G is for Guided Discovery

BY JOHN HUGHES ON MARCH 7, 2011 ( 8 )

The term guided discovery normally refers to exercises or techniques which draw
language learners towards finding out about language through discovery. Rather
than being told the answer (as perhaps in a lecture), they have to find out for
themselves. This discovery is not a question of the teacher negating all
responsibility, but rather a matter of leading the learner to the answer by providing
the necessary clues.
Similarly, in training sessions we use the same method of guidance in many ways.
When we facilitate discussion, we guide the participants with questioning and
direction; we ask trainees questions, paraphrase answers and summarise
comments to lead to another point. We can also design exercises that guide
trainees to certain conclusions.
The photocopiable worksheet below shows some guided discovery at work. The
trainer wants the trainees to draw conclusions about the basics of designing a
simple classroom exercise. Each trainee receives a copy of the two exercises and
compares them to find the differences between the two. Having found the
differences, the class then discusses the reasons for the changes.
The trainer could have lectured on these points and begun a talk with When you
design your materials you need to . Instead, she chose to allow the trainees to
discover the answer for themselves. At the other end of the discovery scale, a
trainer may have given no input on materials design and waited for the trainees to
teach a real class, use a piece of material and discover its faults. This is discovery
without guidance. There are cases when this is valid, but, on initial training course
in particular, it can be highly stressful and counter-productive, with trainees left

wondering why they werent told how to do something properly before they had to
teach.

-this worksheet is photocopiable

How to design a basic exercise.
Exercise A

Complete these sentences in the past simple or present perfect with the verb in
brackets. Last week I _________ (go) to Paris.
Yesterday I _________ (meet) my friend Bill.
I _________ (see) Rachel at the party last night.
I ___________ (be) to Japan twice before.
I _______ never ________ (play) lacrosse.
I _________ (work) for this company since 1996.
I _________ (join) the company in 1995.
Exercise B

Past simple and present perfect Complete these sentences in the past
simple or present perfect. Use the verb in brackets.
1 Last week I __went__ (go) to Paris.

2 Yesterday she _________ (meet) my friend Bill.

3 _________ you _________ (see) Rachel at the party last night?
4 He ___________ (be) to Japan twice before.
5 _______ they ever ________ (play) tennis?
6 We _________ (work) for this company since 1996.
7 We _________ (not/join) the company in 1995.
Now write questions to ask your partner:
Did you _______________________________________?
Have you _____________________________________?
-this worksheet is photocopiable
Answer key and commentary:
Exercise B has a title so the students know what the aim of the task is.
The instructions for Exercise B appear as two short sentences rather than one long
explanation, as in Exercise A.
Numbers have been added to each gap-fill sentence in Exercise B for ease of
reference.
Number 1 in Exercise B has already been done to provide an example.
Exercise A only practises the I form, whereas Exercise B includes the other you,
he/she/it, we and they forms, as well as negative and interrogative forms.

The word lacrosse is replaced by tennis for greater relevance to the learners.
The two added questions in Exercise B allow early finishers of items 17 to work on
something else, provide freer practice and involve students in something more
communicative.)