INTEGRATING DISCOVERY LEARNING INTO SCHOOL CURRICULA By Stephen

INTEGRATING DISCOVERY LEARNING INTO SCHOOL CURRICULA By: Stephen A. Jordan Educational Leadership University of New England

Introduction � In classrooms of today, the idle or inattentive student is no longer a rarity. Many classroom activities, tasks, and even material no longer hold the appeal that they once did years ago. Oftentimes, students are looking for more life, energy, thrill, participation, etc. associated with their education, but unfortunately they rarely find it. In many cases, the lack of motivation of many students and discipline issues of others can be harnessed by getting students more actively enrolled in their education. Teachers and administrators are often uncertain of how exactly to approach this, because it appears a rather daunting task. The key, however, is not to eliminate the old routine, material, and strategies, but rather to integrate new techniques such as discovery learning. In doing this, students are being given another facet of education that evokes creativity, independence, and reenergizes students in learning.

Introduction Continued � This particular plan to integrate discovery learning into school curricula can be used for any school in any location. � Larger schools may provide more individuals interested in becoming part of internal study groups. � Larger schools could, however, produce larger populations of staff opposed to change and new approaches. � In small schools, it may be more difficult to find an individual or two from each department to take part in internal studies. � Regardless, the discovery learning inclusion plan holds benefit in high and low-performing schools, big and small. For that reason, it is not a matter of stating which type of school it works in, where that school is located, etc. , but more a matter of how do we go about incorporating it into our curriculum.

First and Foremost, what is discovery learning? � Discovery learning “is an inquiry-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned. ” � Developed by Jerome Bruner �(Discovery Learning (Bruner), 2008)

Why Should Discovery Learning Be Integrated Into School Curricula? Positive Sides to Discovery Learning � � � Keeps students actively engaged in learning activities and tasks Helps increase student motivation In time, it develops student independence, responsibility, and dedication to learning Assists in the creation of and enhancement of creativity and imagination, as well as general problem-solving and investigation skills Gives students freedom to actively sculpt and participate in their education

The Proof � The cold-hard proof that discovery learning is effective takes some analysis of studies that have been conducted. � I. e. Dean and Kuhn study – Learners experienced a consistent and exponential growth at each stage of the study. Nondiscovery learners in study fluctuated from extremely high to extremely low. Overall, discovery learners never stopped improving. (Dean et. al. , 2007) � Swaak, de Jong, and van Joolingen study – In this study, expository (traditional) learners proved to experience more success than discovery learners. However, discovery learners were responsible for controlling numerous variables, finding answers, reworking activities, constructing graphs, and reaching final conclusions from all work. Expository learners had everything provided for them. (Swaak et. al. , 2004)

More Proof � � Aspects of discovery learning have been used in the human resource field for decades. Processes such as on-the-job training, apprenticeships, work study, etc. are all examples of discovery learning. Each activity involves active participation which increases work knowledge and better prepares students. (Bruner, 1987) Morrison, Rha, and Helfman study – Discusses the best training and education opportunities for future leaders is to immerse them in real-life scenarios and cover concepts afterwards. From this initial experience, initial reactions are evaluated, concepts covered, and future plans/approaches are made. ( Morrison et. al. , 2003)

How Does One Get Staff On Board To Initiate This Change? � Start small – Do not attempt to integrate this change on an all-school and all-department basis initially. � Show the proof of success through studies, results, readings, etc. � Evaluate the reception of staff to this initial exposure � Create your own pilot groups – In each department, select several individuals (dependent on school size) to experiment with discovery learning in the classroom on a somewhat regular basis. � The investigators will compile their results, observations, and findings and present them to the department first, and then to the entire staff.

Biggest Point To Stress � The incorporation of discovery learning is not a replacement of all other methods being used. � “Variety is the spice of life. ” – Integrating different strategies into the repertoire allows there to be more variety to keep students engaged. Traditional approaches and cooperative learning are successful and have been for years, but not when used day-in-and-day-out. The same goes for any strategy. � Gives another option to allow students to demonstrate abilities and knowledge. � Develops student independence. � If staff as a whole feels less threatened about having to change everything they do, more individuals will likely hop on board from the beginning.

Initial Challenges and Issues That Can Be Expected � � � Reluctance – As with most changes, a number of staff members may not be willing to invest in the process right away. Only seeing the negative – When observing results of discovery learning studies, it is noticeable that to a certain extent the results of its success are rather limited. This is mainly because very few studies focus solely on the positive side of discovery learning. Some staff members may focus more on the negatives versus the benefits that can come from it. What’s Wrong With The Current Methods? – Many staff members know that they are successful and do not think that more variety of strategies is necessary. The “if it ain’t broke don’t fix it” mentality can overpower the possibility of trying

Challenges Continued � � � The Time Issue – In addition to all of the other responsibilities of teaching, advising, etc. , when will people find the time to integrate new strategies? Production of Materials – Many staff members will be wondering where these materials are coming from, where the money is coming from to buy them, etc. The worst point that many will focus on will be “do we have to produce these activities ourselves? ” There are probably a good number of other concerns that could and will undoubtedly pop up, but this at least provides a starting point to fend off initial problems.

