Methods of Teaching

Reporters: Reynalyn C. Plaruman

Marlon S. Abella
Chapter 8

THE DISCOVERY METHOD OF TEACHING

Too often Christian teachers behave as though authoritative truth has to be

communicated in an authoritarian manner. In one sense, the attitude we have toward the
Bible will largely determine how we teach it. But our ultimate purpose is to get students
to be independent investigator of God's Word forming firsthand standards and
convictions which are taught them by the Holy Spirit. In order to accomplish this
purpose, it would seem that our teaching should reflect the fact that infallible truth is
nevertheless being handled by fallible teachers.

 Anderson, (cited by Garcia 1989) Discovery approach stresses the learning of

concepts, theories, principles, and content through discovery rather than through
rote memorization.

 Ansubel, (cited by Garcia 1989) said that the main emphasis is on the teacher not
telling the students the principles or generalizations or rules which they are
supposed to learn.

 To Gagne, (cited by Garcia 1989) it is a process in which the student, led by the
momentum of the information which has been presented, makes correct
inferences.

 Guthrie, (Qtd by Garcia, 1989) cited that it means that after selecting a body of
subject matter to be learned, the exposition and exercises are so designated that
the learner will discover for himself principles and rules.

From the definitions given above, the students have to selecting a body of subject matter
to be learned, the exposition and exercises are so designated that the learner will
discover for himself principles and rules. develop principles, rules or generalizations from
given sets of data. The discovery approach utilizes the inductive development of subject
matter.

Advantage and Disadvantages of the discovery approach.

The main advantage of the discovery approach is the stress placed on the learning ideas
or principles instead of specific facts. It should be noted that ideas or principles are
better remembered and last more in the mind than specific facts. This is good because
ideas and principles are very important in real life situations.

The only disadvantage of the discovery approach is that it is a slow process. Oftentimes
the students need much time discovering the idea or principle sought. If we can
recognize the stated advantage and disadvantage ourselves, then perhaps we can
experiment with this method. Discovery teaching (sometimes called the "inquiry
method") is simply the process of lowing the student to take the leading role in his own
learning experiences. The teacher becomes a facilitator and guide, making it possible for
the learner to reach mutually-agreed-upon goals. The teacher serves as a resource
person to stimulate, motivate, clarify, and explain.

Two Important Considerations in Adopting Discovery Teaching

1. Atmosphere

The atmosphere in which such teaching takes place must be informal and
nonthreatening. In order for discovery teaching to be effective, the environment
(including the teacher's attitude) must contribute to rather than detract from the
attainment of purported objectives. Rather than forcing his idea of content, the teacher
attempts to oil the learning process whenever and wherever the students can carry it on
for himself.

2. How the teacher regards in free-rein approach in relation to himself.

Some teachers, the instructor who considers himself an indispensable purveyor of

information about God may find it very difficult to play down his role in order to
maximize student involvement. Some concepts of education largely involve lectures and
drills, almost exclusively on the teacher's performance during class.

Four Basic Components of Discovery teaching Approach

Discovery teaching or the inquiry method brings four basic components of the
educational setting into interaction, which is,
1. Student
The student is an active participant who solves problems which he understands through
the process of his own learning experiences.
2. Teacher
The teacher plays the role of resource person, as described above.
3. Environment
The element includes both freedom and structure with freedom having the upper hand.
4. Content
The content may very well be propositional truth in a general context, waiting in the
proper place for the student to track it down, confront it, and capture it for his own.
An effective discovery leader must be a mature teacher who knows not only the subject
matter of the current lesson, but has a depth understanding of Christian truth. The
student has to be a willing participant, ready to explore numerous sources of
information, aggressively ready to appropriate new findings in the light of previous
information and a total biblical world view
Two Positive effects of Discovery Teaching
If done properly, the discovery or inquiry method brings with it two positive effects both
on the students themselves and their relationship with each other and with the teacher.
1. Discovery teaching allows for individual accomplishments and free
expression of individual creativity.
 According to Gangel (1975) discovery teaching allows or individual
accomplishments. It is highly adaptive and versatile, limited only by the
imagination of the participants at and of students to students both the teacher and
student level. The bugaboos of boredom and apathy would be reduced to a
minimum since total student participation and self-direction is necessary. This
inquiry method allows for free expression of individual creativity. It is a concept of
learning about which we talk much and do little. When given the chance by
adopting it as a method of teaching, this will tend to contribute immensely to the
intellectual and personal development of the student.
2. Development of positive relationship of students to teachers and students
to students
The relationship of students to teachers and of students to students should develop
rapidly and warmly through the inquiry approach. Group activity is significant, and the
sharing of findings is the end result of individual initiative. Actually, a number of diverse
methods can be used within the framework of discovery learning, since any single
student may approach his subject matter from different perspectives. Surely numerous
different approaches will be adopted within the total group.

