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Introduction
Introduction
Imagine that you are preparing to be a teacher and are offered the opportunity to create an inspiring guided discovery lesson in the style of Jerome Bruner. Bruner was one of the most important educational theorists of our time. While others such as Dewey had long extolled the virtues of student-centered education, Bruner is credited with popularizing an instructional approach referred to as guided discovery or inquiry learning. Bruner urged teachers to present students with real and interesting problems, and then to provide guidance as they found solutions. The teacher would circulate and provide scaffolding where it was useful. Students benefit from this approach in that they actively participate in the learning process in a meaningful manner which allows them to process the information more deeply with better retention and transfer. The process also allows them to develop problem-solving skills while they acquire confidence in their own learning abilities.
Imagine that you are preparing to be a teacher and are offered the opportunity to create an inspiring guided discovery lesson in the style of Jerome Bruner. Bruner was one of the most important educational theorists of our time. While others such as Dewey had long extolled the virtues of student-centered education, Bruner is credited with popularizing an instructional approach referred to as guided discovery or inquiry learning. Bruner urged teachers to present students with real and interesting problems, and then to provide guidance as they found solutions. The teacher would circulate and provide scaffolding where it was useful. Students benefit from this approach in that they actively participate in the learning process in a meaningful manner which allows them to process the information more deeply with better retention and transfer. The process also allows them to develop problem-solving skills while they acquire confidence in their own learning abilities.
"To instruct someone in a discipline is not a matter of getting him to commit results to mind, rather it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce little living libraries on the subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge getting. Knowledge is a process not a product."
Toward a Theory of Instruction, 1966, p. 72
"To instruct someone in a discipline is not a matter of getting him to commit results to mind, rather it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce little living libraries on the subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge getting. Knowledge is a process not a product."
Toward a Theory of Instruction, 1966, p. 72
This Guided Web Inquiry lesson is designed to provide the materials necessary to assist you in learning the process of designing your own Lesson. Links to relevant documents and Web pages that describe the process and give examples of exemplary Guided Web Inquiry lessons (WebQuests) have been provided.
This Guided Web Inquiry lesson is designed to provide the materials necessary to assist you in learning the process of designing your own Lesson. Links to relevant documents and Web pages that describe the process and give examples of exemplary Guided Web Inquiry lessons (WebQuests) have been provided.
The Task
The Task
Your task is to thoughtfully design a Guided Web Inquiry lesson on the Social Studies topic of your choice (grade 3-8). Keep in mind that the students you are designing this for will need to read the student page, so your lesson should be designed for these grades as a way to facilitate independent reading and writing. This is a lesson you will include on your Website, and may be a lesson that you could teach in your placement. This teachable lesson should build on your emerging understanding of lesson design, and be written including all of the elements of a well-designed lesson.
Your task is to thoughtfully design a Guided Web Inquiry lesson on the Social Studies topic of your choice (grade 3-8). Keep in mind that the students you are designing this for will need to read the student page, so your lesson should be designed for these grades as a way to facilitate independent reading and writing. This is a lesson you will include on your Website, and may be a lesson that you could teach in your placement. This teachable lesson should build on your emerging understanding of lesson design, and be written including all of the elements of a well-designed lesson.
Targets:
I can design and publish a pedagogically-appropriate Guided Discovery Lesson for use in an Elementary school classroom.
Targets:
I can design and publish a pedagogically-appropriate Guided Discovery Lesson for use in an Elementary school classroom.
I can design a lesson that uses developmentally appropriate and informationally accurate resources as content for the lesson.
I can design a lesson that uses developmentally appropriate and informationally accurate resources as content for the lesson.
I can apply my understanding of each of the elements of lesson planning to the design and publication of a Guided Discovery Lesson.
I can apply my understanding of each of the elements of lesson planning to the design and publication of a Guided Discovery Lesson.
The Process
The Process
1. Web Inquiry lessons were originally popularized by Dr. Bernie Dodge and Tom March. They published many articles and created an entire educational movement based on his form of this pedagogical approach he referred to as a WebQuest. We will use the basic framing developed by Dr. Dodge to introduce you to this current form of Guided Web Inquiry. In addition to the original WebQuest framework, Guided Web Inquiry lessons should be designed to include content standards, lesson objectives and targets, as well as any important differentiations or accommodations.
Please explore the concept of a WebQuest and the types of considerations a teacher takes into account when planning this pedagogical approach to learning, by visiting the following links which will provide important conceptual and practical information.
1. Web Inquiry lessons were originally popularized by Dr. Bernie Dodge and Tom March. They published many articles and created an entire educational movement based on his form of this pedagogical approach he referred to as a WebQuest. We will use the basic framing developed by Dr. Dodge to introduce you to this current form of Guided Web Inquiry. In addition to the original WebQuest framework, Guided Web Inquiry lessons should be designed to include content standards, lesson objectives and targets, as well as any important differentiations or accommodations.
