1. Department of Chemistry
Enhancing learning in the laboratory: Supporting the professional development of demonstrators
Mauro Mocerino
Department of Chemistry

2. 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.

3. 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

4. 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

5. 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

6. 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

7. 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.

8. 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

9. 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

10. Lab Demonstrators’ Workshop
Participant evaluation of workshops

11. 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

12. 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

13. 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

14. 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

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

16. Thank You Questions?