Facilitating Laboratory and Practical Classes - The University of ...

So while this laboratory deals with some of theessential knowledge it should also help to developsome of the essential skills. Ideally the laboratorylearning experience should combine both of theseobjectives. While research of this nature is a bitexcessive for running one laboratory, manyprofessional institutions and external agenciesprovide information about what they regard asessential knowledge and skills for graduates.2. Teaching strategies for laboratories andpractical classesThe next step is to develop teaching strategiesthat enable students to achieve the aims andobjectives that you have outlined for thelaboratory or practical class. Three main teachingstrategies are generally used:Controlled sessionsThese are activities devised by staff andcompleted by the students in one or twolaboratory sessions. This strategy is well suited tothe development of specified key skills wherepractice can lead to a high degree of competence.This strategy usually comprises: The teacher or demonstrator introducing theactivity The students carrying out the experimentfollowing a written procedure The students writing and submitting a reportfor assessment.It is easy to find examples of controlled sessionsin journals and other sources but using them canbe problematic as the examples might not give a• 7 •FACILITATING LABORATORY & PRACTICAL CLASSES • TDU

Research projectsThese are problems that are studied over a longerperiod of time. Generally this form of teachingstrategy incorporates elements of the previoustwo. The intention here is to simulate moreclosely real-life research and developmentactivities that students might encounter in theirprofessional life. This teaching strategy can takethe form of a small project exercise over asemester, or a longer research project whichmight allow a student to become part of aresearch group. Whichever approach is used, thestudent has to take ownership of the researchproject, and along with a supervisor explorevarious scientific approaches and analyses.While this teaching strategy is extremelyimportant especially for Postgraduate students, itis outside the scope of this booklet.(Adopted from Boud, Dunn et al., 1986)3. The ingredients of the activityOnce an appropriate teaching strategy has beenchosen, a detailed activity needs to be designed.While the underlying principles to bedemonstrated are dependent on the discipline, thegeneral steps required to develop an activity toshow these principles are consistent acrossdisciplines. Rowntree (1981) developed a simpleframework which can aid in the development of atask based activity:1. What is the task?2. When should the task be carried out?3. What tools, equipment, and materials areneeded?• 9 •FACILITATING LABORATORY & PRACTICAL CLASSES • TDU

efore the laboratory takes place, or the use ofmedia, such as a video, dvd, audio tapes or evenComputer Aided Learning packages which set outthe main themes and underlying principles of aparticular task. If you have identified new ideas/words etc, now would be a good time to introducethem to the students.► Post-laboratory activitiesThis is mainly confined to the written report thatis handed in after the lab has been completed.While this gives a permanent record of what hasbeen done, and can be completed in a verymechanical way by students, the report does notnecessarily give an indication of a student‟spractical skill in a laboratory. An alternative is touse small group discussions/presentations orinterviews to identify what learning has takenplace during the laboratory or practical class.However, interviewing large numbers of studentscan be time consuming, but this could beundertaken by demonstrators rather than theteacher/convener.Section B. Teaching in a laboratory orpractical classOnce the activity has been determined and brokendown, and you are sure that it can easily becompleted within the prescribed timeframe, thenext thing to consider is how the laboratory/practical class will be staffed?FACILITATING LABORATORY & PRACTICAL CLASSES • TDU• 14 •

1. So who facilitates what in the laboratoryor practical class?With the ever expanding pressures on academictime is it prudent for the teacher, to spend a greatdeal of time in the laboratory or practical class?THE TEACHERThere are a number of different staffing strategiesthat can be used, depending on the time that theteacher has to spend in the class.► Teacher as demonstratorIf the teacher has the luxury of being able tospend three hours in the laboratory with a smallclass then there will probably be littlerequirement for further staffing. Here the teacherwill be able to demonstrate the activity centrallyand continually move amongst the studentsensuring that a sufficient level of knowledge/skillhas been gained. Additionally, if the teacher hadalso given the relevant lectures, he/she can makeregular links to theory. In this scenario thestudent/ teacher contact is at a maximum.► Teacher and demonstratorsHowever, in most cases the inevitable increase instudent numbers and the concurrent decrease inexpensive laboratory space generally lead to largeclasses in cramped conditions. Here, although theteacher can still demonstrate or explain theactivity centrally, there will not be enough time tosee all students. It is therefore necessary to ensurethat there are sufficient demonstrators who arecompetent in this particular field, who can mingle• 15 •FACILITATING LABORATORY & PRACTICAL CLASSES • TDU

