Towards the end of the session, the use of “guided discovery” or an “indicative approach” allows for the student to become more independent in their learning. For instance, deeper questioning and considering its wider application within the subject. The learners may be presented with a problematic question or paper in order to enhance their understanding and knowledge of a subject and be encouraged to independently find answers. This use of guided discovery, regarded by many...
Towards the end of the session, the use of “guided discovery” or an “indicative approach” allows for the student to become more independent in their learning. For instance, deeper questioning and considering its wider application within the subject. The learners may be presented with a problematic question or paper in order to enhance their understanding and knowledge of a subject and be encouraged to independently find answers. This use of guided discovery, regarded by many as an “important tool” and can be used as a start of a lesson to stimulate students ready for learning or at the end to assess knowledge of the subject.
Humanistic psychologists, Rogers and Maslow, challenge early views that a student’s learning should be determined by professionals, as they have the academic knowledge of each learning process. They have argued that a ‘person-centred’ approach would provide a better knowledge base for the learner. This approach endorses everyone having the resources and tendency to develop, progress and be nurtured individually. For instance, the teacher and the student work together to influence a conclusion, where the involvement from the student, regarding his or her life, is taken into consideration.
