Orchestrating
a Successful Laboratory Activity Judy Jones
When I first started teaching science,
I was dedicated to helping my students conduct investigations. The
idea and practice of "inquiry learning" was strong in the sixties
and that included involving students in active, hands-on learning
activities. However, I was still rather overwhelmed by the idea
of trying to keep 30 active adolescents eagerly involved in a lab
activity while I circulated around to individual groups. Over the
years, I have learned a few things -- most of them by trial and
error! Here are a few tips for involving your students in a successful
lab activity where THEY learn and YOU enjoy the day!
- Plan and Organize
Think through the activity thoroughly. Imagine your students carrying
out the procedure. Try to visualize the flow of traffic as they
get supplies. It is best if you can minimize movement throughout
the room. There will be less breakage of equipment and fewer opportunities
for off-task behavior. Try to estimate how long each step will
take. Try to anticipate where they will be confused and make sure
that you clear up these trouble spots with the whole class before
you begin the activity.
- Set Up Each Lab Station
Make sure that each lab station has as many of the materials as
possible. The more you supply at each student lab station, the
less congestion you will have at central supply areas. If you
need to have a central supply area, assign one student per group
to get the needed supplies.
- Make Instructions Clear
It is helpful to have a laboratory hand-out for each student with
procedures and analysis questions. But be sure to go over the
highlights of the procedure verbally. This will help you to meet
the different learning styles of your students. Make your procedures
very clear. Read them over and try to imagine a student understanding
what you have written.
- Hand Out the Instructions
the Day Before
If possible, I try to give the students their lab instructions
the day before the lab. Their assignment is to read the instructions,
develop a hypothesis and think about what they are supposed to
be learning by doing the lab. This can help the procedures go
more smoothly the next day and greatly enhance the understanding
of the students.
- Safety Is Vital
Make sure that you follow safety procedures. Over the years, I
have learned to modify labs so that my students are using small
amounts of chemicals. I supply each lab station with very small
amounts of the needed chemicals and supplies so that the students
are not trying to pour from large dispensing flasks. Be sure to
have them use goggles, aprons, or any other items that improve
safety.
- Don't Forget the "Dollar
Stores"
I have found that I can get some very helpful items at the local
"dollar store." I buy small plastic containers and trays to keep
lab station supplies in. I also buy inexpensive towels and sponges
for clean-up. I try to avoid using paper towels in the interest
of the environment! I also buy plastic shoe boxes when they go
on sale. I can keep lab supplies in them, label them clearly,
and make lab preparation less of a headache. The small amount
of money I spend is more than compensated for by well-organized
labs.
- For Example:
When my students start their microscope work, each lab station
will have a small square plastic container with four dropper bottles
(water, salt water, methylene blue, and iodine). In addition,
there will be a supply of slides and coverslips, lens paper, and
any other supplies that can be distributed. There will be a central
supply area for students to get their small bits of cork, potato,
Elodea, onion, yeast, etc. I always shave small pieces of cork
for them so that they are not using razor blades! The microscopes
are waiting for them at their lab stations. This arrangement keeps
movement around the room down to a minimum. I can focus on circulating
around the room and helping students with interpretation.
- One Last Thought.
Over the last several years, there has been a movement toward
involving students in more "open-ended" lab activities. I have
found that I can take some of the prepared labs from books, manuals,
and my own files, and modify them so that they require the students
to develop their own experimental design. This introduces more
problems with preparation. I try to anticipate what my students
will be likely to need and have these items available in the central
supply area. For example, I might ask my students to develop a
experiment that will test the response of enzymes to temperature
extremes. I provide an enzyme source, a substrate, a hot plate,
test tubes, test tube clamps, ice, test tube rack, etc. It is
possible to guide and predict what materials students will use.
We can move toward open experimentation in small steps!
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