Teaching Communicating Teaching Communicating EvaluatingEvaluating

Practical Teaching Skills for Practical Teaching Skills for AU Laboratory InstructorsAU Laboratory Instructors

By: Lois M. Browne

Athabasca University

What you do in the What you do in the first hour of the lab first hour of the lab

sessionsession will determine your will determine your success of failure for the rest success of failure for the rest

of the lab session.of the lab session.

You will either:You will either:WIN or LOSE your class WIN or LOSE your class

in the first two-three hours of the labin the first two-three hours of the lab

An Effective Lab An Effective Lab Instructor:Instructor:

1.1. has positive expectations for has positive expectations for student success.student success.

2.2. is an extremely good classroom is an extremely good classroom manager.manager.

3.3. knows how to teach an experiment knows how to teach an experiment for student mastery of the skills and for student mastery of the skills and concepts.concepts.

An Effective Lab Instructor An Effective Lab Instructor knows the knows the Four Significant Four Significant

BehaviorsBehaviors that enhance that enhance positive expectations:positive expectations:

1.1. Learn and address students by name Learn and address students by name asap.asap.

2.2. Say “please”, please!Say “please”, please!

3.3. Say “thank you”, please!Say “thank you”, please!

4.4. Remember to smile!Remember to smile!

An Effective Lab Instructor An Effective Lab Instructor Understands:Understands:

1.1. Lab Room is to be arranged for productive Lab Room is to be arranged for productive work.work.

2.2. The class has a positive climate.The class has a positive climate.

the single most important factor the single most important factor governing student learning is governing student learning is Classroom Management.Classroom Management.

Effective Lab Instructors Effective Lab Instructors Are Ready:Are Ready:

1.1. Have the lab room Have the lab room readyready!!

2.2. Have the work/reagents/equipment Have the work/reagents/equipment readyready!!!!

3.3. Have yourself Have yourself readyready!!!!!!

Effective Lab Instructors Effective Lab Instructors help students learn what help students learn what

they initially want to know:they initially want to know:1.1. Am I in the right room?Am I in the right room?2.2. Where am I to sit?Where am I to sit?3.3. What are the rules in this lab?What are the rules in this lab?4.4. What will I be doing this session?What will I be doing this session?5.5. How will I be graded?How will I be graded?6.6. Is this Lab Instructor a person?Is this Lab Instructor a person?7.7. Will this Lab Instructor treat me as a Will this Lab Instructor treat me as a

human being?human being?

Effective Lab Instructors Effective Lab Instructors Teach Routines and Teach Routines and

Procedures:Procedures:A A RoutineRoutine is what the student does is what the student does automatically without prompting or automatically without prompting or supervision.supervision.

A A ProcedureProcedure is how you want something is how you want something done and this might require a done and this might require a demonstration.demonstration.1.1. To do anything successfully, follow To do anything successfully, follow the procedure.the procedure.

2.2. It is procedures that set the class up It is procedures that set the class up for achievement to take place.for achievement to take place.

3.3. Following procedures benefits the Following procedures benefits the student = less confusion, faster task student = less confusion, faster task completion.completion.

Effective Lab Instructors Effective Lab Instructors Establish Class Routines:Establish Class Routines:

1.1. Where to put coats and books.Where to put coats and books.2.2. Regularly informs students of safety Regularly informs students of safety

regulations.regulations.3.3. Begin work upon entering the lab room.Begin work upon entering the lab room.4.4. When Lab Instructor approaches the board, When Lab Instructor approaches the board,

expect students to be quiet, listen and pay expect students to be quiet, listen and pay attention.attention.

5.5. Demonstrates assembly of equipment.Demonstrates assembly of equipment.6.6. Monitors individual student experiments, Monitors individual student experiments,

answers/asks questions.answers/asks questions.7.7. Stress time to leave the labroom for Stress time to leave the labroom for

breaks, lunch, when cleanup is to begin at breaks, lunch, when cleanup is to begin at the end of day.the end of day.

8.8. Organizes your own supplies.Organizes your own supplies.

Effective Lab Instructors Effective Lab Instructors Perform Student Evaluations:Perform Student Evaluations:

1.1. Getting the student to learn is the Getting the student to learn is the priority of the instructor.priority of the instructor.

