Svinicki, M., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth. Chapter 19 Laboratory Instruction: Ensuring an Active Learning Experience “Lab teaching assumes that firsthand experience is superior to other method of developing the same skills” (pg. 277). Like all types of effective instruction, labs should be student centered, engaging and involve active learning strategies. Svinicki and McKeachie discuss how to facilitate this in chapter 19 of their book, McKeachie’s teaching tips (2014). There are a variety of styles of laboratory instruction, including expository, inquiry, discovery, and problem based learning (PBL). In brief summary, expository is a convergent style, with a “cookbook” approach of following the given instructions and finding the correct answer.. Inquiry has no predetermined outcome, and students are allowed to formulate problems. Discovery, also known as guided inquiry, has a prescribed outcome, with students design and input. The final category is problem based learning, commonly known as PBL, where students generate their own questions and conduct an authentic investigation. These categories are original to Domin, 1999, but referenced in the Svinicki & McKeachie text. Further, the chapter talks about convergent assignment labs with one right answer versus divergent labs which are open ended and allow interpretation. Another comparison is a “wet” lab, with hands on experiments and student data collection, contrasted with a “dry” lab, in which students receive the data but do not actually do the experiment. Their task is to interpret and analyze that data. There are advantages to each, according to the research. A final category for labs is studio instruction. This is a hybrid method combining lab and lecture in the same place, to allow for real world experiences connection to the academic instruction. This chapter is practical for anyone who teaches. It includes a brief discussion of how labs fit not only into traditional science courses, but that a lab can be diverse and can fit into other subjects as well, including but not limited to history, math, and writing. I feel it’s important to note that hands on labs are typically effective methods of instruction for minority students. “Seymour and Hewitt (1977) showed that the most effective way to improve retention among women and students of color, and to build their numbers over the longer term, is to improve the quality of the learning experience for all students – including non-science majors who wish to study science and mathematics as part of their overall education.” (pg. 284) Having taught middle school science for a number of years, I have first-hand experience with each of these lab types. I personally prefer the wet lab over the dry, because I feel students learn more when they are doing the experiment, but I also understand the need for dry labs if there is a time constraint or the amount of data to be collected is quite large, or the lab is extensively time consuming. Additionally, safety must be considered, and a dry lab allows for mistakes without harm. The use of technology in either is motivating to students, and allows for ease in data collection and analysis. I had not considered the divergent versus convergent lab style, and doing so now can see value in both. Sharing the knowledge of those who came before is important, to build a foundation on which to further explore. But fostering creativity and exploration in a unique individual is critical. I believe these can be combined, by scaffolding labs and lessons.
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Svinicki, M. & and McKeachie, W. J. (2014) McKeachie’s teaching tips: strategies, research, and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth.
Ch. 18, Teaching Large Classes (You can still get active learning!) Chapter 18 is another well written, practical guide for teacher educators working at the university or college level. This section explains how to handle important considerations such as using blended learning as an alternative strategy, meaning portions of the class can be held face to face, supplemented by online learning. These online experiences can take the form of online discussions, assessments, portfolios, podcasts, and using websites as resources. Facilitating active learning comes next, with ideas on how to manage large groups while still facilitating discussion and dialogue based learning, which is supported by research as resulting in greater learning than the more passive lecture format. Here again, technology is seen as enhancing instruction. Further, writing can also be incorporated, but in a more truncated format, such as the minute paper, quick summaries, social media related sharing (tweets and posts) or half sheet responses. Calibrated peer review is seen as a way to provide feedback and teacher feedback to groups who share the same ideas or questions. Student anonymity is discussed, and ways to enhance the personal connection with students, even in very large classes. The main idea is that every effort on the part of the teacher supports this goal, even if not all students are reached. Methods such as coffee discussions, online office hours, notes to students, feedback on their work, expressions of concern when not doing well, and encouraging students to form study groups have shown some success. Above all, being organized and planning ahead is essential when teaching a large course. Test preparation, having an online communication method and a class website are critical. Training and supervising teaching assistants is considered, with concrete tips about planning together in weekly meetings and observing classes is advised. Designing courses for active learning is still possible with a large group, though it can take more advanced planning and reliance on technology. Not having taught a very large group of students at the university, the connections I made were of being a student myself many years ago. I recall being one anonymous kid in a class of 200, not knowing the professors name and them certainly not knowing mine. As a good student, I was able to still thrive in these industrial type settings, though I can’t say the learning was significant or permanent. I remember being shocked at the size of these classes and that the professors never know if you attended or not. I don’t want my students to ever feel this way. I pride myself on getting to know each and every student in my classes, and developing a personal yet professional relationship with them. Having taken online courses as part of my master’s degree, I see that there can be a more personal connection if the professor makes the effort, but the connection again is largely anonymous and devoid of personal connection which can enhance learning. |
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