The defining characteristic of the Guided Discovery style is the logical and sequential design of a series of questions that lead a person to discover a predetermined concept, principle, relationship or rule that was not previously known.

In the Guided Discovery style, the role of the teacher is to make all subject matter decisions, including the target concept to be discovered and the sequential design of the questions that lead to the target answer.  The role of the learner is to discover the answers. This process implies that the learner makes decisions about segments of the subject matter within the topic.  This sequential process invites the learner to make meaningful cognitive connections that lead to the discovery of new content—a concept, principle, relationship or rule. 

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

• To discover the interconnection of steps within a given task
• To discover the "target" - the concept, principle, rule
• To experience a step-by-step discovery process - develop sequential discovery skills that logically lead to broader concepts
• Others

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

• To cross the discovery threshold
• To engage the learner in the discovery of concepts and principles representing convergent thinking
• To engage the learner in a precise cognitive relationship between the stimulus (given by the teacher or surrogate) and discovered response
• To teach both teacher and learner about cognitive economy - i.e., using minimal, accurate, and logical steps to get to a target
• To develop an effective and affective climate conducive to engagement in the act of discovery
• To provide the learner with the moment of "Eureka"
• Others