Give students a conceptual
framework for the lab: Why are they doing this?
Help students to connect
the concepts addressed in the lecture with their applications in the
lab exercise.
Begin the pre-lab introduction
by reviewing some of the related concepts from lecture. After focusing
on the related lecture concepts, discuss with the students how these
concepts relate to the current lab exercise.
Go over sample calculations
or data analysis.
Outline what the students
should do during lab:
The chronological steps
of the lab
What they need to observe,
draw, record, or take note of
What they must hand
in after the lab period
Make sure that students
have safety, waste disposal, and equipment information.
Keep your pre-lab lecture
as brief as possible.
Don't:
Allow students to start
lab without an introduction (unless the lab format calls for this)
Allow students to walk away
from lab not knowing why they did what they did
Make your pre-lab lecture
too long
During lab:
Do:
Visit every group, pair,
or student at least once, if not more, during the lab period
Ask
good, probing questions that compel students to think further
about the material. Refrain from merely asking, "Do you understand
everything?" and then walking away. Be aware of different levels
of questioning and how they influence student learning and interaction.
Check on your students often
to see how they are doing.
Be available for questions.
Stop lab in the middle once
or twice (if applicable) to go over questions with the whole class,
to look at a demonstration, or to discuss concepts or procedures.
Ask good questions! Know
when to use broad or focused questions.
Don't:
Sit behind your desk or
bench for the entire class period. You should be exhausted from running
around after lab is finished!
Let the students fend for
themselves.
Post-lab:
Do:
(If time allows and format
is applicable): Stop lab 5 minutes early for a wrap-up discussion, to
answer questions, etc.
[