Janet Bond-Robinson Arizona State University Chemistry & Biochemistry Dept. Same Room New Space for 4 GENERAL CHEMISTRY Courses Non-science Majors Science Majors Sem I and II Engineering Majors

Problem Inefficient: The time already allocated for recitation in lab Ineffective: Lab TAs conducted a recitation but nothing cohesive. –Lab TAs didn’t attend the lecture class Students weren’t learning enough. –Learning for all students wasn’t maximized –Understanding wasn’t maximized for “good” students –Many students didn’t know how to use out- of-class time for effective learning –Learning for long-term often was NOT goal

Solution Generated a recitation section in a collaborative learning formatGenerated a recitation section in a collaborative learning format –From hour from the lab time –Lab TAs could teach more of the same labs because of less time for each and no prep for a recitation from 6 hr to 8 hr. from 6 hr to 8 hr. Fewer Lab TAs neededFewer Lab TAs needed Created “RECITATION TA”Created “RECITATION TA”

The chemistry & biochemistry dept traded monopoly of six classrooms for 24 students for monopoly of one long, ugly, octagonal classroom for 72. Structural Key to Change

Long ugly classrom with low ceilings Renovation of our old classroom Our Redesign $$$ leveraged 10x more money –from department, CLAS, & Provost –and the Steelcase Company. Plus guidance from ASU architectural Office

Full Implementation Fall 08 FULL IMPLEMENTA TION Promotes building of “social capital” Perception of spaciousness Minimized perception of class size

ASU Collaborative Learning: Extreme Focus COGNITIVE FACTORS  Engagement increases attention  Attention promotes deeper focus  Group discussion drops cognitive load of activity

THE WORKPLACE: Each Table functions as paired workers and as “tablemates.”

ASU Collaborative Learning: A Table Black comfortable rolling chairs Relaxed informal environment Enhances sense of groupness Allows student movement in any direction Promotes interaction

Each table three tablet PC laptop computers. Supports different working styles Hands on, building Use of software Action Discussion Visuals Computer simulations THUNDER

What Students Can See

Recitation Activities: Example of Hands-On

Format of Work Recitation Activity Tablet PC for every two students Paper & Tablet PC versions turned in for accountability

Student Interview “We will usually work together.” (pointing to teammate sitting next to her). “Then we will ask them for help or they will ask us.” (the other team at the table) “And then at the end we will compare answers and be like ‘ok why did you get that answer?” (questioning the other team). –“This is what I got” (defending their answer). “And usually it’s like a miscalculation like we didn’t put it into the calculator right.”

Recitation TAs function as facilitators.

White Boards function as Communicators

According to a Student: At the end of the recitation “When we are done with our assignments TAs tell everyone to post them up. We can kind of look at each other’s work and if they are wrong, We will question it and ask why? Like ask the instructor “why is it like this?”

Key Findings about the Space from Student Surveys Recitation helped me better comprehend concepts from the lecture Figuring out concepts –The content of the activities helped me more than better if I only had lecture –The extra time working on the activities helped me –Discussion with other students helped me I was constantly involved with others I felt comfortable talking and asking questions of other people

Acknowledgements Ro, Tina & Valoe, Elise. Analysis of Learn Lab Performance: Best Practices for Constructivist Learning. Report done for Arizona State University, Dept. of Chemistry, March 2009.