2. What teaching skills will be required?Both teachers and demonstrators will be asked tocall on a large range of teaching skills during therunning of a laboratory or practical class. Someof these are briefly outlined below:PERFORMINGThe performing of an activity for students toobserve is the defining feature of this way ofteaching. In some cases it may be the teacherdoing the „performance‟ or a demonstrator.Generally the performance is live with alternatingdescriptions. The flexibility of this approachmeans that questions can be asked and answeredimmediately. However if the class is very large oris part of a distance learning course thenperformances can be shown on video or DVD.DESCRIBINGThe teacher generally describes the importantaspects of the activity. It is important todetermine how much description you require.This should be based on the current level of theknowledge/skills base of your audience, and theskills that you want the students to be capable ofwhen they finish the activity. It is a good idea toscript some aspects of the description so that youcan remember all the salient facts at specificpoints in your performance. Generally breakingup descriptions into small chunks helps to makethe learning more accessible for students.EXPLAININGExplanations are essential if students are going tounderstand how the activity fits within the• 17 •FACILITATING LABORATORY & PRACTICAL CLASSES • TDU

ARTICLE 6FIRE CAPTAINSection 1 – AuthorityA. Shall under the general direction of a Battalion Chief be the supervisor of a fire companywithin the operations division. During the absence of the Battalion Chief, he/she shallwhen assigned, assume the duties, responsibility and authority of the Battalion Chief.Section 2 – Duties and ResponsibilitiesA. General1. Shall be responsible for the conduct and efficiency of the members under theircommand, record keeping, computer data entry, the cleanliness of the station, allstation apparatus, supplies and equipment assigned to the station. Where morethan one company officer is assigned to a station, they all shall be responsible forthe same.2. Shall under the direction of his/her Battalion Chief and during assigned shifts,have full charge of and be responsible for the firefighting operations and for thecare, operation and condition of their assigned fire station, its personnel andequipment.3. Shall apportion station duties among members and equalize the assignments asfairly as possible.4. Shall have considerable knowledge of the geography of assigned district,including location of streets, hydrants, railroad crossings, and all appropriatehigh-rise and target hazard structures.5. Shall have a thorough knowledge of, and shall ensure that members under theircommand are familiar with and adhere to, the following:• Rules and Regulations• Policies and Procedures• SOGs of the Little Rock Fire Department• Civil Service Rules and Regulations of the City of Little Rock• Memorandum of Understanding• Administrative Personnel Policy and Procedural Manual6. Shall be able to train and instruct firefighters in firefighting principles, practicesand procedures and evaluate subordinate performance.September 2009 - 12 -

2. Getting underway Arrive at the class early. This will allow you tomake contact with, and build up a relationshipwith the students in the class. Students aremore likely to ask for help from someone whois genuinely interested in them. It also helps if you take the time to learn thestudents‟ names. It shows that you areinterested. Take time at the beginning of thesession to introduce yourself, but alsoremember to introduce the other members ofyour teaching team. Always provide a calm exterior even if insideyou are experiencing impatience. Generally try and be yourself and avoidputting on an act.If you are providing the introduction to thelaboratory or practical class, make sure you havedone enough preparation to allow you to getunderway confidentlyand competently.3. Doing the roundsOnce the laboratory orpractical class isunderway, thedemonstrators can startto move amongst thegroups of students. Thispart of the laboratoryprocess is where themain trouble-shootingand development ofstudents‟ criticalthinking occurs.FACILITATING LABORATORY & PRACTICAL CLASSES • TDU• 22 •

