TEACHING LABS
During and After the Lab

During the Lab

Move among the small groups. You should visit every group, pair or student at least once if not more during the lab period.
Interact with the students during lab. Move around the room asking pointed questions (see below for information on asking questions) that require students to take their thinking one step further. If students have questions of you, try to refrain from just providing the answer. Instead, try to ask leading and focusing questions to guide students to discover on their own.
Check on the students often. Ask questions that make the students connect the experiment and the concepts.
Know the lab methods thoroughly so you can help students with logistical and procedural questions.
Consider stopping lab in the middle once or twice (if possible) to go over questions with the whole class, look at a demonstration, or to discuss concepts and procedures. Very often, many students will have the same questions during lab. It is effective if you address these issues to the class at once.
Make connections between the experiment (or procedure) and concepts. Remind students, and ask them to tell you, how the lab relates to lecture material and larger concepts.
Ask questions that prompt reflection and discussion. For example, instead of asking “Any questions?” try asking, ”What are your questions?” or “Is this making sense?” or be specific about a concept or topic.

After the Lab

If possible, stop a few minutes before lab ends to summarize the major points of the exercise. If this is not possible, since groups often finish before lab ends, consider adding an end-of-class quiz.