2.2. Learning has to do with WHAT a Learning has to do with WHAT a student is able to accomplish.student is able to accomplish.

3.3. The purpose of student evaluation is The purpose of student evaluation is to determine if a student has to determine if a student has mastered the objectives, i.e., to mastered the objectives, i.e., to asses a student’s performance asses a student’s performance against learning criteria.against learning criteria.

Common Marking Duties:Common Marking Duties:

1.1. Lab Assignments –none at AU.Lab Assignments –none at AU.2.2. Lab Reports –marked by the tutor.Lab Reports –marked by the tutor.3.3. In Lab Quizzes –now online.In Lab Quizzes –now online.4.4. Student Products –need to do Student Products –need to do

quickly.quickly.5.5. Lab Performance –ongoing and Lab Performance –ongoing and

must let the Lab Coordinator know if must let the Lab Coordinator know if any marks to be deducted.any marks to be deducted.

6.6. Prelab exercises –no marks Prelab exercises –no marks assigned. assigned.

To Maximize Learning, To Maximize Learning, the student must the student must

understand:understand:

1.1. what they are to learn.what they are to learn.2.2. how they are to learn it.how they are to learn it.3.3. how they are to demonstrate what how they are to demonstrate what

they have learned.they have learned.4.4. how the quality of their learning will be how the quality of their learning will be

evaluated.evaluated.

Summary: Inform and Summary: Inform and ImpressImpress

Why try to “Inform and Impress”:Why try to “Inform and Impress”:

1.1.Effective educators are good c__________.Effective educators are good c__________.2.2.They have a favorable a________ towards They have a favorable a________ towards students, andstudents, and3.3.are e__________ and k_________ about the are e__________ and k_________ about the subject, and subject, and 4.4.encourage students to t___.encourage students to t___.

(1. communicators; 2. attitude; 3. enthusiastic/knowledgeable; (1. communicators; 2. attitude; 3. enthusiastic/knowledgeable; 4. think)4. think)

Summary: Being EffectiveSummary: Being EffectiveImplies i_________, i_________, a s________ Implies i_________, i_________, a s________ which can lead to b_______ or c________.which can lead to b_______ or c________.

(impact/innovation/sentinel/believability/credibility)(impact/innovation/sentinel/believability/credibility)

Why just a few minutes:Why just a few minutes:

1.1.form an i________; both n_____ and p_____.form an i________; both n_____ and p_____.2.2.establish c______, b_____, s______establish c______, b_____, s______3.3.create an e_______ for positive create an e_______ for positive communication and learning.communication and learning.(1. impression/negative/positive; 2. (1. impression/negative/positive; 2. credibility/believability/sincerity; 3. environment)credibility/believability/sincerity; 3. environment)

Summary: Why is it Summary: Why is it Important forImportant for

TAs to inform and impressTAs to inform and impressWhat are the benefits to the students, to the TA, to the What are the benefits to the students, to the TA, to the University?University?

1.1.students learn more easily when they students learn more easily when they decide the TA is believable.decide the TA is believable.2.2.increased student loyalty means students increased student loyalty means students make great efforts to understand.make great efforts to understand.3.3.TA imparts information easily*, saving TA imparts information easily*, saving time; leads to increased personal satisfactiontime; leads to increased personal satisfaction4.4.greater recognition of the TA’s scholarly greater recognition of the TA’s scholarly contributions.contributions.

*It is essential that TAs communicate well to instruct *It is essential that TAs communicate well to instruct students effectivelystudents effectively

Summary: How to Inform and Summary: How to Inform and Impress in just a few minutesImpress in just a few minutes

1.1.External Factors.External Factors.environment and peopleenvironment and people

2.2.Personal Factors.Personal Factors.appearance, enthusiasm, desireappearance, enthusiasm, desire

Use the 4I’sUse the 4I’s*Impress *Impress *Instruct *Instruct *Interact *Interact *Integrate*Integrate

4 I’s: Impress4 I’s: Impress

The first step is to focus on the student.The first step is to focus on the student.

How is a positive impression conveyed even before speaking?How is a positive impression conveyed even before speaking?

