Giving Instuctions on How todo a Lab assignment
Many times I have told students what they will be doing in lab only to have them ask me once they are in lab" what are we doing here".
I tell them the instructions,I write the instructions on the board and tell them to write them down, or give them a handout with the instructions on it.
Hi Ann,
Great explanation of how you create certain benchmarks for your students and then measure to see if they have met them. The grading rubric makes it clear where and how points can be earned. You have a very comprehensive plan for your instructional delivery and I am sure it works well for you. Having live animals involved in the instructional process adds a additional level of planning to make sure they are treated appropriately while students learn what they need to.
Gary
I find that giving the students a rubric as to how they will be graded in lab helps. This helps the student who wants to know, "What do I have to do to get an A?"
Many times the students are required to bring certain materials with them to lab which may be as simple as a watch or a particular color ink pen that speaks to their level of preparation. Also, a time frame helps some students...task number one should be completed by a given time, task two by the next short term deadline. Again, preparation leads to success.Not having read the instructions slows them down.
For those that need to see it first, I do try to do the see one, do one, teach one theory. I do the demo, let them try, and then have their colleagues offer some "help" as they each give it a practice try. This last one has to be chosen carefully depending on the level of supervision that is needed for the skill. In my program we use live animals so there is that additional variable.
It does not surprise me if I have to explain the task again in lab after I have already explained it in class. For some learners, talking about a subject does not sink in until you apply application to it. For these students, I find this is when the "light bulb" turns on.
Harry, I think we have all experienced this far too many times. I like your approach, however; explain it, demonstarte it when possible, and then provide the student with written instruction that can be carried to lab. We sometimes forget that our instructions may seem very clear and complete to us, but may actually be overwhelmimg to a student who is still in the learning process.
I have found that the students pay much more attention to lab directions and written instructions when they know they wll be graded on their performance as individuals. Some of them will just count on lab partners to pay attention and ride on their coat tails, but when the instructor does a thorough job of evaluating the performance of each students in lab, and not just the performance of a group, each student will apply themselves with more enthusiasm and attention to detail. Some students have come to expect a grade for having a pulse, not for their individual participation. Ensuring that each student is aware that he will be graded on his own accomplishments usually improves the outcome in lab in my experience.
I use the same methods as well for most students this works but you still have a select few that do not pay attetion while going over lab sheets so i have gotten to where there are a few things i change on their lab sheets from what is listed while going over it and when they do not pay attention they miss that part of the lab from then on out most have learned to listen and make sure they are getting their notes for lab so they are not loosing points
This is a good idea. I too make "Following Directions" part of their lab grade on the task at hand. I have had some students try to disagree with the process but end up listening and participating during the next lesson and set of lab assignment instructions, especially after other students start to give them their own feedback about not participating. I usually only have to deduct from a few lab grades early on in a course. The class picks up on the idea that if they get the instructions in the class and slow down, they are usually excited to go to lab; I can spend more time teaching them techniques instead of giving the task instructions. In the overall scheme of things, their lab grades actually show that this does help.
I have applied lab points to the required notes on the lab sheets and also refused to answer questions without notes. Both have been fairly sucessful.
In some cases, after covering the assignment in detail you might try making "following directions" part of the lab score. This tends to really wake up some students to the importance of paying attention if there is no "oh well, I'll just ask somebody later". Don't agree? Then tell me how it happens in the real world!
I too have had that happen to me.I have done the same thing but I do all three and write it on the white board in lab.I have also put instructions right on the lab sheets so they will have them.
I find going over lab sheets in the class room,no matter how in depth still reduces questions.
