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During the Pre-lab
Do:
- Give students a conceptual framework for the lab: Why are they doing these exercises?
- Help students 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 the 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.
- Let the students fend for themselves without your assistance.
During the Post-lab
Do:
- If time allows and format is applicable, stop lab five minutes early for a wrap-up discussion, to answer questions, etc.
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