Chapter Summary

  • Chapter Summary
    • This chapter focused on the authentic teaching methods. The main points associated with specific objectives were as follows:
    • Learning Objective 1: Describe the primary roles associated with various discussion techniques and explain the four areas that must be addressed in effective discussion planning.
      • Discussions can be used to stimulate students’ thinking, to help them articulate their own ideas, and to teach them how to listen to the ideas of others.
      • The teacher’s role in discussion sessions is to be less directive and less obtrusive. Simply set discussions into motion and monitor their progress.
      • Teachers must address student preparation, grouping, seating and ground rules, and time allotment when planning class discussions.
    • Learning Objective 2: Compare and contrast the purpose, function, strengths, and limitations of brainstorming, buzz groups, and task groups.
      • Small groups can be used to develop communication skills, leadership abilities, openmindedness, and persuasive arguing.
      • Small groups have a tendency to drift off task.
      • Brainstorming is small groups used to generate ideas or answers to questions. Buzz groups are groups used to share. Task groups are formed to solve a problem or complete a project.
      • Panels are formed to prepare and present information on an issue to the class.
    • Learning Objective 3: Describe the major tenets, characteristics, strengths, limitations, and teacher’s role associated with each of the heuristic methods.
      • The teacher’s role in heuristic methods is that of a facilitator.
      • Heuristic methods actively involve students in their own learning and result in higher degrees of intrinsic motivation.
      • The heuristic modes of discovery and inquiry essentially represent different types of problem solving.
      • Systemic problem solving represents a systematic, purposeful problem-solving process.
    • Learning Objective 4: Define problem solving and distinguish between the three levels of problem solving.
      • Problem solving is the intentional elimination of uncertainty through direct experiences and under supervision.
      • There are three levels of problem solving: guided, modified, and open.
    • Learning Objective 5: Differentiate between discovery and inquiry learning and describe the major purpose, characteristics, teacher role, and desired environment associated with each approach.
      • Discovery follows an established pattern of investigation, whereas inquiry follows no established pattern.
      • Discovery and inquiry actively involve students in their own learning.
    • Learning Objective 6: Outline and explain the five-step discovery model, the three-step inquiry approach, and the basic features of Richard Suchman’s inquiry learning.
      • The five steps to the discovery strategy are selecting a problem, proposing possible solutions, collecting data, analyzing and interpreting data, and testing conclusions.
      • The three steps to the inquiry approach are identifying the problem, working toward solutions, and establishing solutions.
      • The basic feature of the Suchman inquiry approach is the concept of discrepant event.