The Fine Line Between Lecture and Lab?
Hello,
I often find myself teaching computer related classes that are designed to teach students basic computer skills (email, Microsoft Office, etc...). One of the areas I often struggle with is how much time should I lecture compared to how much time should I have them doing 'hands on' activities. I remember when I was a student that I was quicker to learn by pushing buttons and messing something up over having an instructor lecture for lengthy periods.
In a 4 hour class, what Is a good way to balance lecture time with lab time?
Thank you.
Hi Lynne,
This format helps to keep the class moving and the students engaged. I wish you much teaching success as you work through the instruction of the next generation of health care providers.
Gary
Dr. Gary Meers
Dr. Meers,
I like your time format. My class is in health care. Our lab consists of patient care clinic time. Students need close observation and assistance. Free time to make mistakes is not well suited. I prefer a structured lecture to deliver information so the student may study and hopefully acquire the knowledge to apply in clinic later in the week.
Lynne Durham,RDH,BS
David,
This is a challenge that is for sure. What I have done in these situations is to have a series of different case studies/activities for the students. Each activity is a a different level of difficulty. Then I have the students work through the activities as they complete their lab assignments. This way they are working and learning but aren't just being given busy work.
Gary
Dr. Gary Meers
I agree that in a computer lab based course it is hard to split lecture and lab time. The problem I have with the diverse student base is that you may have some students at very different levels of knowledge. Some can push a quick lab out in 5 minutes, others may struggle for 20 minutes or more due to lack of exposure to software or computers at all. Where is the split that you don't leave some students waiting for others to finish and not giving all enough time to finish?
I too have these types of classes and have found that explaining and demonstrating a particular function or procedure followed by a hands-on activity engages my students. For example, I may explain the mail merge feature in Word, demonstrate on an overhead and have each student complete an exercise on their lab computer.
Doug,
When I have taught classes with similar flows to them I would do a mini-lecture of 15-20 minutes and then have an activity where they got to "mess" with the machines, materials and/or procedures. Then I would repeat the format. Some classes the lab took longer than the content and other times it was the reverse. In your situation I would think it is about 40 percent lecture and 60 percent lab. Though this is not a hard and fast rule, just a suggestion.
Gary
Dr. Gary Meers
