The document discusses how the theory of learning through discovery relates to language learning. It states that learning through discovery allows pupils to explore and experiment, encouraging new understandings while allowing learners of different cognitive levels to work together. It also notes that children develop at different rates, so teachers must arrange classroom activities for individual students and groups rather than the whole class. An example classroom activity described is making a fruit salad, where students are given instructions, work in groups to carry out the steps, and discuss their experiences.

1. HOW DOES THE THEORY RELATED TO
LANGUAGE LEARNING

2. LEARNING THROUGH DISCOVERY
 Allows opportunity for pupils to explore and
experiment while encouraging new
understandings
 Opportunity allows learners of different
cognitive levels to work together often help
encourage less mature pupils to advance to
a higher understanding of the material

3.  Children are encouraged to discover
themselves through spontaneous interaction
with the environment

4. ACCEPTANCE OF INDIVIDUAL DIFFERENCES IN
DEVELOPMENTAL PROGRESS
 Children go through all the same
developmental stages but at different rates
 So, teachers must make special effort to
arrange classroom activities for individual
and groups of children rather than the whole
class group

5. HOW DO YOU APPLY THE THEORY IN
YOUR CLASSROOM?

6. CLASSROOM ACTIVITY: MAKING FRUITS SALAD
Step 1
• Teacher introduces different types of fruits asking whether pupils have
seen it before.
• In group, pupils describe the fruit.
• Pupils tell the use of kitchen utensils involved in making fruits salad.
Step 2
• Teacher gives short and clear instructions to the pupils. ( with gestures,
actions, eye contact)
• Pupils follow the instructions step by step.
Step 3
• Pupils get into group and carry out steps in making fruits salad based
on instructions earlier.
• In group, pupils tell about their experience in making fruit salad.

7. STRENGTHS
1. Human are seen to be rational beings
whose actions are results of thinking.
2. Serve as a basis to explain child’s thinking
processes and behaviour.
3. Huge positive impact on the instructional
design on education (arrangement of
learning materials, topics and sub-topics)