Guided Discovery

Articles

“Guided Discovery is an inviting way to introduce students to materials, classroom or school areas, or activities. A teacher might use Guided Discovery to introduce a learning center, such as the library or computer area; a specific material, such as crayons or a compass; or an activity, such as journal writing or quiet time.

Working with the whole class, small groups, or individuals, teachers can use Guided Discovery both to introduce new materials, activities, and areas, and to help children explore new ways to work with those that are familiar. Offering a Guided Discovery for every material or activity is unnecessary; instead, teachers use it selectively in situations where they want to encourage creative exploration and elicit a wide variety of ideas from students about how to use a material or area or do an activity.”

–from The First Six Weeks of School

You can find our latest articles on Guided Discovery below.

Explore our approach, fostering safe, joyful, and engaging classrooms. We prioritize social, emotional, and academic growth, guided by principles.

Classroom Management & Discipline Special Times in the Year
Keep Learning Going During Holiday & Vacation Times

Suddenly, it seems like the class is falling apart. Classroom routines that were going smoothly just a few weeks ago now seem rough around the edges. More and more children are forgetting to follow classroom rules. The noise level is higher, and academic productivity seems lower. What's going on?

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Professional Development and Community School Leaders and Administration Whole School
Lively Learning for Professional Development

With increasing demands to meet rigorous curriculum standards and improve the quality of instruction, efficient, productive professional development (PD) and staff meetings are more critical than ever. Too often, though, these sessions fall short of being fully engaging and productive—and opportunities for professional growth are lost. The familiar lecture-style meeting can leave participants feeling disengaged and facilitators weary; a free-wheeling discussion often feels aimless and unsafe.

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Special Area Classrooms Whole School
Working with Special Area Teachers

Q: "Specials" teachers often see each child for only one hour a week. What's one way that you and a special area teacher have worked together to help him/her get to know your students better?

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