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discovery learning

A delayed answer to Matt:
Actually, I welcome such questions and am careful not to give a
direct answer. Questions like, "Is this right?" provide an excellent
chance to open a dialogue with the student to get the thinking process
started. Sometimes I answer with a mock-puzzled, "How would I know, I
just work here", quickly followed by a "Well, let's take a look at what
you've got." If I get a giggle in response, I know that I'm off to a good
start. The conversation can go on with:
"I'm having a little trouble reading this, I'm not sure of what
you've got in the first line."
Then, as you get the student explaining, you get insight
into the student's thinking, and lead them on to logical steps. Dick Hake
refers to this kind of procedure as inducing a Socratic Dialogue.
My response to "How do I get started on this problem?" is always:
" OK, what's the first word you don't understand?"
It's amazing how many times this question hits pay dirt, there
often is a word that the student needs to look up in a dictionary to get
started. Other times there is confusion about what the problem is asking
for, or carelessness in reading the problem. The next step is to inquire
about the connection with reading assignments or lecture notes.
In other words, the questions that Matt quotes describe the
existence of a barrier between teacher and student. Occasions when the
nature of the barrier becomes evident are the rewarding moments of
teaching.
Regards,
Jack

On Fri, 12 Dec 2003, Matt Harding wrote:

Beware, in my experiences, students don't always "like" to think (ie =
you
find yourself answering questions such as, "is this right?", "how am =
I
supposed to find (insert name of variable)?"). Sometimes they're mor=
e
than happy to just fulfill requirements...






--
"Don't push the river, it flows by itself"
Frederick Perls