Department of Chemistry Enhancing learning in the laboratory: Supporting the professional development of demonstrators Mauro Mocerino Department of Chemistry m.mocerino@curtin.edu.au

Background “Any discussion of science education in universities must involve the key role played by demonstrators. Demonstrators were cited as a significant factor in the laboratory experience by most students, often the most significant factor.” Rice, J. W., Thomas, S. M., & O’Toole, P. (2009). Tertiary Science Education in the 21st Century.

Teaching in laboratory classes Different instructional context from tutorials and lectures Usually more interactive and one-on-one Instructor helps students explain data Strategies of effective lab teachers, differ from effective classroom teachers Herrington & Nakhleh, J. Chem.Educ., 2003, 80, 1197

Typical Demonstrator in Science Recent science graduate Motivated student with high interest in science Has had little or no instruction of how students learn Has had little or no instruction about how to teach Likely to teach as they were taught May have difficulty making the Student to Teacher transition

Demonstrators should: Have knowledge about: Procedures, techniques and safety Science concepts How students learn Teaching Have good communication skills Shows concern for students Have a desire to help Be available and approachable Herrington & Nakhleh, J. Chem.Educ., 2003, 80, 1197

Demonstrators should: Grade lab reports fairly Be well prepared for lab Help students understand what is going on in the lab Give feedback on lab reports that is useful Makes students aware of safety issues Ask students questions to help them solve their own problems rather than doing it all for them Explain and demonstrates necessary lab techniques Show respect for students Encourage students to ask questions or express opinions Herrington & Nakhleh, J. Chem.Educ., 2003, 80, 1197

Curtin LDPD program a full day workshop on teaching in laboratories with a focus on the educational issues and student learning, use of a demonstrator's preparation template to highlight educational objectives and practical issues and weekly group meetings to discuss teaching strategies for individual experiments.

Lab Demonstrators’ Workshop Interactive discussion based Models good teaching practice strategies Workshop program Potential learning outcomes of labs and the role of the demonstrator Student/university expectations of demonstrators Assessment strategies and feedback

Lab Demonstrators’ Workshop Workshop program Some learning and teaching theory information processing model language and giving instructions preconceptions/misconceptions deep and surface learning effective questioning Lab scenarios

Lab Demonstrators’ Workshop Participant evaluation of workshops

Demonstrators’ preparation template Flipped class for demonstrators The topic headings are: What are the purposes of this lab for students? New procedures to be learned by students New equipment to be used by students Key calculations/equations used in this lab Possible questions to probe understanding Risk assessment Lesson plan (key stage-posts) Feedback to the coordinator

Weekly meeting with demonstrators Agenda: Feedback from lat week’s lab Key points/issues from the prep template Focus is on PCK in labs - discussion on how to teach key concepts and common difficulties Meetings build a community of practice; demonstrators share their experiences and provide valuable feedback to the whole group

Variations to the theme Dino Spagnoli (UWA Chem) has incorporated the LDPD into the Honours coursework activities Scott Sulway (UNSW Chem) has incorporated learning theory activities with weekly meetings European Chemistry Thematic Network MOOC

ETCN MOOC Teaching in Labs Target audience: anyone teaching in labs – not just demonstrators Six modules (~2 h each) Motivation for change Key learning theories Skills and strategies Questioning and instructions Assessment, feedback and self reflection Scenarios

Acknowledgements Marjan Zadnik Shelley Yeo Bob Bucat Jen Bearfoot Many many colleagues from around the country Office of Learning and Teaching

Thank You Questions?