Authentic Learning: Peer-Developed and Peer-Led Practicals Hwa Chong Institution (College) Mrs Tham Yong Huang Mrs Cheng Ming Lee Mrs Lim Xintian

Overview 1.Background 2.Objectives 3.Implementation 4.Survey results 5.Feedback from students 6.Suggestions for follow-up 7.Q & A 1

Background Traditionally, students in Chemistry practical lessons follow a set of instructions in the given Practical Worksheet and conduct experiments as instructed. However, the students have no choice of the experiments and they often simply perform the required steps in a mechanical way. 2

Background The C1 SMTP team therefore decides to capitalize on the students' own interests and creativity to craft a more engaging and productive lab curriculum that relates to their learning in Chemistry. 3

Objectives Create a student-centered and authentic laboratory experience To increase student engagement and interest in Chemistry practicals To foster self-directed and cooperative learning among students. 4

Objectives To give students an opportunity to research on a given topic, asking relevant questions and work out the procedures. To develop oral and written communication skills 5

Implementation An authentic learning project was carried out in 2010 Term 2 Weeks 7 – 10. Students in the 3 SMTP classes were grouped into 12 teams. 6 broad topics (covered in Terms 1 and 2) were assigned for the students to do research on. 6

Implementation: Topics Stoichiometry - Redox chemistry Atomic structure Chemical Bonding Gases Kinetics Energetic and Thermodynamic 7

Implementation Each topic was taken up by 2 teams via a balloting process. Each team had to some research and then design an experiment within the boundaries set by the topic assigned. The students were given 2 weeks to do their research then propose an area of interest and the design one or two experiments for their tutor to vet. 8

Implementation One week was set aside for the students to try out their approved experiment. The required reagents were checked for availability, and stock was ordered if necessary. Three weeks were set aside for the students to present their work and to lead their peers to carry out the experiments that they have designed. 9

Implementation Each team had to lead a session (provide support and comments) and attend two other sessions by their peers. The students had to hand in their lab reports at the end of the Authentic Learning experience and complete a survey on the ISP. 10

Survey results 96.1% rated the teamwork to be ‘good' or ‘excellent'. 86.3% said the project chosen by their group was ‘good' or ‘excellent'. 98.1% felt that the project chosen by their group fitted well to the topic assigned. 90.2% rated their learning from the topic taught by their own group was ‘good' or ‘excellent'. 11

Survey results 82.3% rated their learning from the topic taught by other groups was ‘good' or ‘excellent'. 82.4% enjoyed teaching the assigned topic to their peers. 64.7% of the respondents were inspired to read up more on the topic that was taught by them. 96.1% would recommend this authentic learning project to the next cohort of SMTP students. 12

Feedback from students “It is enriching and interesting. I learnt about some new reactions and knowledge regarding the topic I lead and attended.” “It was a wonderful platform for us to find out more about particular topics, and stretched our abilities to plan interesting experiments.” 13

Feedback from students “I learnt about working with my classmates in an organized manner and also, I realised that designing a practical is no an easy task because there are many considerations to be taken into account.” 14

Feedback from students “I liked listening to other students' practicals because almost all the practical designs were interesting and difficult to understand.” 15

Feedback from students “I have really learnt how to work as a team. Even though our experiment result was not very good due to some technical problems, I could actually feel the team bonding even more strongly because we always stayed together to solve the problem and communicated well to complete the task. Also, everyone is responsible for the project.” 16

Suggestions for Future Follow-Up Although this project was done with the higher ability SMTP group of students, it can be rolled out to the main cohort. Biggest challenge: Logistics A possibility is to do it in stages, or open this up to interested students. 17

Acknowledgements A big thank you to Mdm Lim and all SRC staff for providing us with all the chemicals and materials to make this possible. We would like to thank Mrs Patsy Loh and all the lab staff for helping us with the logistics. 18

Questions? Reference: Journal of Chemical Education Vol. 84 No. 6 June