Title: Integrating Lab and Lecture Breaking Down the Barrier Between Concepts and Practice
1Integrating Lab and LectureBreaking Down the
Barrier Between Concepts and Practice
- Joseph J. Biernacki
- Department of Chemical Engineering
- QEP Workshop
- Tennessee Technological University
- February 17, 2007
2For some strange reason
we (teachers) have fostered a learning
environment that separates concepts and practice.
- As a result
- students separate theory and practice in their
head, - concepts become increasingly abstract,
- practice becomes increasingly removed from
conceptual basis.
- There are some exceptions to learn from
- Athletic coaches wouldnt dream of lecturing
about playing. - Can you imagine a music teacher talking about how
to play an instrument. - Art 101 involves mostly producing artworks.
3Integration of Lab and Lectureother ways of
saying the same
- Relating theory and practice
- Translating concepts to implementation
- Merging the classroom and the real world
- Make up your own
4Whats my activity all about?
- Breaking down the barrier between theory
(concepts, the classroom, lecture) and practice
(laboratory, the real world, the field,
implementation).
5What disciplines might benefit?
- Any discipline with conceptual foundations that
are used to describe real world observations,
i.e. the sciences, psychology, mathematics,
anthropology, philosophy, sociology, education,
economics, marketing, music, etc.
6What is my job?
- To catalyze your thinking about transitioning to
a teaching mode wherein concepts and practice
form a continuum. - To facilitate you in transforming your classroom
or laboratory into an Integrated Learning
Environment wherein students learn to view
real-world outcomes as the result of processes
that have conceptual descriptions. - To model the use of an active learning
environment during this workshop.
For the physical science, processes implies
physical processes. For the mathematics-based
sciences conceptual implies mathematical.
7Integrating Laboratory and LectureBreaking Down
the Barrier Between Concepts and
PracticeWorkshop Outline
- Part I
- A. learning about learning (10 minutes)
- B. demonstrate my approach (25 minutes)
- C. brainstorm some ideas (10 minutes)
- Part II developing an implementation plan
8Integrating Laboratory and LecturePart Ia
learning about learning
- There are many strategies for teaching, how do
they relate one to the other and how do they
relate to integrating concepts and practice (lab
and lecture)?
Activity No. 1 (5 minutes) Work in teams of two
to form a diagram that illustrates the
relationship between as many teaching
strategies as you can think of.
9Why integrated learning?
- In traditional teaching, teachers expect the
student to implicitly learn and apply subtle
concepts connect disjointed information
assemble the building blocks of critical
thinking, without example (Meyers 1986)
Teachers dont demonstrate the framework or
perspective for critical thinking ,
Jones-Wilson (2005) - comprehension is an active process in order
to comprehend the student must merge
knowledge they already own, with new
information , Mitchell (2006) - Students who actively engage the material are
more likely to recall information later and be
able to use that information in different
contexts, Bruner (1961) cited by
http//en.wikipedia.org/wiki/Active_learning
10Learning Theories
- Active Learning student engaged in other than
passive modes - Cooperative Learning student at different skill
competencies work in teams to facilitate learning - Multiple Intelligences a theory that says that
individuals have different talents that we need
to teach to - Problem-Based Learning (PBL) driven by
challenging, open-ended problems, students work
in small collaborative groups, teachers take on
the role of facilitator - Self-Regulated Learning the student sets the
learning pace
R. Carducci, The Application of Learning Theories
in Community College Classrooms, Community
College Journal of Research and Practice, 30 (3)
279-285 (Mar 2006).
11Other Terminology
- Collaborative Learning refers to those
classroom strategies which have the instructor
and the students placed on an equal footing
working together designing assignments, choosing
texts, and presenting material , Paulston and
Faust, http//www.calstatela.edu/dept/chem/chem2/A
ctive/ - Inquiry (Discovery)-Based Learning characterized
by asking a question, designing an approach to
obtain an answer, implementing that approach,
analyzing the results and communicating the
outcomes - High Performance Learning Environment a
student-centered learning concept - Integrated Learning Environments (ILE) in the
ILE, theory and experimentation form a continuum.
