This is the 3rd in a series of 15 webinar modules reference material for Pedagogical Conten Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines.

1. Learner centered approach
EESDP LEARNING STRATEGIES:
• Module 1.2 DISCOVERY LEARNING

4. ໃນການສາມະນາທາງອອນລາຍພວກເຮ
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1 2
3

5. Webinar Mechanics
• Webinar will run for 2 hours
• Through a presentor and a reaction panel
• With the aim to help you understand the learning strategy
• Your learning must continue after this webinar
• You will have home tasks to fulfill for you to get a
certificate
• Please use https://www.facebook.com/eesdp for your
continuous learning.
• You may submit your home task outputs or send feedback
to Inbox of facebook.com/EESDP

6. PLEASE JOIN US EVERY WED/FRIDAY:
• BELOW IS OUR LINK TO THE WEBINAR ON
ZOOM. PLEASE MAKE SURE YOU
REGISTERED FOR FREE TO BE GIVEN
ACCESS
• Topic:
• EESDP Trainers' Webinar Pilot Series: MODULE
1: EXPERIENTIAL LEARNING
• Time: 2-4PM WEDNESDAYS AND FRIDAYS
• Join Zoom Meeting
• https://us02web.zoom.us/j/4555659164...
• Meeting ID: 455 565 9164
• Passcode: EESDP2021

7. CONTINUOUS LEARNING
Please watch: https://www.facebook.com/eesdp/videos/1263758290694131
• Please download files for this module at:
___
Module 1 is also available here:
https://www.slideshare.net/jugawayne/module-1experientiallearningj-une22021laoversionfinal3
Module 1.1 is here:
https://www.slideshare.net/jugawayne/module-11experimentbasedteachinglaojune4final-prep

9. DISCOVERY BASED TEACHING/LEARNING:
PRESENTOR
Professor Somsathith Keophilavong
TEACHER DEVELOPMENT SPECIALIST/CURRICULUM DEVELOPMENT SPECIALIST FOR PHYSICS

10. WHAT

11. What is Discovery
learning?
Discovery learning is a method of Experiential learning. This popular
theory encourages students to build on past experiences and knowledge,
use their intentions, imagination and creativity, and search for information
to discover facts.
•Discovery teaching is a question-based approach, it is best for learners to
discover the facts and relate to themselves.
•Discovering learning can occur whenever a student does not get a definite
answer but documents to find the answer on their own.
•It emerges in problem solving situations requiring learners to be critical
thinkers.

12. What is Discovery Learning
• Discovery Learning was introduced by Jerome Bruner, and is a
method of Inquiry-Based Instruction.
• This popular theory encourages learners to build on past
experiences and knowledge, use their intuition, imagination and
creativity, and search for new information to discover facts,
correlations and new truths.
• The Discovery Learning Method is a constructivist theory,
meaning it is based on the idea that students construct their own
understanding and knowledge of the world through experiencing
things and reflecting on those experiences. ...
• Teachers will give students a problem and some resources to
solve it

13. WHY

14. Is discovery learning effective?
• It has been proven time after time
that discovery learning is an
incredibly effective method of teaching
special needs students, and is perfect for
allowing students to have a
productive learning environment that
promotes questioning things, discussing
ideas, and getting involved.

15. • Discovery learning promotes autonomy and independence. As your
students actively engage in the math, and progress through the
curriculum, they are doing so at their own pace.
• The autonomy of discovery learning allows your students to progress
only when ready.
• This keeps them further engaged, as well as encouraged.
• The theory of discovery learning assumes that children learn best
through experimentation and discovery of facts and relationships on
their own. Rather than being asked to memorize facts or learn by
listening, children are ask to manipulate materials, experiment, make
assumptions and discover by themselves.

16. Objectives for discovery learning
1. Helps learners to practice observation, thinking, analytical skills to achieve learning and able to
summarize or discover principles, rules, important issues or facts by themselves.
2. To help students learn principles or rules and can be used to solve problems in a variety of
situations.
3. Help Learners have the opportunity to develop the skills and attitudes necessary for self-directed
learning.
4. Students have the opportunity to develop advanced cognitive skills such as analytical, synthesis,
and intuitive thinking.
5. Cultivate research habits in learners to find out by themselves
6. It compels learners to face the real world challenges by bringing problems or questions to research
or experiment through situations and dealing with objects in real life.

