Here goes the eighth out of 12 blogs about Mosston & Ashworth's Spectrum of Teaching Styles. In previous blogs we (Alba and Risto) have provided an overview of the Spectrum and explained the Command style, the Practice style, the Reciprocal style, the Self-Check style, the Inclusion style, and the Guided Discovery Style. Today, I will talk about Style G-the Convergent Discovery Style.
This blog is based on episode 263 of the podcast Playing with Research in Health and Physical Education. This blog is almost verbatim from the podcast, so if you prefer the audio version, here is the link for episode 263. You can also listen to the first episodes of this series in the following links #254, #255, #257, #259, #260, and #261, #262, or read the first six blogs #1, #2, #3, #4, #5, #6, and #7. All of the podcasts are listed by category on a google doc that you can find as the pinned tweet on the account @theHPEpodcast on Twitter. Alternatively, you can find it here. You can find the website where you can download the book for free and find more information and resources at the end of this blog.
The characteristic that defines the Convergent Discovery Style is having learners discover a correct predetermined response through a convergent process. As a reminder, up to style E, that is the inclusion style, learners reproduced knowledge. In our last episode, we explained that the Guided Discovery style is when we cross the discovery threshold, meaning that students started discovering knowledge, or producing knowledge rather than only reproducing. This is not to say that they are producing unknown knowledge or something that has never been seen before. It means that they are being guided by the teacher through questions to discover content that they do not already know.
So, in the Guided Discovery Style, learners are guided by questions developed BY the teacher to find A SPECIFIC answer selected also by the teacher. The main similarity of the Convergent Discovery Style compared with the guided discovery style is that the teacher is still responsible for selecting the content to be discovered, or the specific answer. Now, the main difference is that in the convergent discovery style the learners ask questions or use reasoning to find that target concept instead of the teacher designing the questions. So, there is one answer, but the students can find that answer by asking different questions or trying different strategies.
An example can be games that need peer collaboration to succeed in an individual task. The human knot challenge is a good example of the convergent discovery style. In this game, the learners cross their arms and hold hands with their peers next to them. The teacher tells the students that they have to untangle themselves finishing in a circle and all of the students need to be facing the inner part of the circle. Students cannot let go of their classmates hands. The students will try different ways like all turning around in place, which will lead them to be with their back to the circle, they will try passing under and over their peers' arms which will also not work. The only one way of solving the problem is to have all the students turn around in place, having their backs to the circle, and then have one student go under the arms of the peers across from him or her, and then, the other students follow that person to the untangled circle. Voila! Only one solution to the problem!
So, again, think about the name of this style, convergent discovery, meaning that the different questions or solutions to a problem that are produced by the learners converge to the selected single correct anticipated response that was selected by the teacher. Just like in the guided discovery style, the content matter should be new and unfamiliar to the students but also something that can be discovered. Once again, questions related to history, facts, names, etc., can’t be taught using this style.
In the anatomy of the convergent discovery style, the teacher still has the role of making the subject matter decisions. So, the teacher decides the target concept that will be discovered and how the problem will be set to lead learners to the discovery. The learners then engage in multiple cognitive processes using reason, questions, logic, and sequentially making connections to figure out the target response. In other words, the students produce the questions and are responsible for arranging them logically in a sequence that leads to the discovery of the concept selected by the teacher. While the learners are engaged in the discovery process, the teacher observes patiently. This means that the teacher should not intervene while the students are developing their ideas, examining them, and deciding the appropriate solution. As the book states: “Discovery thinking takes time” (p.238) and is very private to each student. That is why the patience of the teacher is crucial in this style. Learners need the opportunity to inquire, examine possibilities, try different approaches, and engage in trial and error. After learners discovered the target concept the teacher should ask questions to check that all achieved the selected response.
The subject matter objective of this style is to discover a single correct answer or pattern about content through questioning, sequencing, and using logic.
The main behavior objectives are to
engage in convergent discovery producing a correct response,
search for cognitive operations that lead to the development of problem-solving skills,
experience the cognitive and emotional feeling of the ‘eureka’ moment of discovering a new concept.
To design the subject matter the teacher needs to ask six questions
Is there only one answer to the question?
Is there a possibility of convergent thinking?
Is the discovery process visible?
Does the task have mechanical analysis of movement?
Do learners discover the answer through a sequence of movements?
Are learners invited to discover their limits in performing the task?
Ok…what does this look like in a PE setting?
In the convergent discovery style, the teacher’s instruction is relatively short since the learners produce the knowledge instead of following the teacher’s demonstration. The task starts with the teacher presenting the behavior expectations before providing instructions on the subject matter. This is important to show students that they are capable of complex thinking processes, and this enhances their sense of pride and self-awareness. This means that students will learn that the teacher expects them to produce questions, think of sequencing and linking the information they gather, converge what they found, and discover the correct response.
After the expectations are explained, the teacher sets the scene for the discovery process.
Let’s think back to our tactical game example from our last podcast episode in guided discovery. In the previous style, the teacher asked a sequence of questions that led learners to figure out the answer, or in our example, the skill they needed to improve to play the game. In the convergent discovery style, the sequence of questions needs to be given by the students who will find out the answer.
Let’s say that the teacher positions students behind a line and sets one beanbag for each student just out of their reach on the floor in front of them. The task is to reach your bean bag without touching any part of your body or object on the floor after the line. Students will try different ways of reaching the bean bag such as kneeling or lying down on the floor. They will also start asking questions such as if they can use their shoe to reach the target and so on. However, learners will only be able to complete the task if they ask for peers to help them by holding their hand to provide balance, for example. As soon as all the students are able to achieve their goal the teacher asks them questions about their discovery process. Teachers can ask what learners tried that did not work (the answer will most likely be ways that they tried by themselves). The teacher also asks how leaders were able to retrieve the bean bag, receiving the expected answer that is with the help of their peers.
So, in both examples, the students could try different ways to get to the selected answer of passing a ball or working with peers. However, there was only one single answer to solve the task that was relying on peers.
The examples provided in the book are not related to PE instead they use riddles, newspaper challenges, and questions in standardized tests. Riddles are great examples that can be used in schools since the students need to ask questions to the teacher to figure out the correct answer. It is mentioned that examples of convergent discovery exist in society but are not as frequent in the classroom. Maybe one of the reasons is that sport, movement and physical activity has SO MUCH creativity in it, and different ways to move and complete a task. There aren’t very many situations that there is ONLY one way to do things. In the next episode we talk about divergent discovery which sets a problem and then asks students to figure out an answer- and in this case there are TONS of solutions possible- and the end goal matters. So, for example, the goal of making a basket in basketball…there are tons of ways to do it. But in the end, the only part that matters is if you made the basket or not- not the “way” you made it.
That’s all we have for you on this one. Once again, I encourage you to download the book that is free. You can find great examples of how the spectrum is applied in PE and resources that can help you successfully integrate the different styles of teaching in your classes. I’ll be back soon with bloga explaining the next teaching styles.
Thanks for reading!
Alba and Risto
For more resources see below:
Full Cite: Mosston, M., & Ashworth, S. (2008). Teaching physical education: First online edition, 2008. https://spectrumofteachingstyles.org/index.php?id=16
Visit: https://www.spectrumofteachingstyles.org
Twitter: @spectrumots