The Moore Method: A Pathway to Learner-Centered Instruction

Description

The Moore Method: A Pathway to Learner-Centered Instruction offers a practical overview of the method as practiced by the four co-authors, serving as both a how to manual for implementing the method and an answer to the question, what is the Moore method?. Moore is well known as creator of The Moore Method (no textbooks, no lectures, no conferring) in which there is a current and growing revival of interest and modified application under inquiry-based learning projects. Beginning with Moore's Method as practiced by Moore himself, the authors proceed to present their own broader definitions of the method before addressing specific details and mechanics of their individual implementations. Each chapter consists of four essays, one by each author, introduced with the commonality of the authors' writings.Topics include the culture the authors strive to establish in the classroom, their grading methods, the development of materials and typical days in the clas cover copyright page title page Contents Acknowledgements Introduction What is the Moore Method? Who was R. L. Moore? What’s in this book? What isn’t in this book? How might I read this book? Why did we write it? How did we write it? Who are we? Is what we do really Moore Method? Moore’s Moore Method What is the Moore Method? Parker May Coppin What are the Problems? The Method Not Angel Modified Moore Method (M3) The Dark Side Conclusion Mahavier Time Materials Attitude Conclusion On Culture Coppin Student Culture Teacher Culture Collective Culture May Respect Responsibility Democracy Relaxation Parker Mahavier Development and Selection of Materials May 1. Take a course from a practitioner of the method. 2. Establish a mentoring relationship with a practitioner of the method. 3. Obtain notes from the Educational Advancement Foundation’s Legacy of R. L.Moore Project. 4. Obtain notes from the Journal of Inquiry-Based Learning in Mathematics. 5. Assemble problems from existing textbooks. 6. Develop notes from scratch. 7. Attend a workshop on inquiry-based learning. Conclusion Mahavier Write your own materials Use someone else’s notes Use a text Conclusion Coppin Axiom 0. Study the masters Axiom 1. Progress from the simple to the complex Axiom 2. Calibrate the Zone of Proximal Development (ZPD) Axiom 3. Write well Conclusion Parker In the Classroom Mahavier A typical first day The first few weeks A typical mid-semester day The end of the course Classroom Techniques That Work Learn their names Lecture sparsely Be positive Be gentle when it is necessary for a student to leave the board Cover significant mathematical ground Leave the classroom Let students use notes at the board Discourage note taking Play the many roles of the instructor Answer questions with questions Lie to your students! Allow students to make mistakes Classroom Techniques to Avoid Attacks Correcting Hints Runaways Better proofs Testing Parker A day in a Moore Method classroom Getting started Student presentations Following up Day-to-day preparation for being ready for in-the-classroom dynamics A day in which no one has anything to present The first day Summary May Lesson 1 Diary Entry 1 Lesson 7 Diary Entry 7 Lesson 30 Diary Entry 30 Lesson 42 Diary Entry 42 Coppin ENE Teaching Notes The notes Format Diary of select classes Grading Parker Mahavier Modified Moore Method Pure Moore Method Learning over earning Allowing multiple ways for students to succeed Rewarding attempts to do mathematics Driving all students to their maximum potential Conclusion Coppin Presentations The final examination Final course grades Summary May Techniques Evaluation of your work Philosophy Why Use the Moore Method? May Parker Coppin As Pedagogical Hyperbole To Optimize Learning To Experience Authentic Mathematics As a Moral Imperative Part of Tradition Mahavier What does work? NCTM Standards for Grades 9–12 (NCTM, 2004) Problem Solving Reasoning and Proof Communication Evaluation and Assessment: Effectiveness of the Method by Smith, Yoo, and Nichols: Introduction Support From Theories of Learning Findings of Relevant Research Overview of Our Research Findings The Role and Experience of the Teacher in a Moore Methodcourse Students’ Approaches to Proof after Moore MethodInstruction Conclusion Frequently Asked Questions 1. Does the Moore Method work only for the bright students? 2. Do Moore Method instructors lecture? 3. Does the Moore Method cover less material? 4. Does the Moore Method work best in upper-level and graduate courses? 5. Does the Moore Method make the students do the work so the teacher doesn’t? 6. Does the Moore Method work with cooperative learning? 7. Is there a list of features that define the method? 8. Does the Moore Method foster competition among students 9. Are there better ways for students to present than writing on the board? 10. Does the Moore Method fail to equip those trained via the method, as studentsand later as professional mathematicians, with the ability to extract information fromtextbooks? 11. Are there professional risks associated with teaching a course by the MooreMethod? 12. Are the goals for a Moore Method course the same as the goals for a non-MooreMethod course? 13. How does one prepare to teach a Moore Method course? 14. Are there upper or lower bounds on the size of a Moore Method class? Appendices Coppin I.A Syllabus for Linear Point Set Theory I.B Notes for Neutral Geometry I.C Worksheets for Neutral Geometry I.D Diary Entries for Euclidean and Non-Euclidean Geometry Mahavier II.A Syllabus for Analysis II.B First and Last Pages of Analysis Notes, by Mahavier < Mahavier II.C Questions and Presentation Guidelines Question Guidelines Presentation Guidelines May III.A Syllabus for Introduction to Abstract Mathematics III.B Midterm Examination for Introduction to AbstractMathematics Parker IV.A Syllabus for Real Analysis IV.B Handout on logic IV.C Handout on Sets IV.D Final Examinations for Real Analysis and Numbers About the Authors Charles A. Coppin W. Ted Mahavier E. Lee May G. Edgar Parker References Index