17. Benefits
The guided discovery increases student participation during
courses.
It also fosters collaboration between learners.
Learners who engage in guided discovery are more likely to
feel empowered, autonomous, and self-reliant.
All of these behaviors are related to increased retention (long
term memory) of information.

18. HOW

19. How to use
discovery learning?
Discovery learning is an inquiry-based, constructivist learning
theory that takes place in problem solving situations where
the learner draws on his or her own past experience and
existing knowledge to discover facts and relationships and
new truths by :
(i) exploring and manipulating objects,
(ii) wrestling with questions and controversies
(iii) or performing experiments.

20. What are the three phases of
discovery teaching methods?
• Phase 1: Formulating Questions and Initial
Understandings. First, students are oriented to
a problem, phenomena, or goal.
• Phase 2: Exploration & Analysis.
• Phase 3: Drawing Conclusions.

21. How to use discovery learning?
•Discoverable learning-teaching models
include
(i) instructional,
(ii) problem-based learning,
(iii)model learning,
(iv)case-based learning,
(v) situational learning, and
(vi)peer-to-peer learning;

22. Discovery learning loop
Observe
Reflect
Abstract
Experiment
Physical
Mental
ORIENTATION
GENERATING
HYPOTHESIS
TESTING
HYPOTHESIS
CONCLUSION
Discovery learning steps

23. Wow this works with 3, 4 and 5 and
they make up a right angle triangle.
But not true with 13, 14 and 15 and
they don’t make up a right angel
triangle too.
WOWWW it WORKS with many
different numbers, My hypothesis is
valid
Does this mean something
or am I over thinking??
Is this true in all situations?
Or its just a coincidence
What if I try other numbers
and other directions??
‘Ohh this makes a right
angle triangle..
When I walk from my home and take
5 steps towards east and 12 steps
towards north (17 steps in total), I
reach the stationary shop, but if I
move diagonally from my home
towards northeast, I reach there by
only taking 13 steps???
Discovery learning loop
Observe
Reflect
Abstract
Experiment
Physical
Mental
I can also see some
mathemativcal relationship, BUT
It is not simple addition or
multiplication …. what is it
exactly?? Let me DISCOVER it
further…
Is there any relationship between these
numbers??
I assume this should be true for all 3
numbers that can make up a right angle
triangle.

24. Discovery learning steps
Step 1: Teacher sets out
objective for learning
And ask questions based on
observations, then divide
students into practice groups to
analyse different situations,
perform experiments and
discover with new facts and
relationships
Step 2: Hypothesis is the predicted
answer to a problem or an event based
on an individual's innate knowledge
and experience. Teacher encourages
students to generate their hypothesis…
Step 3: Test assumptions and
gather information that will
serve as a basis for accepting or
refusing estimates, if facts
confirm our assumptions, the
hypothesis is true/valid. Teacher
encourages student to practice
their creativity, analytical
thinking, problem solving and
logical reasoning skills to create
procedures, experiments and
thus test their hypotheses.
Step 4 : Based on facts,
experimental results and
analysis, students confirm or
reject their hypotheses.
Students should be encouraged
to use daily life examples to
support their conclusions.

26. QUESTIONS:
• HOW WILL DISCOVERY LEARNING
ENHANCE INSTRUCTIONS?
• WHAT SKILLS CAN BE DEVELOPED
USING THIS STRATEGY?
DISCUSSANT FOR 5 MINUTES:
• AJAN Keth PHANHLAKOF DTE
• AJAN Keomannivanh PHIMMAHASAY OF PMU
REFLECTION 1

27. GUIDE

28. 5 Principles of
Discovery Learning-Teaching Mode
• Principle 1: Problem Solving
Teachers should guide and motivate students to find
solutions by gathering existing and acquired
information that makes it easier to understand;
As a result, students are motivated to learn, role-play
and apply a wider range of skills through activities that
promote risk-solving and proof-of-concept.

29. 5 Principles of Discovering Learning-
Teaching Mode
Principle 2: Learner Management
• Instructors should allow participants to work either alone or
with others, and learn at their own pace.
• This flexibility makes learning the exact opposite of a static
sequencing of lessons and activities, relieves learners from
unnecessary stress, and makes them feel they own learning.

