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Laboratory Method Of Teaching


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It gives an idea about lab method of teaching as best method of teaching learning process.

Published in: Technology, Education

Laboratory Method Of Teaching

  1. 1. LABORATORY METHOD OF TEACHING “ Lab Ex. Is taking Creativity to the Ne X t Power” Dr. Prashant Mehta Assistant Professor NLU Jodhpur
  2. 2. It’s Everywhere!
  3. 3. Welcome to the 6 Natural Science Oriented Wonders of the World <ul><li>I. Earth Formations </li></ul><ul><li>Mount Everest </li></ul><ul><li>The Grand Canyon </li></ul><ul><li>Ayers Rock </li></ul><ul><li>Victoria Falls </li></ul><ul><li>Meteor Craters </li></ul><ul><li>Great Barrier Reef </li></ul>
  4. 4. II. Living Earth
  5. 5. III. Technology
  6. 7. How do we view instructions? <ul><li>“ The previously dominant view of instruction as direct transfer of knowledge from teacher to student does not fit the current perspective. </li></ul><ul><li>The present view places the learner’s constructive mental activity at the heart of all instructional exchanges …” </li></ul><ul><li>“… 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 … </li></ul>
  7. 8. 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.”
  8. 9. THE PURPOSE OF THIS SESSION (WHAT’S SO SPECIAL ABOUT TEACHING LABS?) <ul><li>Labs are often the best or only source of INTERACTION for the students </li></ul><ul><ul><li>Interaction with an instructor (you), with other students, with the subject material itself, or with their prior knowledge and ideas about a topic. </li></ul></ul><ul><li>Labs/recitations are about actually DOING SCIENCE (or the inquiry activities of your field), not listening to someone talk about it. </li></ul>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.
  9. 11. How do we get there <ul><li>Incrementally … </li></ul><ul><ul><li>Small changes </li></ul></ul><ul><ul><li>Practice is essential </li></ul></ul><ul><ul><li>Expect resistance to repeat again and again </li></ul></ul><ul><li>Experimentally … </li></ul><ul><ul><li>A hands on learning process for all </li></ul></ul><ul><ul><li>Some things work well in laboratory setting </li></ul></ul><ul><ul><li>Most things need “tweaking” adjustments </li></ul></ul>
  10. 12. Inquiry based teaching & learning <ul><li>What is it? </li></ul><ul><li>Why do it? </li></ul><ul><li>How do you do it? </li></ul>
  11. 13. What it is? <ul><li>Inquiry approach places the student in the role of the investigator. </li></ul><ul><ul><li>Asking questions </li></ul></ul><ul><ul><li>Structuring investigations </li></ul></ul><ul><ul><li>Confronting ambiguous findings </li></ul></ul><ul><ul><li>Constructing relationships and creating metaphors </li></ul></ul><ul><li>Inquire (verb) </li></ul><ul><li>To ask about </li></ul><ul><li>To search into especially by asking questions </li></ul><ul><li>To make investigation </li></ul>
  12. 14. Science Learners…………………… <ul><li>Are engaged by scientifically oriented questions. </li></ul><ul><li>Give priority to evidence which allows them to develop and evaluate explanations that address scientifically oriented questions. </li></ul><ul><li>Formulate explanations from evidence. </li></ul><ul><li>Evaluate their explanations in light of alternative explanations, especially those reflecting scientific understanding; and </li></ul><ul><li>Communicate and justify their proposed explanation. </li></ul>
  13. 16. 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
  14. 17. FOUR PARTS OF EFFECTIVE TEACHING <ul><li>Provide Context: Why should anyone care or How do you learn best? </li></ul><ul><li>Draw out students’ Prior Knowledge and (mis?)conceptions on topic </li></ul><ul><ul><li>Ask them to predict will happen in a given situation and WHY they think that ( think, predict, write , pair, share ) </li></ul></ul><ul><li>Model Authentic Practice </li></ul><ul><li>Make Meaning from activity (or else it is busy work) </li></ul><ul><ul><li>What were the Actual Results ? </li></ul></ul><ul><ul><li>How does that connect back to the purpose of the activity? What do the Results Mean? </li></ul></ul>
