there was little direction in the task, much time was spent on making small decisions. This kind of learning, if practiced more, would probably help me improve my time management skills and help me make fast decisions. Jaymi Arlot
Having so much free rein in making decisions about the project did allow for creativity, but it was also a little frustrating because we spent so much time trying to decide what to do and where to go. With the parameters so loose, as graduate students we got the project done in time, but just barely, and not to our satisfaction. With younger children so much choice in such a limited time frame could spell disaster for real learning. Without narrowing down the choices time management and group disagreements could monopolize the time allotted for actual learning, making the project a less effective teaching tool than it could be with some direction for the creativity. It was a lot of fun while we were brainstorming and getting started, but trying to finish in time was very difficult.
Natalie Miller
At first the choice was a little confusing. In life we are so used to being told what to do, it throws off our equilibrium when we are given choices. However, after choosing something personal, I feel that I owned it more. I had a stronger desire to make the product amazing. I had a stronger desire to learn more about the topic. I feel that with younger kids this might be hard though. They need more parameters than we do. We are graduate students and we got a little confused about assignment specifications. In other words, using discovery learning with elementary school students should be more structured!
At first the choice was a little confusing. In life we are so used to being told what to do, it throws off our equilibrium when we are given choices. However, after choosing something personal, I feel that I owned it more. I had a stronger desire to make the product amazing. I had a stronger desire to learn more about the topic. I feel that with younger kids this might be hard though. They need more parameters than we do. We are graduate students and we got a little confused about assignment specifications. In other words, using discovery learning with elementary school students should be more structured!
Stephanie Stutesman (sorry this is the second post)
“How did discovery learning affect your choices in the direction you wanted to go in accomplishing the task?”
Our imagination got to come into play. Working collaboratively we all taught each other, in our group, how to find different ideas to bring into our presentation, define our presentation together mixing up all our ideas and to just have fun with respect to each others talents and goals for the project. Being able to just pick and choose let loose our imagination and we just found fun and often times laughed at ourselves! Discovery learning is a great and very fun way to learn, that is for sure.
Jessica Lee.
Having the flexibility to explore what direction I wanted to take was freeing and exciting, but was also a little bit intimidating, at least at the beginning. When deciding what a widget was, and what country to use, the choices seemed so numerous. Also, since the exact nature of the assignment was still a little murky, it made choosing somewhat difficult initially. However, having the choice in the first place made the learning extremely beneficial. When we overheard two other groups working on proposals for Australia (our initial pick) we quickly altered our choice so we could do something more unique and original. As far as discovery learning as part of the actual accomplishment of the task, it was nice to have some freedom to decide who would do what and when. It certainly instigated a more collaborated working environment and allowed learn from each other.
Genevieve Wiitanen
Discovery Learning enabled us to not only have choices on what our task was going to be, but it gave us a chance to use our imaginations. Our project gave us the chance to define what a widget using our imaginations and then apply real life scenarios such as the economy in Japan. In the end discovery learning gave our group a chance to work collaboratively and make a presentation that was not only a learning experience, but a fun experience to!
-Billy Beaumont
Since this was such a broad topic in choosing countries, the decision first came from what was appealing. Our group at first decided on Australia, but realized many of the other groups were presenting on Australia. Some groups members having a small background in South Korea we chose to use this country. From our little background knowledge on the culture of South Korea we were then able to come up with a “widget” that would be successful there.
For our group our discovery learning came from background knowledge and effected our decision making from there. From that knowledge it encouraged us to research further into the unknown, and make a correlation with previous knowledge and our new found knowledge.
Sara Bailey
The discovery learning process affected the choices our group made by providing our group with a business orientated focus. The analysis of our chosen country concentrated on aspects of the country that would be most important to a new business enterprise. Country information focused on economic influences, government, material resources, and select cultural information. Other aspects such as education, art, music, and food were ignored. This discovery process provided an excellent focused learning experience, but should be supplemented with broader tasks to fill information voids.
Natalie Keller
Initially we searched what countries would be included as Pacific Rim countries and then we narrowed our choice down first by interest. However, after realizing that several groups were doing the same thing, we changed our choice and went with something that several group members had prior knowledge of. Through that prior knowledge we learned that trinkets that are attached to cell phones are extremely popular in South Korea and so decided to make that the focus of our product. I think the prior knowledge connection was the biggest factor in making our specific choice when the possibilities were so wide-open. I can see how having such a large range of possible choices could be overwhelming to students especially if the time factor was involved. One way to help them might be to get them thinking about any connections they can make to something they already know about the subject.
April Nissen
Discovery learning affected my choices by influencing the amount of research that was needed to accomplish the task of picking a Pacific Rim country for the widget company to expand. Throughout the task the amount of discovery was helpful in explaining our group’s reasons for presenting Australia as the best Pacific Rim country for the widget. There was also a fair amount of discovery involved in defining what a widget is.