Please explore the concept of a WebQuest and the types of considerations a teacher takes into account when planning this pedagogical approach to learning, by visiting the following links which will provide important conceptual and practical information.
2. It is suggested that you select a topic and grade level (2nd-8th) and begin by developing an organizational web that includes the subtopics that you want your class to explore and some of the important information you would like students to access. As you develop your ideas, ask yourself how and why students will be interested in this topic.
2. It is suggested that you select a topic and grade level (2nd-8th) and begin by developing an organizational web that includes the subtopics that you want your class to explore and some of the important information you would like students to access. As you develop your ideas, ask yourself how and why students will be interested in this topic.
3. After brainstorming the content, clarify what the objectives will be for the lesson and carefully consider the possible methods that small groups of students could use to work together to explore the content, construct an understanding and display their learning for assessment.
3. After brainstorming the content, clarify what the objectives will be for the lesson and carefully consider the possible methods that small groups of students could use to work together to explore the content, construct an understanding and display their learning for assessment.
4. Look for relevant benchmarks and standards including state, national, and discipline-specific. Expand or refine above objectives and assessments to correspond with and support benchmarks, standards. These objectives will then need to be translated into targets that you will communicate to the students that will correspond to your assessments.
4. Look for relevant benchmarks and standards including state, national, and discipline-specific. Expand or refine above objectives and assessments to correspond with and support benchmarks, standards. These objectives will then need to be translated into targets that you will communicate to the students that will correspond to your assessments.
5. Begin to add a structure to your lesson by carefully designing the flow including:
5. Begin to add a structure to your lesson by carefully designing the flow including:
- pre-lesson preparation (computers, books, other materials…)
- the creative and motivating manner in which you will introduce the guided discovery lesson
- the time frame students will have and the protocol for classroom activities and presentations
- lesson methods that includes differentiations for differently-abled learners
- how you will bring the lesson to a close
- specific assessments and rubrics that will allow you to know if students attained your objectives. Consider the authenticity of your assessments.
7. Examine your lesson from the perspective of what a teacher would need to know in order to teach this lesson in your absence. Complete the Guided Discovery Lesson Teacher page clarifying this information. In particular be certain to include lesson objectives and targets, as well as various appropriate forms of differentiation or accommodations.
7. Examine your lesson from the perspective of what a teacher would need to know in order to teach this lesson in your absence. Complete the Guided Discovery Lesson Teacher page clarifying this information. In particular be certain to include lesson objectives and targets, as well as various appropriate forms of differentiation or accommodations.
Assessment
Assessment
When you have completed designing your Guided Web Inquiry Lesson, you will post it on the Website you are developing and then email the URL to me. Attached to the email you MUST include a reflective self assessment in which you describe the work you have done, reflect on the process for you, and use the rubric below to self-assess your work including a proposed score based on this rubric.
When you have completed designing your Guided Web Inquiry Lesson, you will post it on the Website you are developing and then email the URL to me. Attached to the email you MUST include a reflective self assessment in which you describe the work you have done, reflect on the process for you, and use the rubric below to self-assess your work including a proposed score based on this rubric.
The assessment for this lesson will include the dimensions listed below:
The assessment for this lesson will include the dimensions listed below:
Conclusion
Conclusion
The purpose of this assignment has been fourfold. It is designed to acquaint you with a pedagogical approach known as a Guided Web Inquiry, constructed around what was formerly known as a WebQuest. Second it will provide you with experience in developing a guided discovery lesson. Third, this quest provides a scaffolded experience designing a technology-enhanced lesson plan. Fourth it is structured to allow you to experience a Web Inquiry from the standpoint of the learner. In exploring this approach and designing your own lesson, you will be empowered to recognize the manner in which guided discovery lessons can motivate and inspire learners across a wide range of ages and grades.
The purpose of this assignment has been fourfold. It is designed to acquaint you with a pedagogical approach known as a Guided Web Inquiry, constructed around what was formerly known as a WebQuest. Second it will provide you with experience in developing a guided discovery lesson. Third, this quest provides a scaffolded experience designing a technology-enhanced lesson plan. Fourth it is structured to allow you to experience a Web Inquiry from the standpoint of the learner. In exploring this approach and designing your own lesson, you will be empowered to recognize the manner in which guided discovery lessons can motivate and inspire learners across a wide range of ages and grades.
When you have successfully completed this lesson you are to be congratulated on your success in synthesizing this new technological framework within the pedagogical structure of a guided discovery approach.
When you have successfully completed this lesson you are to be congratulated on your success in synthesizing this new technological framework within the pedagogical structure of a guided discovery approach.
Credits and References
Credits and References
Material developed for this lesson were adapted from the original Materials developed by Bernie Dodge and Tom March.
Material developed for this lesson were adapted from the original Materials developed by Bernie Dodge and Tom March.
Jerome Bruner's quote is from: Bruner, J. (1966). Toward a Theory of Instruction, p. 72
Mark Bailey, Pacific University College of Education
Last updated on Feb 2, 2024.
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