iv. Hanging aroundThe demonstrator moves round the class in arandom manner anticipating that students willrequest assistance as he/she moves by. Thisstrategy will make it easier for students to signalyou quietly. However the randomness of the routemeans that there is a chance that some studentswill be overlooked, or that the demonstrator willbe locked in one place.There is no perfect strategy for doing this, but acombination of the above approaches will allowdemonstrators to become sensitive to theparticular environment of the laboratory orpractical class.Once the demonstrator has identified an „introuble student‟, he or she needs to find anappropriate response. How do the demonstratorsgive help to a student without doing the work forthem especially if the student is to be assessedformally? Also how can demonstrators get thestudents to help themselves in understanding theirproblem? It will always be a challenge to balancethe need to provide students with support andenable them to take responsibility for their ownlearning.HOW TO GIVE HELP AND PROMPT THINKINGThe first part is to diagnose the student‟sproblem. The student can be asked to:▪ Offer explanations of the difficulties they have▪ Recount what they have done▪ Attempt the activity again, and report what theynotice, think or perceive is happeningFACILITATING LABORATORY & PRACTICAL CLASSES • TDU• 24 •

▪ Call on you at the first hint of difficulty andexpect you to lead them through the entireactivity.▪ Make it look as though they are doing well butare in fact experiencing difficulty.▪ Doubt the accuracy of the information you haveprovided and make the same request of anotherdemonstrator.Here are some strategies that might help:▪ Explain to students what your role is. Somestudents will not be aware of what ademonstrator is and what you can or can‟t do.▪ Provide private opportunities for students tomake contact with you and talk about theirconcerns.▪ Talk to your fellow demonstrators and shareexperiences so that a consistency in approach isestablished. However be aware that somestudents will relate better to some demonstratorsthan others.DEALING WITH YOUR OWN „DON‟T KNOWS‟There will come a time when a student will ask aquestion to which you will not know the answer.How will you respond?You could try covering up that you don‟t know.This is not a sensible option because it can lead tomisunderstanding. However a lot of teachers do itto avoid embarrassment.FACILITATING LABORATORY & PRACTICAL CLASSES • TDU• 26 •

Acknowledge that you don‟t know, and then tryone of the following:▪ Undertake to find an answer and report back tothe student. However this method means thatthe student does not have to help answering thequestion.▪ Prompt the student to find the answer to thequestion.▪ Invite other class/group members to try.▪ Suggest that you work together to find theanswer.The last three suggestions will also promptcritical thinking.4. Finishing upIdentify with the demonstrators what the studentsneed to have achieved to finish the laboratory orpractical class. Will the students be free to leaveonce they have achieved these goals?• 27 •FACILITATING LABORATORY & PRACTICAL CLASSES • TDU

ReferencesBoud, D. Dunn, J. and Hegarty-Hazel, E. (1986).Teaching in Laboratories. The Society forResearch into Higher Education & NFER-NELSON. University of Guildford: UK.Boud, D. Dunn, J. Kennedy, T. and Thorley, R.(1980). The aims of science laboratorycourses: a survey of students, graduates andpracticing scientists. European Journal ofScience Education. Volume 2, pp. 415-428.Gibbs, G and Habeshaw, T. (1989). Preparing toTeach. Technical and Educational ServicesLtd: UK.Gibbs, G. and Jaques, D. (1987). Labs andPracticals. Oxford Polytechnic: EducationalMethods Unit: UK.Gibbs, G. Gregory, R. and Moore, I (1997). Labsand Practicals with more Students andFewer Resources. The Oxford Centre forStaff Development: UK.Ed. Bailie, C. and Moore, I. (2004). EffectiveLearning and Teaching in Engineering.Routledge Farmer: UK.Ed. Moore, I. and Exley, K. (1999). Innovationsin Science Teaching 2. Staff andEducational Development Association(SEDA), Paper 107, UK.Rowntree, D. (1981). Developing courses forstudents. McGraw-Hill: UK.FACILITATING LABORATORY & PRACTICAL CLASSES • TDU• 28 •

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