30. 5 Principles of Discovering Learning-
Teaching Mode
• Principle 3: Integration and connection
• Teachers should teach students how to combine original
knowledge with new things Aim for and motivate them to
apply to the real world;
• Familiar situations will be the basis for information, motivation
will enable students to expand on what they know and invent.

31. 5 Principles of Discovering
Learning-Teaching Mode
• Principle 4: Data Analysis and Interpretation
• Discovery learning is process-focused, not content-based, and
based on learning assumptions, not just facts;
• In fact, students learn to analyze and interpret the
information received instead of answering questions for
correct memory

32. Recognize patterns and
relationships
Combine with
old knowledge
Discover new
connections
Create new
paths or
strategies
HOW LEARNERS CONSTRUCT NEW KNOWLEDGE VIA DISCOVERY

33. 5 Principles of Discovering
Learning-Teaching Mode
Principle 5: Failure and feedback
• Learning not only happens when we find the right answers but also knowledge
rises from failure;
• Discovery-learning is not just about finding the right results but how we manage
“discovery” by the process; how we arrive at “results” is just as important.
• Teachers must be responsible for providing guidance to students on this process.

34. Discovering teaching-learning
techniques
• The discovery learning process should be well-
designed, experienced and interactive;
• Teachers should use games, visual methods and
interesting techniques like HOOK questions to create
curiosity, interest, lead students to new ideas that
dare to express and reflect the truth;

35. • Discovering learning techniques may vary, but the
goals are similar: for students to achieve or gain new
knowledge on their own;
• By researching and managing situations or
experiments on their own, students remember more
new ideas and knowledge.

36. REFLECTION 2
SHOULD DISCOVERY LEARNING BE USED IN LAO
CLASSROOMS TO ENHANCE DEVELOPMENT OF SOFT
SKILLS OF STUDENTS?
WHY AND WHY NOT:
• AJAN SENGKEO OF DTE
• AJAN TAVANH OF DTE

37. LET’S
TRY

38. The following 6 slides will prepare you for a home task on
Discovery Learning Application
ACTIVITY
TIME !!!!
38
• THIS IS ACTIVITY 1. FOLLOW AS A “LEARNER”.
• ACTIVITY 2 WILL BE HOME WORK (SHOULD BE
DONE AND SUBMITTED AFTER THE WEBINAR)
AND YOU WILL DO IT AS “TEACHER”

39. Please NOTE the ff. learning objective and criteria
for the next steps. It is taken from the secondary education
curriculum.
Learning Objective:
• Explain Newton’s second law of motion
Performance Criteria:
• Establish the relationship between Force,
Acceleration and Mass and use it to solve
problems.
ORIENTATION
GENERATING
HYPOTHESIS
TESTING
HYPOTHESIS
CONCLUSION

40. Think of the following situations from your daily life
and answer following questions:
1. Do you ride a bicycle? What happens when you
push the pedals of your bicycle?
2. What will you do if you want to move it faster?
3. Assume you have two identical bicycles that each
have a basket. One bicycle has an empty basket
another one has a basket full of bricks. If you try to
ride each bicycle and you push on the pedals with
the exact same strength, which one do you think
will move/accelerate faster and why?
Step 1: Orientation
Please NOTE how the curriculum is presented
by teacher to the learner using 4 steps:
Teacher signals student this must be
from real life/Student’s own context
Teacher uses ordinary
real life sample to
draw from
Teacher plants the
HOOK question
Teacher presents the
hypothetical situation

41. Based on your answers in step 1 and your daily life
experiences, develop a hypothesis to explain the
relationship between:
1. Force and acceleration
2. Mass and acceleration
3. Force and mass
Step 2: Generating Hypothesis
Please NOTE the 2nd step:
NOTE:
require students to group for the
activity to test their hypotheses
later using the provided material
and ask them to share in class
FOR THIS WEBINAR:
YOU will
Do this task mentally,
in your
“role play”
as student