  15. 18. MAJOR GOALS OF LAB WORK <ul><li>Teaching Manual and Observational skills relevant to the subject </li></ul><ul><li>Improving understanding of methods of scientific enquiry </li></ul><ul><li>Developing problem solving and doing by self skills </li></ul><ul><li>Nurturing professional and constructive attitude </li></ul>
  16. 19. LABORATORY TEACHING IN PRESPECTIVE <ul><li>Integrated Laboratories </li></ul><ul><li>Project Work </li></ul><ul><li>Participation in Research </li></ul><ul><li>Computer Assisted Laboratory Instruction </li></ul><ul><li>Audio Visual Laboratory </li></ul><ul><li>Simulated Experimentation </li></ul><ul><li>Demonstrations </li></ul>
  17. 20. SKILLS OF LABORATORY TEACHING <ul><li>Explaining and Presenting Experimental Information </li></ul><ul><li>Questioning, Listening and Responding to process queries </li></ul><ul><li>Giving Directions </li></ul><ul><li>Demonstrations </li></ul><ul><li>Pre Lab Preparation </li></ul><ul><li>Post Lab Findings </li></ul><ul><li>Helping Students </li></ul><ul><li>Preparing Laboratory Course </li></ul>
  18. 21. SOME LABORATORY TEACHING METHODS <ul><li>Students learn by their own effort. </li></ul><ul><li>Demonstration method </li></ul><ul><li>Slide Booklets – Shows Process, Complex Procedure, and Complicated Apparatus. </li></ul><ul><li>Tape Booklets – Provides instructions, Descriptions, and Method of Calculations </li></ul><ul><li>Wall Charts </li></ul><ul><li>Video recording or Interactive Video </li></ul><ul><li>Computer Simulated Experiments </li></ul>
  19. 22. LEARNING IN LAB <ul><li>Know exactly what the students are supposed to learn and why they have to learn these things. </li></ul><ul><li>Perform the entire experiment in advance. </li></ul><ul><li>Read and study the theory on which the experiment(s) are based. </li></ul><ul><li>Research the relevance of the experiment, both the technique being taught and the applications of the theory being demonstrated. </li></ul><ul><li>Talk to instructors who will often have very useful tips about experiments you are performing. </li></ul><ul><li>Decide how to introduce new method to make the lab exercise most effective. </li></ul><ul><li>Guide students in preparing their lab reports by using experimental data and help them in data analysis and interpretations of reults. </li></ul>
  20. 23. LEARNING IN LABS <ul><li>Multiple goals: </li></ul><ul><li>Enjoyment of hands-on, practical learning </li></ul><ul><li>Developing an understanding of concepts and applications </li></ul><ul><li>Skill development </li></ul><ul><ul><li>Techniques - use and safe handling of equipment etc. </li></ul></ul><ul><ul><li>Observation – care in observation, appropriate recording </li></ul></ul><ul><ul><li>Data collection (measurement) and analysis </li></ul></ul><ul><li>Understanding methods of investigation/design in science, engineering etc. </li></ul><ul><ul><li>Testing ideas </li></ul></ul><ul><ul><li>Cycles of questions, design, observation / measurement, analysis, drawing conclusions </li></ul></ul><ul><li>Communication of learning outcomes </li></ul><ul><li>Collaborative learning </li></ul>
  21. 24. Influence Learning Loop Practice means doing experiments in lab
  22. 25. APPROACH TO PROBLEM SOLVING <ul><li>Identify the problem, </li></ul><ul><li>State the problem objective, </li></ul><ul><li>List constraints, assumptions, and facts, </li></ul><ul><li>Generate possible solutions, </li></ul><ul><li>Determine the most likely solution, </li></ul><ul><li>Conduct experimentation </li></ul><ul><li>Analyze the solution, </li></ul><ul><li>Synthesize the solution, </li></ul><ul><li>Evaluate the solution, </li></ul><ul><li>Prepare a report, </li></ul><ul><li>Implement the plan, </li></ul><ul><li>Check results for consistency. </li></ul>
  23. 26. How do your labs “rate?” Inquiry Rating Scale
  24. 27. Most people learn best in a concrete manner involving personal participation, physical or hands-on activities, and opportunities for personal discovery.
  25. 29. Everyone makes mistakes!! Mistakes leads to new scientific discoveries Scientific discoveries takes place in lab