Problems of Discovery Teaching

Like any other methods of teaching, the inquiry or discovery Like any other methods of
teaching, the inquiry or discovery method has also its own share of negative points that
if not timely addressed will render the whole process of learning in jeopardy. Gangel
expressed some facts that may be the source of problems in his method of teaching:
1. Students may feel insecure in an unstructured environment of learning
Many students feel insecure in an unstructured environment of learning. It is much more
comfortable to be able to listen to a lecture and take notes in an orderly fashion than to
be confronted with the haunting question, "What do you want to learn about this subject,
and how do you propose to learn it?"
That being the case, any effort to have the student perform the activity necessary for his
own learning may be stymied if he does not make any move unless that feeling of
insecurity is properly taken care of. But this should not really be the case, for as long as
the teacher is there to encourage and provide the guidance needed for the hour.
2. Freedom means responsibility even in Education
Any time there is freedom in education, there is also responsibility. If that responsibility is
not taken seriously by the participants, the whole process could get out of control. This
freedom can also threaten the organization because a given class might decide that they
could accomplish their purposes better by meeting at a different hour, in a different
place, or on a different day than that class is usually scheduled.
3. This method is also time-consuming
The inquiry method is also time-consuming. At times a student will pursue a subject for a
while, only to wander down some fruitless bypaths. Nevertheless, the very frustration of
the search
is a learning experience. One of the things that all of us have to understand in the
process of education is where not to look for certain kind of Information.
4. There is that tendency to slip away from propositional revelation.
Perhaps the most crucial problem of discovery teaching is the tendency to slip away from
propositional revelation. From a Christian view, the inquiry method is not matching
interview. Hence research, brainstorming, discussion, and equal approaches to truth. It is
rather viewing the scripture as a very fine mesh at the tube end of a funnel. Not all of the
various information poured into the wide mouth at the top can be the truth, but only
what filters through screen of divine revelation can be considered as the final truth.
Principles for Effective Teaching by Discovery
In n the helpful litter paperback mentioned previously, Pallmeyer (Qtd by Gangel (1975)
suggested that four principles to follow for an effective teaching using the discover or
inquiry method. They are:
1. Christian teachers should encourage the questioning mind and equip the
students with skill for finding the answers.
Christian teachers ought to do two things for their students: encourage the questioning
mind, and equip students with skill for finding the answers. We can do both by using
Inquiry Method presenting pupils with problems to put them to work finding the solutions
by whatever means available. We may provide the students the resources, but we need
to refrain from doing the research for them. To train them to think, we must challenge
the answers they suggest. We must require them to present evidences to prove and
convince us that what they think and say are right.
2. Teachers should confront the students with issues which have meaning to
them.
In the very real sense the discovery or inquiry method is a matter of confrontation
wherein the teacher confronts the student with issues which have meaning and
relevance for him. He is given the freedom to pursue those issues on problems which
stand in the way of solving those issues, and with the resources through which and from
which answers could be found.
3. Resources have to the Available and Usable by the Student
Those resources have to be available and accessible for H.se by the student. They could
be in the form of books, articles, films, recordings, maps, experiences, projects, and most
important other people who are knowledgeable on the particular subject who can provide
answers leading to the resolution of the issues on the student's hand.
4. Productive Results of Discovery Teaching will Take Place in Group of
Adolescents and Adults
Perhaps the most productive results of discovery teaching will take place in a group of
adolescents and adults, although classes of advance juniors could very well pursue a
scaled-down version of the inquiry method. A certain amount of maturity is necessary
since an individual must be aware of his
own feelings and opinions to be adequately involved in problem-solving techniques. If we
expect the Word of God to produce in the lives of students the students must be involved
Directly with its text, and this is precisely what happens in an effective discovery
teaching.
Discovery Method in Bible Learning Activities
 Betz (1980) cited some pointers regarding certain discovery Bible learning
activities which should make them effective vehicles for learning.
1. Field Trip
This learning activity should not be conducted as part of any other educational field
schedule time, but it could be an excellent shiny day project for an adult class depending
on two things which should be properly considered.
 First, field trips should be carefully planned and announced well in advance. The
purpose is to relate first-hand information to the subject matter for practical
application and reinforce some important aspects of the lesson. If the trip is
conducted in relation to an occasion or season holiday, care should be taken to
avoid an atmosphere contrary to holiday observance.
 Second, it should be under the direction of a well- qualified person who will not
only act as guide but will plan ahead, make necessary arrangements and counsel
with persons in charge of the facility to be visited, and if possible, come up with a
printed guide pointing out things to look. He should also conduct a debriefing
session held after the trip.
2. Inductive Bible Study
Inductive study begins with particulars- factual moves to generalization, or a general
statement of principles. Let's say, the lesson theme is Jesus' attitude toward women. The
instructor draws from the class specific information about Jesus' relationship to women
during His ministry. The information is listed on a chalkboard. The teacher then asks the
class to state a generalization or principle sed on the information at hand.