The defining characteristic of the Convergent Discovery Style is to produce the anticipated/target answer to a question not experienced before. A stimulus (in the form of a question, situation, problem to solve, toy) is provided that invites reshuffling of known information to produce new or novel cognitive links and patterns that rely on logic, and perhaps trial and error, to produce the anticipated/target answer.  If the learner has been exposed to the question-answer previously, then the teaching style and its objectives are no longer Convergent Discovery but Practice Style-B.

In the Convergent Discovery style, the role of the teacher is to make all subject matter decisions, including the target concept to be discovered, and to design the single question delivered to the learner. The role of the learner is to engage in reasoning, questioning, and logic to sequentially make connections about the content to discover the answer.

When Convergent Discovery style is achieved, the following subject matter objectives are reached:

• To discover the single correct answer to a question or the single correct solution to a problem
• To discover the content sequence that, when logically linked, leads to the final response
• To discover a pattern for thinking about the content
• Others

When Convergent Discovery style is achieved, the following behavioral objectives are reached:

• To engage in convergent discovery - the production of the one correct response
• To activate logic, reasoning, and sequenced problem solving skills
• To construct a specific sequence and search for the cognitive operations that produce the temporary heirarchy that will solve the problem
• To experience the cognitive and emotional exhilaration that accompanies the eureka experience
• Others