Teaching Methodologies

in Laboratory Courses
Lee, Wonseok

 Laboratory Report Method

Team / Group Learning Method
Journal Keeping Method
Workbook Method

Laboratory Report Method

Laboratory provide opportunities for stude
nts to learn procedural skills in a setting w
here they can observe, practice, explore, so
lve problems (whether scientific or artistic),
and gain mastery through hands-on use o
f disciplinary tools and techniques.

Laboratory Report Method

Having introduced learning objectives
at the beginning of a lab
Revisit them at the end of the session
Asking students to report on what the
y have learned

Laboratory Report Method

Students can be asked to synthesize knowledge in any number
of ways:
Engaging in a group discussion in which they share results, work throug
h problems, and reflect on what they have learned
Writing a formal or informal lab report
Giving a formal or informal oral presentation
Taking a quiz
Completing a worksheet

Laboratory Report Method

The formal written report teaches students how to co
mmunicate their work
But sometimes students sacrifice content for appeara
nce keeping a lab notebook, which is graded
Oral reports motivate students to understand their w
ork well enough to explain it to others
This takes time and does not give students practice in
writing

Team / Group Learning Method

Our students will do most of their experiments
as a member of a team where they will be expe
cted to combine and compare data
Students learn better, develop interpersonal skil
ls, and enjoy a course more when they work in
a group-learning environment

Team / Group Learning Method

Team learning does not mean that students simply w
ork side by side on a problem, or the best student wo
rks while the others watch
A well functioning group has interdependent team m
embers who effectively communicate ideas, interact a
round questions, analyze data, and solve problem tog
ether
Our job as an instructor is to help students learn how
to work in a team and to mediate learning difficulties

Team / Group Learning Method

Strategies for Designing Effective Group Activities

1. Align activities with learning goals.

2. Successful group activities have a highly structured task.
3. Promote group cohesiveness.
4. Have students do individual work before entering their grou
p.
5. Ensure both individual and group accountability.

Choose tasks that are appropriate for gro

ups.
First, clearly identify your learning goals.
Next, ask yourself, What does this activity ask learners to do?

Then, decide whether completing the activity will result in the

achievement of the learning goals

Successful group activities have a highly str

uctured task.
Provide written instructions to your students that list:
1. the task (ex. brainstorming, strategies, choosing, solving)
2. the expected product (ex. reporting back to the class on ide
as, handing in a worksheet, presenting a solution to the cla
ss)
3. the method of debriefing or reporting out (ex. sharing g
roup results, sharing pros/cons, discussing group ideas)

Promote group cohesiveness.

Select tasks that encourage discussion and
maximize student interactions.
Provide students with immediate feedback
on their group products and process

Have students do individual work befor

e entering their group.
Require students to work individually first s
o that each member has something to con
tribute to the group

Ensure both individual and group accounta

bility.
If you decide to grade group work, a grading system should i
nclude:
1. individual performance/products
2. group performance/products
3. each members contribution to team success
Be sure to plan in advance how you will evaluate each of these
three aspects and how you will communicate your expectation
s and/or grading criteria to students

Checklist for Managing Group Work Eff

ectively
What to do before the activity
Provide written and verbal instructions, including time limits a
nd deadlines
Explain the motivation and learning goals for the activity
Provide students with the necessary resources to succeed

Checklist for Managing Group Work Eff

ectively
What to do during the activity:
Actively engage and monitor groups.
Frequently provide feedback to groups and individuals.

Checklist for Managing Group Work Eff

ectively
What to do after the activity
Debrief the activity with the entire class
Assess student learning informally or formally
Provide feedback to individuals and groups regarding both gr
oup process and products
Provide students with opportunities to reflect on their learnin
g as well as teamwork

Journal Keeping Method

It gives you a space to generate teaching id
eas, reflect on your successes and struggle
s in the classroom, and put your past insig
hts to work in planning future courses

Suggestions for Content of the Teachin

g Journal
Course title
A statement of your teaching philosophy in reg
ards to this course
Your teaching methodology (ex. lecture, demo
nstrations, discussion groups, etc.)
A description of course materials (ex. syllabus,
handouts, assignments, etc.)

Suggestions for Content of the Teachin

g Journal
Efforts You Have Made to Improve the Course
Conferences or workshops attended
Curriculum revisions
Innovative teaching methods developed and employe
d
Student Evaluation Ratings on Diagnostic Questions
Future Teaching Goals

Suggestions for Content of the Teachin

g Journal
Comments from peers who have observed
your teaching skills in the classroom
Innovations that may have worked in class
es other than your own
Teaching innovations developed to enhanc
e clinical education

Workbook Method
It serves as an agenda for the teacher, a helpful aid for substit
ute teachers and a useful record for use in the future when te
aching similar lessons and classes
it provides information on the quality of teaching and learnin
g, and what the teacher and students could do to improve th
e standard of their performance

Advantages
It serves as a guide on what to teach and in case the class tea
cher is absent, someone else can follow the Workbook and te
ach the class.
It helps to keep us on track and when supervisors come to ob
serve lessons they check the amount of work covered.

Disadvantages
The workbook do not provide sufficient space for detailed pr
eparation. Thus the workbook provides very little information
about actual teaching and learning

Thank you