Deck 17: Structured Discovery

Question 1

Structured discovery lessons allow students to experience the actual process of making a discovery.

Answer 1

False

Question 2

Structured discovery lessons do not include an opening in order to avoid giving away the discovery.

Answer 2

False

Question 3

A structured discovery lesson must always include examples and nonexamples.

Answer 3

False

Question 4

A major difference between structured discovery and direct instruction is in the:

A) lesson objective.
B) lesson body.
C) evaluation.
D) All of these are correct.

Question 5

Which of the following is a good reason for selecting the structured discovery model for a lesson?

A) to increase student motivation
B) to promote higher level thinking skills
C) to enhance retention of the learning
D) All of these are correct.

Question 6

Structured discovery lessons promote critical thinking.

Question 7

Structured discovery improves retention.

Question 8

Students often work in partners or in small groups in structured discovery lessons.One of the following is NOT a consideration when planning partner/small group work.Which one is it?

A) Students may need to be taught or reminded of specific behaviors necessary for working successfully with others.
B) When lessons involve using or sharing materials or equipment, behavioral expectations may need to be addressed.
C) Since motivation will be high in this type of lesson, more time can be spent on content development as less time needs to be spent on planning for behavior.
D) Students' tolerance for working through feelings of frustration and confusion might need to be considered.

Question 9

Structured discovery is an inductive learning model.

Question 10

Which of the following statements is NOT true about structured discovery lessons?

A) Students should select the examples and nonexamples to be examined.
B) The teacher should review the discovery that the students made.
C) Students should apply the discovery to new examples.
D) The teacher should directly tell the students what they are to discover.

Question 11

Structured discovery lessons and inquiry lessons have the same purpose.

Question 12

The primary objective in a structured discovery lesson is always an academic one.

Question 13

During the extended practice component of a structured discovery lesson, students test the discovery.

Question 14

In structured discovery lessons, teachers should allow students to make the discovery independently, without teacher or peer help.

Question 15

Structured discovery is often confused with the inquiry model of instruction because:

A) both models focus on the same outcome.
B) students work in partners.
C) students "discover" in both models.
D) All of these are correct.

Question 16

Which of the following would NOT be included in the content analysis of a structured discovery lesson?

A) principle statement
B) task analysis
C) concept analysis
D) All of these are correct.

Question 17

In structured discovery lessons, a teacher typically presents examples and nonexamples and then tells students what to discover as they examine them.

Question 18

Any topic can be taught using structured discovery as long as the teacher plans carefully.

Question 19

The first examples and nonexamples presented to students in a structured discovery lesson should be:

A) clean and pure.
B) abstract.
C) discipline-specific.
D) None of these are correct.

Question 20

Which of the following best characterizes the structured discovery model?

A) inquiry instruction
B) explicit instruction
C) peer-mediated instruction
D) inductive instruction

Question 21

Describe the type of content that works well with the structured discovery model and content that does not work for this model.Use an example to help clarify your answer and provide a rationale for your selection.

Question 22

Give an example of when using a structured discovery lesson would be an effective use of time and an example of when it would be too time-intensive.

Question 23

Describe two ways teachers can assess whether students are ready for a structured discovery lesson.

Question 24

Why is the potential for student confusion greater in the structured discovery model than in direct instruction?

Question 26

Give two examples of behavioral expectations that are important to address in structured discovery lessons.

Question 27

Some of the following would be appropriate topics for structured discovery lessons, some would not.Mark them as follows:
YES = it is an appropriate topic.                  NO = it is not an appropriate topic.
the definition of "acronym"

A) Yes
B) No

Question 28

the steps for preparing a microscope slide

A) Yes
B) No

Question 29

the look (appearance) of melanomas

A) Yes
B) No

Question 30

the reading comprehension strategy

A) Yes
B) No

Question 31

the differences between rectangles and triangles

A) Yes
B) No

Question 32

Which of the following is NOT an appropriate way to address students' readiness for a structured discovery lesson?

A) Identify skills or knowledge needed to be successful in the current lesson.
B) Use selected interventions when prerequisite skills are lacking.
C) Assess students to see if they have the necessary skills or knowledge.
D) Gather assessment information either informally or formally.

Question 33

Rewrite this objective so that it is appropriate for a discovery lesson: In this lesson, you will discover that objects that contain steel and iron are attracted by a magnet.Explain why the changes you made are needed.

Question 34

Explain how a teacher monitors students' learning during a structured discovery lesson.Provide specific examples of what a teacher might do if students become confused or need guidance.