42. IT IS IMPORTANT TO NOTE THAT...
Your students must know and understand the
following before they are asked to generate
and test the hypothesis to discover new
relationships in this activity:
 Force is any interaction that, when
unopposed, will change the motion of an
object.
 Acceleration is rate of change of velocity
 Velocity is rate of change of displacement
 Displacement is the shortest distance in a
particular direction
Step 2: Generating Hypothesis
NOTE the 2nd step: CHECK FIRST!
TEACHER: “CLASS, REMEMBER WHAT WE KNOW ABOUT FORCE,
ACCELERATION, VELOCITY AND DISPLACEMENT? WHO CAN REMIND
US AGAIN? YES, MISS SOMPHONE? SHARE TO OUR CLASS…”

43. Go to an open area/ground and test
your hypothesis using following
material:
• 2 Skateboards of different masses
• 2 balls of exactly same masses
• 1 ball with a different mass
• Meter ruler/inch tape
Step 3: Testing Hypothesis
Please NOTE the 3rd step:
Students should be allowed to use their own critical thinking and
problem solving skills to come up with any procedure to test their
hypothesis to discover the relationship between these three
variables: Force and acceleration; Mass and acceleration; Force and
mass

44. PROBLEM WITH MATERIALS?
S Substitute place of another to have another person or thing act or serve in
the place of another
C Combine to bring together, to unite
A Adapt to adjust for the purpose of suiting a condition
M Modify to alter, to change the form or quality
Magnify to enlarge, to make greater in form or quality
Minify to make smaller, lighter, slower, less frequent
P Put to other uses to be used for purposes other than originally intended
E Eliminate to remove, omit or get rid of quality, part or whole
R Reverse Rearrange to place opposite or contrary, to turn it around to change order
or adjust, different plan, layout or scheme
Of course not all materials suggested are available locally but
TEACHERS should be able to ADAPT using SCAMPER
The SCAMPER technique should be familiar to all TEACHERS

45. Record/collect data, use graphs and mathematical equations to analyse it and thus
discover the relationship between (i) Force and acceleration, (ii) Mass and acceleration
(iii) Force and mass
 Students should be able to figure out that while working on any of these 3 relationships, they must keep the
third variable constant, choose one of the two variables for which relationship is being worked out as
independent and vary it to observe the change in second variable to determine the relationship between them.
 Example (i) In order to determine the relationship between force and acceleration, mass must be kept constant,
this can be done as by varying the amount of force applied to move the skateboard and observe how does it
affect the acceleration. Acceleration can be measured by measuring the final velocity, which is the shortest
distance (displacement) covered in unit time, as the initial velocity is zero. Thus the inch tape is provided, time
can be measured by stop watch or cellular phones. If skateboards are not available, then simple
tennis/football/basket balls can be used to determine this relationship.
Step 3: Testing Hypothesis
Process
knowledge
Content
knowledge

46. Record/collect data, use graphs and mathematical equations to analyse it and thus discover the
relationship between (i) Force and acceleration, (ii) Mass and acceleration (iii) Force and mass
(ii) Similarly, in order to find how
mass affects the acceleration, force
should be kept constant, two
different skateboards of different
masses can be used or two balls of
different masses can be kicked with
same force
Step 3: Testing Hypothesis
Process
knowledge
Actual learner
experience/observation

47. Record/collect data, use graphs and mathematical equations to analyse it and thus
discover the relationship between (i) Force and acceleration, (ii) Mass and acceleration
(iii) Force and mass
(iii) For force and mass,
acceleration should be
kept constant, “more
force is required to kick
a heavier ball to move
it with same
acceleration as the
lighter force”
Step 3: Testing Hypothesis
Actual learner
experience/observation

48. Before drawing the conclusions, students should be asked to confirm
their hypotheses and practical observations using daily life
examples/experiences such as follows:
Step 4: Conclusion

49. Before drawing the conclusions, students should be asked to confirm their hypotheses and
practical observations using daily life examples/experiences such as follows:
Step 4: Conclusion
Oyyy! It’s so HARD to
accelerate this car forward
555! It’s so EASY to accelerate
this car forward

