3. Due to some unfortunate technical difficulties we had
to go based on seeing the video once and what we
recalled from that. The following is what we
discussed.
Our video was a clip of an instructor and four students taking part in a chromatography lesson.
The instructor led the lesson and gave some useful information and he did seem to know what
he was teaching however the students seemed to not be very engaged and lost focus several
times throughout the video.
He made a general statement of “anyone who wants to” referring to taking part in the lab and
then proceeded to just give them information and vocalize what was being observed. The
students were extremely quiet throughout.
There was no clear example of scaffolding from this video. He did present a little information
about capillary refill and used an analogy of drawing blood, and using a tiny capillary tube. He
discussed how the porous paper sucked the water up and, how the colors separated.
There was a lot of speaking on the instructors part and the students were quite, not a lot of
evidence to ensure the students were following the lesson. At times the students gaze was off
in the distance. The students only spoke up once to say “I see”.
One great thing the instructor did say was that “so much of science is observing”.
4. Additional Questions We Would have
asked our students to ensure their
Understanding.
• Have the students brainstorm ideas for questions before hand and, then
allow them to answer their own questions throughout the lab.
• Ask them questions that elicit critical thinking and responses.
• Make it relative to them and real life students will be more engaged and
eager to learn something that matters to them.
Why do you think the colors
What do you expect will
are separating this way? What
happen? Why?
does this tell us?
Some Examples
of Questions
What do you notice going on?
What do you notice about the
Is anything going on that you
water and the ink?
didn’t expect? If so What?
5. Ask Engaging questions
that elicit critical
thinking.
Give each student a
Ask questions during
specific job . Make sure
quiet observation times
they each have a role
to ensure students
especially when
grasp concepts and are
working in a small
following.
group.
Have students brainstorm
a list of questions before
Relate the topic to real-
lab. Including them in
life, make it relative to
things they want to learn. this process makes them
more intrinsically driven
from the start.
• Also doing more than just this small demo to ensure they
understand the topic.