Lecture and laboratory are replaced by a single
learning experience wherein questions are
answered by whatever means is necessary, e.g.
learning takes place using whatever modality
works best
P. Arce and L. Schreiber, High Performance
Learning Environments, Hi-PeLE, Chem. Eng. Ed.,
38 (4) 286-291 (Fall 2004).
12PBL as a Global Strategy
- How can I get my students to think?" is a
question asked by many faculty, regardless of
their disciplines. Problem-based learning (PBL)
is an instructional method that challenges
students to "learn to learn," working
cooperatively in groups to seek solutions to real
world problems. These problems are used to engage
students' curiosity and initiate learning the
subject matter. PBL prepares students to think
critically and analytically, and to find and use
appropriate learning resources. Duch
http//www.udel.edu/pbl/
13Says who?
- The use of in-class activities to promote
learning has become more prevalent yet
lectures and laboratories are still separate
, Aviles. - In an active learning environment students
seek out new experiences, interpret them, and
relate them to previous experiences allowing
independent thinking, problem solving and guided
discovery , Coelho (2005) - Critical thinking is seen as a universal goal
of higher education student engagement in active
learning appeared to increase critical
thinking... , Burbach, Matkin and Fritz (2004)
14Whos doing what?
- Integration of Lecture, Laboratory and Hands-On
Activities in an Introductory Severe Weather
Course, Aviles - An Integrated Approach to Geologic Writing,
Beiersdorfer and Haynes (1991) - Critical Thinking in a Leadership Course
Utilizing Active Learning , Burbach, Matkin and
Fritz (2004) - An Integrated Lecture-Laboratory for General
Chemistry, Bailey, Kingsbury and Kulinowski
(2000)
15Integrating Laboratory and LecturePart Ib
demonstrate my approach
Unfortunately, students are unable to connect
theory and practice when presented with
real-world open-ended problems. Students tend to
identify laboratory with a distasteful nuisance
requirement I get one credit hour for doing
three credits of work _at_... . and to
identity laboratory as a specific type of place
rather than with the practice of their
discipline. Students think that a class is a
place they go to get lectured to.
16The Traditional PedagogyCompartmentalized
Lecture and Lab
- Classroom is theory taught using lecture
- Laboratory is laboratory taught using laboratory
exercises from laboratory manuals
Compartmentalized instruction leads to
disconnects in student thinking and inability to
relate concepts (theory) and practice
(application).
17When presented with
- a real-world open ended problem, from among a
group of students comprising five individual
teams, not a single team approached the problem
in a way that would demonstrate connectivity
between theory and observations. These student
were nurtured in a compartmentalized learning
environment.
18In my class
- laboratory is a bad word and class means a
learning event or series of learning events. - there is theory, computation and observation,
these form a continuous way of understanding the
real world.
19In my class
- observation must replace laboratory in the
vocabulary of the student. - laboratory must become any environment
wherein an observation can be made. - a class is an event wherein the students
learn something. - I am the expert, but my job is as coach.
20How I Make it Work
Get Rid of the Classroom and Create an
Integrated Learning Environment Instead
- Ive moved my classroom into a laboratory which I
prefer to call an integrated learning
environment (ILE). - My ILE is nothing fancy, it has a board and
portable multi-media with wireless. - My ILE has configurable tables rather than desks!
Students need to work comfortably, face-to-face. - My ILE has a workspace for study of theory and a
laboratory space for making observations.
21CHE 2011 Chemical Engineering Analysis
- CHE 2011 is a sophomore-level CHE requirement
(core) course, 31 cr hr - I work with about 20 students
- The material is mathematical, conceptual and
challenging - While debatable, most would say, the curriculum
builds upon this one course
22Integrating Theory, Computation and
Observationsome examples from CHE 2011
Theory Computation Observation
Unit Conversions Using Matrixes Measuring
Flowrate Mass Conservation Single Component
Systems Surface Integration Efflux Through an
Orifice Volume Integration Filling and
Draining Tanks Differential
Equations Capillary Rise (Flow) Multi
Component Systems Reacting
Systems System of Equations Linear
Algebra Complex Matrix Algebra
Team Skills Learning to Learn
23Integrating Soft Skillsworkshop activities
- Teamwork
- Importance of the team
- The Functional Resume
- Selection of Team Members
- Learning to Learn
- Critical Thinking
- Blooms Taxonomy (see also)
- Lifelong Learning
Lead by Dr. P. Arce.
