Nine-Step Syntax: Planning Steps

A teacher who follows the syntax runs effective discovery learning. A teacher who skips steps may produce activity without discovery.

The nine steps

The nine steps:

1. Select an activity.
2. Gather materials.
3. Ensure students are focused.
4. Use questions.
5. Plan extra time.
6. Record the process and results.
7. Feedback and review.
8. Try again if needed.
9. Plan discovery learning activities in advance.

Step 1: Select an appropriate activity

The first decision: what activity?

Two requirements:

1. It must be activity-based. Students should be doing.
2. It must include discovery. Students should figure something out.

Drawing is activity. But what are students discovering? Without a discovery element, this is not discovery learning.

A teacher selecting an activity should ask:

1. What will students discover?
2. Can they discover it through this activity?
3. Will they need to figure something out, or will the answer be obvious?

If students will not really discover anything, a different activity is needed.

Flashcard

What is the difference between activity-based learning and discovery learning?

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Answer

Both involve activity, but only discovery requires students to figure something out

Drawing squares on the street is activity. Children are happy and busy, but nothing is being discovered.

Real discovery learning has students reaching a conclusion, identifying a pattern, or working out an answer that was not handed to them. Activity is the vehicle; discovery is the cargo.

Examples of well-selected activities

Role play. Students take on roles and discover how those roles feel.

Case-based discussion. Students analyze cases and discover conclusions.

Word search puzzles. Students discover hidden vocabulary.

Plant exploration. Students discover characteristics of plants.

Object sorting. Students discover categories and patterns.

Each has activity AND discovery.

Examples of poorly selected activities

Coloring an outline. Activity but no discovery.

Copying a worked example. Activity but no discovery.

Following step-by-step instructions. Activity but no discovery.

Memorizing through repetition. Activity but no discovery.

A teacher who can distinguish these from real discovery activities chooses better.

Step 2: Gather materials

Materials matter. Without the right materials, the activity cannot run.

For role play: scripts, props, costumes (if appropriate).

For bags exploration: bags, varied objects, surfaces to put findings.

For case-based: printed cases, discussion guides.

For puzzles: the puzzles themselves.

For experiments: equipment, supplies, safety materials.

Sometimes materials must be prepared. Cases written. Puzzles created. Bags assembled.

A teacher who plans materials in advance runs smooth lessons. A teacher who shows up without materials wastes class time.

Step 3: Ensure students stay focused

Discovery learning is interesting. So interesting that students may get distracted by interesting side things.

A student exploring a bag may spend 20 minutes feeling each object’s texture. They forget the goal of identifying objects.

Students conducting an experiment may get distracted by side effects (“what would happen if I mixed this with that?”) and forget the original experiment.

Maintaining focus

The teacher must:

1. Remind students of the goal. “Remember, we are looking for X.”
2. Bring distracted students back. “Interesting observation, but let’s focus on the task.”
3. Build focus into the design. Specific instructions that direct attention.
4. Limit excessive choices. Too many options can cause drift.

A teacher who maintains focus produces productive discovery. A teacher who lets focus drift produces wasted time.

Step 4: Use questions

Questions throughout the activity:

1. Opening questions. “What do you notice?”
2. Probing questions. “Why do you think that?”
3. Refining questions. “How would you test that?”
4. Synthesizing questions. “What pattern do you see?”
5. Reflective questions. “What does this mean?”

The questions guide without telling. They keep students thinking.

A teacher with strong questioning skills runs strong discovery. A teacher who tells instead of asks undermines discovery.

Step 5: Plan extra time

Discovery learning often takes longer than expected. Students need time to think, try, and discover.

If the activity ends prematurely:

1. Discovery may be incomplete. Students did not arrive at the insight.
2. Frustration. They were almost there.
3. Loss of investment. Their effort feels wasted.

The teacher should plan extra time:

Strategies:

1. Schedule activities before breaks.
2. Negotiate extra time from colleagues in advance.
3. Use double periods if available.
4. Continue across days for major activities.

The teacher plans extra time but does not announce it. Students should plan to finish on time. The extra time is the teacher’s contingency.

A teacher who plans for time issues handles them. A teacher who does not plan often runs out of time.

Flashcard

What are the first five steps of discovery learning syntax?

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Answer

Select, gather, focus, questions, time

1. Select an activity that has both activity AND discovery elements.

2. Gather necessary materials in advance.

3. Ensure students stay focused on the goal during the activity.

4. Use questions to guide students without telling them answers.

5. Plan extra time but do not announce it; let students plan to finish on time.

The next four steps cover what happens during, after, and beyond a single lesson.