50. Students should be asked to conclude by confirming or rejecting
their hypothesis , based on their experiment and daily life
observations. They should be asked what did they discover
during this activity??
Following are the examples of evidence based conclusions:
• When I applied more force on the skateboard, I moved faster.
I did not change mass, this means that for constant mass,
force and acceleration are directly proportional.
• When I put more weight on cart, it is difficult for me to move
it, so more force is required to move heavier objects with
same acceleration, thus force is directly proportional to mass
at constant acceleration.
• If I push a football (more mass) and tennis ball (less mass)
with same force, tennis ball covers more distance/moves
faster, thus when constant force is applied, mass and
acceleration are inversely proportional.
Step 4: Conclusion
Which force is this?? Is it
the force I applied?? Then
what about friction and air
resistance?? This must be
NET FORCE!!!
content
knowledge

51. DO IT

52. Activity 2
Develop a lesson plan on any topic
from your subject specific curriculum
guide using Discovery Learning. Discuss
how you will conduct all procedural
steps of this teaching strategy.
Home-task: For teachers/participants who want a certificate, submit your sample lesson plan using EXPERIMENT BASED LEARNING by
messaging FACEBOOK.COM/EESDP or emailing with SUBJECT: Module 1.2 homework to eesdp.2020@gmail.com
(HOME PERFORMANCE TASK)
ORIENTATION
GENERATING
HYPOTHESIS
TESTING
HYPOTHESIS
CONCLUSION

53. Activity 2: Performance Task
DISPLAY ALL GROUP LESSON PLANS FOR SHARING (post in class FB Group/Google Classroom/share screens).
In actual classrooms: One group shall be selected for presenting the lesson plan in 5 to 7 minutes.
Feedback on the presentation will be discussed in 5 minutes.
IN THIS WEBINAR: message FACEBOOK.COM/EESDP or email to eesdp.2020@gmail.com with SUBJECT: Module 1.2 homework
53
What do my students
need to LEARN to
survive 21st century
Laos
How can I prove
learning
happened?
How can I facilitate
that kind of deep
learning?
What do I know
about my
students?
Teaching
and Learning
Activities
Assessment
tasks
Intended
Learning
Outcomes

54. OUTCOME BASED EDUCATION (OBE)

55. FINAL
INSIGHTS

56. REFLECTION 3
SUMMARY AND REACTION
AJAN OUTHIT OF RIES
AJAN VONGDUEANE OF DTE

57. Reflection (PARTICIPANTS)
• What do you think about Discovery
learning?? Share your reflections,
participants will be asked randomly to share
their reflections.
Reflection
time!!!
PLEASE SHARE YOUR THOUGHTS:
 1. Did you learn something new today? What did you learn?
 2. Do you think that discovery is a learner centered approach and is useful?
 3. In your opinion, what benefits can be achieved by adopting this teaching
strategy in planning lessons.
 4. Can you compare discovery learning with experiment based teaching and
experiential learning?

58. ASK

59. EESDP LEARNING STRATEGIES
EXPERIMENTAL LEARNING
59
We welcome your
questions !!!!!!
Please raise hands to
be recognized/
Type your questions
in ZOOM CHAT BOX
(random selection of 3 questions to be answered by the resource person or the hosts)

60. 60
SPECIAL THANKS TO:
The Department of Teacher Education (DTE)
The Department of General Education (DGE)
The Research Institute for Educational Sciences (RIES)
The Institute for Education Administrators Development (IFEAD)
The EESDP Project Management Unit (PMU)
The Project Implementation Consultants of INTEM Philippines
Hosted by:
Dr. Bernadette V. Gonzales, Team Leader
Presentors:
Mr. Bounchanh (Curriculum Development Specialist)
Reactors:
Segment 1: Ajan Ket of DTE/Ajan Keo of EESDP/Ajan Outhit of RIES
Segment 2: Ajan Tavanh of DTE/ Ajan Houmphanh of RIES/ Ajan Sengkeo of DTE
Segment 3: Ajan Lamphoun of IFEAD, Ajan Vongduean of DTE, Ajan Somphone of DGE
Technical Support: (ICT/Assessment)
Joel Wayne A. Ganibe, Phoungkham Somsanith, Phonexay Soukkaseum, Jamil Lagunzad
chat panelists:
Ajan Bounheng, Ajan Phouangkham, Ajan Manichanh, Joel, Nadet

61. KOP CHAI LAI LAI!