“ The previously dominant view of instruction as direct transfer of knowledge from teacher to student does not fit the current perspective.
The present view places the learner’s constructive mental activity at the heart of all instructional exchanges …”
“… This does not mean that students are left to discover everything for themselves, nor that what they discover and how they choose to describe and account for it are left solely to them …
Valid & Powerful Knowledge “… Instruction must provide experiences and information from which learners can build new knowledge. Instruction helps to focus those processes so that the resulting knowledge is both valid and powerful . Valid in the sense of describing the world well…and powerful in the sense of being useful and reliable for those students in many diverse settings.”
THE PURPOSE OF THIS SESSION (WHAT’S SO SPECIAL ABOUT TEACHING LABS?)
Labs are often the best or only source of INTERACTION for the students
Interaction with an instructor (you), with other students, with the subject material itself, or with their prior knowledge and ideas about a topic.
Labs/recitations are about actually DOING SCIENCE (or the inquiry activities of your field), not listening to someone talk about it.
With a diverse mix of students, this approach has fostered creativity and hands-on learning. Throughout the course students have created innovative interfaces that not only capture fundamental concepts of tangible interaction but also contribute novel techniques for supporting collaborative design.
Learning Cycle Engage student interest. Explore content and learn lab skills through relevant and concrete experiences Explain questions generated by introducing content Elaborate by applying concepts and lab skills to new inquiry situations Evaluate content, process, and communication skills