Moore, Chapter 6

In Chapter 6, Moore discusses discussion, but also presents heuristic teaching methods. In his discussion of discussion, Moore explores whole-class discussion and small group discussion. Discussion can be effective in achieving deeper understanding. A successful whole-class discussions has students talking more than the teacher, and is a “carefully structured exchange of ideas directed towards a specific goal.” According to Moore, whole class discussions are most effective in achieving two purposes: exploring questions that pose no simple answers and “situations in which issues from the affective domain are being addressed” (have no idea what this means). Moore encourages appointing student leaders who should not dominate the discussion, but rather make sure that: 1) everyone understands the purpose and topic; 2) keeps discussion moving and on track through methods such as questioning; 3) encourages equal participation; 4) summarizes key points. Open communication and support are the key to whole-group discussions. Moore also discusses various small-group discussion formats such as brainstorming, buzz group, task group, and panels. In can be difficult to keep students on task in these formats however, so it is important to stress expectations and procedures. Small group discussions enhance communication skills, leadership abilities, open-mindedness, persuasive arguing.

Moore discusses problem solving, discovery learning, inquiry learning, and systematic problem solving in his section on heuristic teaching methods. Heuristic teaching methods actively involve students in the problem solving process. Discovery learning and inquiry learning differentiate in the focus on the end conclusion. While both methods place the student at the center of the learning process, discovery places a greater emphasis on the arrival at a specific conclusion whereas inquiry stresses the process rather than the end conclusion. The benefits of inquiry learning are impressive: according to Moore, it encourages creative solutions to problems and investigations can be as “original and limitless as students’ imaginations;” it “stimulates interest and urges students to solve problems to the very limits of their abilities;” and self confidence is enhanced as students are not penalized for a lack of content knowledge.

I was far more intrigued reading about the indirect teaching methods than direct teaching methods. As Moore states, “two major function of education are the development of students’ ability to think critically and the development of their ability to perform independent inquiry.” Indirect approaches prove to be more successful in targeting these outcomes. They focus on skills that will be useful for a lifetime. Further, they encourage creativity amongst students. I am a strong advocate of the teaching approaches Moore presents in Chapter 6, particularly inquiry.