How will the integration of discovery learning look in terms of time? � Hard to say with 100% confidence. Roughly, it should look something like this: � Late August/Early September (Year One) – Initial school meetings will expose staff to information and findings about discovery learning Examples of programs and assignments that have been used can be covered as well. Approach subject of forming internal pilot groups � Beginning of October (Year One) – Pilot groups are formed and begin their integration of discovery learning and analysis of results. Continue to compile results and make observations about successes and shortcomings of strategy.

Timeline of Integration (Cont. ) � � � End of December (Year One) – Pilot groups will present their findings to administrators and both groups will work together to develop a plan to move forward with process. Middle of January (Year One) – Findings will be presented to educational departments first and then to the entire staff within a week while information is still fresh. End of January (Year One) – “The Call To Arms” – At this point, all staff members of each and every department will begin to work on integration of discovery learning into their curriculum. � Most planning and preparation will take place during professional development time and days with abbreviated sessions. � Other work can be done by committees outside of professional development times as well.

Timeline of Integration (Cont. ) � End of August/Beginning of October (Year Two) – � Full integration of discovery learning activities into educational curriculum of all departments Will not be used on a daily or sometimes even weekly basis. Will be integrated at times to solidify understandings of concepts and information. There will be a minimum amount needed to be utilized, but if teachers witness high levels of success with the strategy then they are free to include it more frequently into lessons.

Key To Success Through The Integration Period � Leader must approach the situation as a collaborative effort versus something that he/she owns and runs. � “Trust is most often developed through the consistent behavior of leaders as they model the desired behavior and set examples for others to follow, sharing leadership, power, and authority… commitment is most likely to be forthcoming if followers perceive that the leader treats all individuals as equals, providing them with support, advice, and encouragement. ” (Green, p. 80)

After Integration � Frequent Evaluation Compare grades, achievements, growth, etc. against examples from other teaching approaches. � Analyze student growth, whether it be in class, through standardized assessments, etc. � � Seek out feedback from all parties involved � � � � Teachers Students Other Staff Parents Administrators Guidance Counselors Create a committee for continued evaluation of the discovery learning process

The Key To Continued Success Is Constant Judgment and Analysis � � A program, technique, strategy, change, or policy cannot be integrated and then left alone. It must forever be scrutinized, observed, evaluated, and analyzed. A leader must demonstrate good judgment when it comes to the continued evaluation and inclusion of a strategy. � “Good judgment requires knowledge, reflection-in-action and reflection-on-action, and the ability to consider a wide array of factors, sometimes simultaneously and immediately. ” (Glanz, p. 117)

Overall, The Incorporation of This Plan Will Cover A Variety of ISLLC Standards � � Standard 1 – “… promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. ” (Green, p. 233) How can this be noticed? � The vision and plan is developed and revised with assistance of all stakeholders � The plan shapes educational programs and strategies � Data on student learning is utilized to develop the plan/goal and to continue to move forward with it � And much more.

Other ISLLC Standards � � Standard 2 – “… promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. ” (Green, p. 234) How can this be noticed? � Professional development for this plan centers on a focus for improvement in student learning. � This plan provides multiple opportunities for students to learn in a variety of different ways. � Discovery learning fosters independence, which therefore models and promotes lifelong learning. � And much more.

Still More ISLLC Standards � � Standard 5 – “…promotes the success of all students by acting with integrity, fairness, and in an ethical manner. ” (Green, p. 238) How can this be noticed? � Through discovery learning, educational opportunities could focus on fairness, equality, and respect for others (whether it be race, gender, etc. ) � Aspects of the learning focuses on values, beliefs, and attitudes of others, in addition to accepting them. � The leader of the school and teachers will serve as role models in embodying fairness, respect, and acceptance throughout the educational plan.

Closing Thoughts On The Integration of Discovery Learning � As with the integration of any new strategy or approach, reluctance and anxiety should be expected. These feelings, however, should be counteracted by a strong dedication to the task at hand, the benefits of the plan, and the desire to increase the success of students in schools. Discovery learning holds great potential benefits and can create students that are more independent, more imaginative, and even more successful. The incorporation of discovery learning into teaching may initially be slow, but once it is given a chance the positive results that are yielded will be well worth the wait.

Main Point To Remember – Discovery learning does not replace everything else, but merely offers just another interesting and engaging alternative.

References � � � � (2008) Discovery learning (Bruner). Learning theories. com: Knowledge base and webliography. Retrieved June 21, 2011 from http: //www. learningtheories. com/discovery-learning-bruner. html. Bruner, J. (1987) Discovery learning: Of new math andragogy. Training, 24, 88 - 90. Dean Jr. , D. and Kuhn, D. (2007) Direct instruction vs. discovery: The long view. Science Education, 91, 384 -397. Glanz, J. (2002). Finding Your Leadership Style. Alexandria, VA: ASCD Green, R. L. (2009) Practicing the art of leadership: A problem-based approach to implementing ISLLC standards. Boston, MA: Pearson. Morrison, J. L. , Rha, J. , and Helfman, A. (2003) Learning awareness, student engagement, and change: A transformation in leadership development. Journal of Education For Business, September-October, 11 -17. Swaak, J. , de Jong, T. , and van Joolingen, W. R. (2004) The effects of discovery learning and expository instruction on the acquisition of definitional and intuitive knowledge. Journal of Computer Assisted Learning, 20, 225 -234.