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Introduction to Laboratory Instruction

Introduction to Laboratory Instruction. Changing Students and Changing TAs Developmental Models . Topics for Today. Perry Model for Intellectual and Ethical Development during College Nyquist Model for TA Development.

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Introduction to Laboratory Instruction

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  1. Introduction to Laboratory Instruction Changing Students and Changing TAs Developmental Models

  2. Topics for Today • Perry Model for Intellectual and Ethical Development during College • Nyquist Model for TA Development

  3. Introduction to the Perry ModelStages of epistemological and ethical growth Includes Ability To: • Understand the nature of knowledge, and how it is acquired • Interpret the roles of authority • Make decisions about complex life dilemmas (from D. Finster, “Applying development theory May Improve Teaching” Wittenberg Today, Nov/Dec 1987)

  4. The “Stripped Down” Three-Stage Perry Model(from 9 phase that must be experienced sequentially)

  5. Attributes 1. Expects to be told what to do. 2. Thinks the right answer is out there and authority knows . 3. Gets frustrated with authority who won’t give clear-cut answer. 4. When sees differences of opinion, is either confused or thinks it’s a trick to “get us to figure it out.” Developmental Cues 1. No body will tell me what I should major in. 2. Which is the right interpretation of this poem. 3. Dr. Smith is a lousy teacher. He keeps telling us all this conflicting stuff and won’t tell us which is right. 4. I know she said there are a couple of ways to do this problem. I wonder which one is right. Focus on Dualism in the ClassroomFrom, “A Model for College Teaching” by Knefelkamp and Widick

  6. Dualism Cont. - Classroom Expectations Role of Authority Teach the right answer to students, and relay them in a straight-forward fashion; tell what’s expected for tests. Take an active interest in students. Role of Peers Do not contribute to learning, but can be used by instructor to come up with answer. Clarify points to let others they are experiencing problems. Classroom as a Whole Structured, with limited diversity; lecture. Present material in straight-forward, factual manner; tell students only what they need to know. Instructor must care and want students to learn.

  7. From Jody D. Nyquist and Jo Sprague (1998) Thinking Developmentally about TAs. In M. Marinovich, J. Prostho, F. Stout (Eds.), The Professional Development of Graduate TAs. (pp 61- 88) Anker Publishing

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