24Observationoutline a real world experience
Activity No. 2 (5 minutes) Work in teams of two
to form an outline for a real world student
experience. Your dos and donts lists are to
be generic and applicable for any discipline.
- What shouldnt you do (for the student)?
- What should you do (for the student)?
- What should the student do?
25Observationslike in the real world
- What I Do Not Do
- Use Lab Manual or Worksheets
- Provide Detailed Procedures of Any Sort
- Require Elaborate Reports
- What I Do
- Provide a Challenge (I might not even do this.)
- Guide Student Inquiry (Coach)
- What Students Do
- Formulate Questions
- Write Procedures
- Implement Experiments
- Develop an Analysis Methodology
- Draw Conclusions
- Report the Outcomes (oral and written)
26Integrating Laboratory and LecturePart Ic
brainstorming ideas
Activity No. 3 (10 minutes) Work independently
for a few minutes thinking about the coure(s) you
teach and how you might transform your
classroom or laboratory into an integrated
learning environment. Share your thoughts with
the group and take suggestions from your peers.
27Integrating Laboratory and LecturePart II
developing a plan for implementation
- The key to developing an active learning
approach is to not only plan for effective
teaching but to design for learning. - Coelho (2005)
28What is my job?
- To catalyze your thinking about transitioning to
a teaching mode wherein concepts and practice
form a continuum. - To facilitate you in transforming your classroom
or laboratory into an Integrated Learning
Environment wherein students learn to view
real-world outcomes as the result of processes
that have conceptual descriptions. - To model the use of an active learning
environment during this workshop.
For the physical science, processes implies
physical processes. For the mathematics-based
sciences conceptual implies mathematical.
29Creating an Integrated Learning Environment
- Inquiry-based
- Student-centered learning
- Instructor is a coach not the locus of knowledge
- Students take responsibility for their learning
- Lecture is minimized or eliminated
- The learning experience utilizes any suitable
modality, e.g. there is no boundary between the
classroom, laboratory, simulation, experiment,
30Key Elements of the Integration Process
- Active Environment
- Multiple Learning Modalities as Necessary
- Team Work and Team Instruction
- Learning About Learning Instruction
- Accessing the Needed Physical Infrastructure or
Resources
31Integrated Learning vs. Lecture with Lab
- In integrated learning, theory and
experimentation form a continuum. Lecture and
laboratory are replaced by a single learning
experience wherein questions are answered by
whatever means is necessary learning takes place
using whatever modality works best.
32Now Build Your Own Integrated Learning Environment
Activity No. 4 (20 minutes) Take your best
ideas form the brainstorming session and put
some detail around them. Build a plan for
implementation for one of your lecture-based or
laboratory-based courses. Write a 150 word
abstract that describes your proposed initiative.
Be prepared to share your abstract with the
class. Also, develop a one page outline that you
can display for the class. Computers are
available for your use.
33Integrating Across the Curriculum
?
- CHE 2010 Analysis (3)
- Macroscopic Mass and Energy Bal
- CHE 2210 Lab I (1)
- Safety
- Propagation of Error
- Data Collection
- Viscosity
- CHE 3020 Thermo II (3)
- CHE 3110 Trans Sci I (4)
- CHE 3120 Trans Sci II (3)
- CHE 3220 Lab II (2)
- Heat and Momentum Transfer
- CHE 4130 Trans Sci II (3)
- CHE 4210 Reactions (3)
- CHE 4230 Lab III (1)
- Unit Ops I Separations
- CHE 4240 Lab IV (1)
- Unit Ops II Open Ended
- CHE 2011 Analysis (4)
- Macroscopic Mass Bal
- CHE 3020 Thermo II (4)
- CHE 3111 Rad and Diffusive Trans (4)
- CHE 3121 Fluid Dynamics (4)
- CHE 4130 Multi-Physic Trans (4)
- CHE 4210 Reactions (4)
- CHE 4240 Capstone Lab (1)
- Open Ended Synthesis Experience