The most important thing I gained from accomplishing the task was insight into how this would be a great lesson for elementary students to learn more about different countries. Using the widget company expansion as the scenario gives more purpose and direction to the discovery of information about a specific country.
Jolene Ferguson
Discovery learning was a fun and interesting way to accomplish the required task. The ability to have input or choice on the direction my as a group wanted to take this assignment gave me freedom for personal choice which created excitement and enthusiasm for the project. Working in a collaborative environment on the task created a need for each member to recognize the strength they brought to the group and capitalize on it. I believe there is great value in assignments of this nature and plan to utilize discovery learning as well as collaboration in my classroom.
~Melody Autry-O’Dell
This was a great exercise. We were able to choose what our product was, the location of production and the location of marketing. In addition, we collaborated with each other to determine each individual’s strengths and utilized those to the benefit of the entire group. Personally, I learned something from Jessica which will help me in future research because we determined she was the expert at Google searches.
This entire process was a great learning tool on both collaboration and exploration using the internet as a resource. As we discovered one element of our project, other questions came to mind which we looked into further. We had to make decisions about what was important to our objective and what to leave out. Working in a group helped us decide what to include and exclude due to the consensus process. This discovery learning project was both fun and a great learning tool. Jane Scott
Discovery learning allowed us to find our own definition of the word and to choose which definition we found to be the most relevant to the assignment. It also enabled us to pick a definition we had the most interest in, providing enthusiasm for the assignment. Discovery learning allowed us to use our imaginations and to come up with an approach that interested us the most. We looked into the countries we were familiar with prior to this and used our previous knowledge as a base. By providing a guide for the assignment we were able to find a topic that we would be motivated to do research on. We were able to look into the country’s different aspects and to elaborate on the ones we found were most useful to the presentation we were going to give. This type of learning teaches younger students how to research topics and how to put the information into the appropriate context. For our group, it impacted our choice by allowing us to choose not only a product we were interested in, but also a country we were equally interested in. We were able to have fun and work together effectively.
Tiffany Brogan
How did discovery learning affect your choice in the direction you wanted to go in accomplishing the task?
I learned to work in cooperation with other people. My opinion was valued as part of the whole and this gave me encouragement to keep researching and try to do my best to enrich the content of the given task. I became more confident and my group was satisfied with the product of my work.
Gladis Da Rosa
“How did discovery learning affect your choices in the direction you wanted to go in accomplishing the task?”
Discovery learning was a very interesting process for me today. Although I regularly participate in this process, I have never really been aware of the process while it was happening. The definition we chose as a group was different than some groups but the same as one other group. It was amazing to see the differences that occurred in the development process as to which information was chosen by each group. We searched for information that supported our premise, but in the end, our facts differed from the other group presenting the same product to the same country. Facts can found and manipulated to support any concept.
I have learned that there is much information out there and it is my job as an educator to teach my students that not all the information available has integrity. They need to be aware of this and make critical choices when examining information for research.
Lisa MacKintosh
The aspects to having freedom of choice in the exploration of learning can have both positive and negative attributes. It is certainly empowering to have the choice and prerogative to tailor research to your interests. However, without a solid alignment of direction or focus, the finished end product can be less than intended. Perhaps a proper balance of choice and structure should be taken into consideration. Perhaps a team should work closely to better identify strengths and opportunities within each member. By doing such we build upon the expertise and strength of the team and work collaboratively to support the group’s opportunities or challenges. This process alone supports the empowerment of the learning process.
~ Kris Hackett
“How did discovery learning affect your choices in the direction you wanted to go in accomplishing the task?”
This assignment was very fun, engaging, and brought to light several ideas that are important issues in discovery learning.
Because we were able to participate in discovery learning, we choose a widget that was perhaps not what the instructor had originally intended for us to research. This was really interesting to watch during the presentations, since it turned out that many groups had different ideas about what a widget was.
Because we were able to have a large amount of autonomy (with the layout of our slide and what information we included) there were varying degrees of factual information included in the PowerPoint presentations. At one point, between our group and another group that also presented on the “beer” widget, there arose conflicting factual information. If this incongruence arose in a classroom setting during a discovery learning project, it would present an important learning opportunity. This would be a great way to introduce children to the idea that they must be careful to evaluate the reliability and validity of their resources.
The checklist was very useful in our discovery learning assignment, because it gave guidelines without restricting personal choices and imagination. A rubric similar to this one is a great way to lead kids in the right direction while promoting a motivating and personalized learning experience.
-Kessa
Discovery learning affected our choices in allowing us freedom to use prior knowledge, interests and attractions in order to inform our project. The freedom to choose and move forward with the project based upon our own management plan and our own interests, created more ownership of the final product; in addition to making the process more engaging, fun and interesting. As a result, it is likely that the material learned will be retained. So, do discovery learning and choice allow authentic learning to occur?
Kathleen Cunningham
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