V V VisualVisual What you do with what you got What you do with what you got

-appearance, eye contact, facial expressions, -appearance, eye contact, facial expressions, gestures gestures (body movement) staging (body position)(body movement) staging (body position) VocalVocal How you say what you say How you say what you say -pace, volume, pitch, tone-pace, volume, pitch, tone VerbalVerbal What you say What you say -word choice, thought organization, big ideas in -word choice, thought organization, big ideas in three parts three parts 1. this is what I am telling you, 2. I am telling you 1. this is what I am telling you, 2. I am telling you now now and 3. this is what I told you.)and 3. this is what I told you.)

4 I’s: Instruct4 I’s: InstructSpeak clearly Speak clearly (pronunciation, pitch and pace, pauses)(pronunciation, pitch and pace, pauses)

Organize Information Organize Information (defining, listing and (defining, listing and summarizing, reviewing; using the whiteboard -be neat and summarizing, reviewing; using the whiteboard -be neat and simple; demonstrating –ensure visibilitysimple; demonstrating –ensure visibility

Connecting IdeasConnecting Ideas““This is the first step”This is the first step”““Now pay close attention, this is the part you have to know…”Now pay close attention, this is the part you have to know…”““I’d like to move on now to…”I’d like to move on now to…”““Let’;s go back and look at …”Let’;s go back and look at …”

Use multiple sources of input (such as Use multiple sources of input (such as audiovisual.audiovisual.

Instructional techniques which fit your communication style Instructional techniques which fit your communication style can be learned.can be learned.

4 I’s: Interact4 I’s: Interact

-One-on-One instructing-One-on-One instructingAnswering questions, clarify instructions, follow Answering questions, clarify instructions, follow upup

-Monitoring experiment-Monitoring experimentSpot problems, reinforce safetySpot problems, reinforce safety

-Availability -Availability (no office hours at AU)(no office hours at AU)Constant movement in the lab, imparting Constant movement in the lab, imparting knowledge on the fly, diffuse frustrations, knowledge on the fly, diffuse frustrations, understand different learning styles, must understand different learning styles, must ensure closure of the meeting ensure closure of the meeting

Individual instruction provides opportunity for clarification, to Individual instruction provides opportunity for clarification, to stimulate and develop a student’s problem solving skills.stimulate and develop a student’s problem solving skills.

4 I’s: Integrate4 I’s: Integrate

-Summarizing Information -Summarizing Information (use whiteboard as often as possible) (use whiteboard as often as possible)

-Testing student knowledge -Testing student knowledge (little opportunity at AU while in the lab)(little opportunity at AU while in the lab)

-Evaluating student performance-Evaluating student performance

Evaluation gives feedback on your effectiveness to provide Evaluation gives feedback on your effectiveness to provide information.information.

Summary: The I’s Have itSummary: The I’s Have it

-As an Instructor, you are Instantly -As an Instructor, you are Instantly regarded as Intelligent, and regarded as Intelligent, and Impactful. You are also seen to be Impactful. You are also seen to be an Innovator. an Innovator. -Intend to be Impressive!-Intend to be Impressive!

Summary: Some FunSummary: Some FunWhat the Instructor Says: What the Instructor What the Instructor Says: What the Instructor Means:Means:

You’ll be using a leading lab manual. I used it when I was a grad. You’ll be using a leading lab manual. I used it when I was a grad. student.student.If you follow these few simple rules If you don’t need any sleep, If you follow these few simple rules If you don’t need any sleep, you’ll do you’ll do fine in the course. fine.you’ll do you’ll do fine in the course. fine.The gist of what the author is saying I don’t understand the details.The gist of what the author is saying I don’t understand the details.is what’s most important.is what’s most important.Various authorities agree that… My hunch is that …Various authorities agree that… My hunch is that …The answer to your question is beyond I don’t know.The answer to your question is beyond I don’t know.the scope of this class.the scope of this class.You’ll have to see me during my office I don’t know.You’ll have to see me during my office I don’t know.hours for a thorough answer.hours for a thorough answer.In answer to your question, your must I really don’t know.In answer to your question, your must I really don’t know.recognize that there are several views.recognize that there are several views.Any questions? I’m ready to let you go.Any questions? I’m ready to let you go.