Problem Solving Lab TA
Workshop Fall 2013
Basic idea behind the problem-solving
labs:
Make better use of the time the
students spend in lab
What happens in lab?
What do the TAs do?
Part I: Entering Lab
• Before lab, the TA checks the equipment etc.
(5 minutes)
• Students have reading and written pre-lab
assignments.
• The pre-lab needs to be checked when students
enter lab.
Will we check written work?
Will we give a quiz?
What if a student doesn’t do the pre-lab?
What happens in lab? What do the
TAs do?
Part II: Synchronized In-Class Activity
• In the lab, students work together in pre
assigned groups with definite assigned roles.
Group problem solving.
• At the start, groups work together on short
answer questions provided by the TA. (a)
method (b) prediction
What happens in lab? What do
the TAs do?
Part III: Asynchronous Experimental Activity
• They should spend some time messing around
with equipment.
• The TA should not
•
Lecture on the class material involved
•
Write relevant formulas on the board
•
Commiserate with the students
What happens in lab? What do the
TAs do?
Part III: Asynchronous Experimental Activity
(Continued)
• The TA should reinforce roles within the
groups.
• The TA provide help when equipment
malfunctions.
• The TA should not answer “what are we
supposed to do?” type questions directly,
rather should ask leading questions. Get
students to respond and the groups to interact
with each other.
Checking lab equipment and
computers before lab
• This can take a while. Unfortunately, the lab
periods can be close together. Arrive at least five
minutes early.
• Check what? Computers work, software runs,
sensors work, oscilloscopes work, etc.
• What to do when some piece of equipment
doesn’t work? (a) First try to find Mizuho. (b) If
not available, break down a group and reassign to
groups with working equipment.
• Always report equipment problems to Mizuho, in
person or in writing.
Student Pre-Lab Assignments
• Students come to lab having read specific
material assigned from the textbook. This is
required. So, don’t provide this material in lab.
Don’t let them copy each other.
• There are also written questions, partly for
purpose of checking reading. You will need a
system to check this before lab.
• Students who have not done pre-labs do not get
into the lab. You must not make exceptions.
• Problem: Students must do all labs to pass the
course.
Checking Pre-Lab Homework
• Best method would be to quiz.
Must prepare/grade parallel quizzes
What about when students flunk totally?
• But usually, we check the written work as
students enter.
Sit at front and check as they come in.
Don’t facilitate copying or accept bullshit.
Develop coded marks for pre-lab quality 1,2,3
• Later the pre-lab questions will count for grades.
Student Work Groups
• No more than 4 to group, preferably 3.
• First lab meeting: Decide how many groups,
not more than six, say “Count off,
1,2,3,4,5,6,1,2,3,4,5,6,1,2……
• All 1s go to first table, 2s to second table etc.
Make a list of group members.
• The groups are permanent until ½ semester,
then we will reassign groups.
Student Roles Within the ProblemSolving Groups
• Task-Master. Keeps the group on topic and on
schedule. Doesn’t permit chatting or spending
too much time on part of a task.
• Recorder. Organizes and does the data recording.
• Skeptic (one or two per group) Tries to see what
the group might be doing wrong—
misunderstanding or making systematic errors.
• Reporter (Shifts around, chosen each time.)
Writes on white board and reports to the class.
Time Spent in Lab
1. TA checks
(5 min before).
2. Students enter,
TA checks pre-labs.
3. Synchronized question and answers. Groups work
as teams. Between questions, Reporter reports
answers to class when requested.
4. Mostly Asynchronous, the groups work through the
assigned measurement problems as the TA visits. Save
time for the summary discussion. (Most of the period)
5. Summary discussion. Groups
consider summary problems and
report to/ discuss with other groups.
6. Finally, TA checks, in-class
work, measurement plans and
data and signs as students leave.
Synchronized Work on Short Answer,
Method and Prediction Questions
• TA has selected several questions in advance.
• Questions are either:
– Method, having to do with how or what to measure,
or
– Prediction, where groups work out a theoretical
answer as in normal physics problems.
• A question is assigned, and a time limit given.
• Groups must discuss. Recorder writes on white
board and when called upon, presents to class.
• Next question. (Not more than 20 minutes)
Exploring the Equipment
• Before starting measurements, the students must take
time to explore the apparatus.
• Often the TA will need to give a short talk on various
aspects of how the set-up works. (DON’T give step-bystep instructions for the actual measurements.)
• Sometimes additional material is provided. Students
are supposed to have read the labs before coming to
class.
• Practically though, don’t count on this. Be sure each
group can get started making measurements.
Sometimes the TA will make a quick comment to help
out, but don’t baby the students. Instruct by asking
leading questions.
Getting the Attention of the Class
• Before you begin explaining or announcing
something from the front of the room, learn
to get the attention of the class.
• Don’t start talking in a monotonous voice
while some groups are ignoring you and
carrying on a separate conversation.
• Say, “Listen up, over there!” or something.
Don’t start talking until you have their
attention.
Socratic Method for the TAs
• Usually, you do not simply tell students what to
do or how to solve a problem.
• Instead, you lead the students to the answer in
short steps by asking them questions in return.
• This is called the Socratic method, and it is an
important teaching method.
• Be sure to get all members of a group involved in
this activity, don’t let some of them ignore it.
TA DOs AND DON’Ts
• Don’t do extensive lecturing at the front of the room.
• Don’t write necessary formulas on the board for the
students. (Draw it out of them through individual
discussion and coaching. Get other students to help.)
• Don’t give them straight forward answers to “what
should we do” type questions. Use Socratic method.
• Don’t commiserate. That means, don’t encourage their
griping. Don’t act as if you’re on their side and the
stupid lecturer or lab coordinator is making you have
them do stupid stuff, and so on. This is unethical and
very bad. It undermines the whole enterprise of
teaching and learning. DON’T DO IT. Understand that
you are with the teachers not with the students, in this
regard.
Measurement Problems
(The main course)
• In the weekly meeting, we will agree on some
of the measurement problems to do in each
lab. These will take a lot of time and effort.
• When you assign problems, remind the
students of the time limit. (Save last 5 min.)
• TA will circulate amongst the groups, and the
TA asks questions. Sometimes coach.
• See that all group members are participating.
• See that students know their group roles.
In the last 5 or 10 minutes
• There will be a summary discussion.
Discussion means the students themselves are
supposed to be doing the talking, as much as
possible.
• Give one or two summary discussion
questions based on the objectives of the lab.
• Students use white boards. The group
reporters stand and report to the class.
• Finally, the TA checks students out.
Recap
1. TA checks
(5 min before).
The End
2. Students enter,
TA checks pre-labs.
3. Synchronized question and answers. Groups work
as teams. Between questions, Reporter reports
answers to class when requested.
4. Mostly Asynchronous, the groups work through the
assigned measurement problems as the TA visits. Save
time for the summary discussion. (Most of the period)
5. Summary discussion. Groups
consider summary problems and
report to/ discuss with other groups.
6. Finally, TA checks, in-class
work, measurement plans and
data and signs as students leave.