ABSTRACT
Early on, students learned the need for extensive preparation few were satisfied with their first lectures, but each improved quickly. In other contexts, students might be asked to complete evaluation forms for each student presentation. R. L. Moore developed another variation on the theme for mathematics courses, emphasizing the use of discovery and inquiry-based methods. The instructor may collect the questions as an aid for lecture preparation or may distribute a question summary; or questions may be circulated to the full class either with or without attribution. The chapter discusses the ways to encourage students to actively engage with course material and to make them responsible for classroom activities. Also, guided reading courses often involve few students, while seminars may be a little larger, but often under a dozen. William A. Brown's tutorials typically are limited to 10 students and thus represent a significant faculty commitment for relatively few students.
