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Integrating Lab and Lecture Breaking Down the Barrier Between Concepts and Practice

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Title: Integrating Lab and Lecture Breaking Down the Barrier Between Concepts and Practice


1
Integrating 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

2
For 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.

3
Integration 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

4
Whats my activity all about?
  • Breaking down the barrier between theory
    (concepts, the classroom, lecture) and practice
    (laboratory, the real world, the field,
    implementation).

5
What 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.

6
What 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.
7
Integrating 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

8
Integrating 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.
9
Why 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

10
Learning 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).
11
Other 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).
12
PBL 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/

13
Says 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)

14
Whos 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)

15
Integrating 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.
16
The 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).
17
When 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.

18
In 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.

19
In 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.

20
How 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.

21
CHE 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

22
Integrating 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
23
Integrating 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.
24
Observationoutline 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?

25
Observationslike 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)

26
Integrating 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.
27
Integrating 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)

28
What 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.
29
Creating 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,

30
Key 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

31
Integrated 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.

32
Now 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.
33
Integrating 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
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