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Teaching Strategies for Problem Sets, Labs & Plans

Enhance student understanding through problem sets, innovative labs, and engaging lesson plans. From grading to lab safety, maximize learning potential using structured class activities.

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Teaching Strategies for Problem Sets, Labs & Plans

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  1. Problem Sets, Labs, & Plans Robert Arrowood, Hannah McNeill, Brandie Newman

  2. Problem Sets Hannah McNeill

  3. Problem Sets The Term • Used to apply to any assignment of questions students are expected to answer • Shouldn’t have correct answers, but should understand the concepts and be able to apply it to other problems

  4. Problem Sets The Function • Useful tool • Demonstrate skills • Understanding larger concepts

  5. Set Ground Rules • Importance of good problem solving over perfect solutions • Students come from different backgrounds • Same problem set can be simple for some and challenging for others • Know your students abilities • It’s up to the students to learn, you can’t do it for them

  6. Lesson Plans • Be creative • Visual: pictures, charts, graphs • Verbal: story problems, real life applications • Physical: tennis balls, Lincoln logs, pulleys and levers • Start simple then get more complex • Metaphors and analogies are helpful

  7. Reviewing Problem Sets Teaching Assistant led Review • Use questions from students • Never humiliate students • Encourage equal participation • Time is precious

  8. Reviewing Problem Sets Student Collaboration • Reshuffle groups • Find out grading policies • Be clear about expectations • Keep all group members engaged • Vary class plans

  9. Reviewing Problem Sets Student Presentations • Alleviate anxiety, state that you see presentations as a way to asses understanding • Stress that students get full credit as long as they are prepared • Set yourself as a support system not a judge

  10. Student Feedback • Simple Precinct • Initial Free Writing • Final Free Writing

  11. Grading Problem Sets • Grading on a curve • Quizzes • Extra Credit

  12. Laboratories Brandie Newman

  13. Weekly Prep Run the experiment yourself. • Benefits of Running an Experiment • Equipment • Time Frame • Fix problems in the experiment • Allows you to evaluate lab reports more accurately. • Note: If you can’t run the experiment before the lab, READ THE LAB NOTEBOOK. Lab Equipment • Check all needed lab equipment before the first day; make sure the lab equipment works. • Visit the lab. • Be “friends” with the person who preps your lab.

  14. Lab Safety and Assigning Lab Groups • Give clear instructions about lab safety procedures. • Be firm and strict with lab rules and procedures. Assigning Lab Groups • Separate friends • Put more experienced students with inexperienced ones.

  15. During the Lab • Once the lab is underway, walk around. • Use this time to answer questions and correct any mistakes. • However, let the students answer the questions themselves. • Make everyone participate. • Make sure they use the “in between time” constructively.

  16. Wrapping Up the Lab • Meet with each lab group. • Make sure they are cleaning up and putting away equipment. Common Lab problems • Failed experiments. • Students who miss labs. • Inattentive students.

  17. Lab Reports • Explain the purpose of the lab reports at the beginning of class. • The experiment is based more on the process than the results. • Assure the student it is possible to receive an A on a failed lab report. • Clarify what you expect. • Use model lab reports.

  18. Trusty Class Plans Robert Arrowood

  19. Structured Class Plans • Information Exchange • Debate • Pros and Cons • Consolidating Lists • Video Presentations • Guest Speakers • Exam Preparation • Grammar and Usage Review • Paper Workshop

  20. Information Exchange • Students teach other students • Presentations • Works well for large amounts of information • Time to prepare needed

  21. Debate • Formal presentation of arguments for both sides • Supporting evidence • Challenges rigid beliefs • Both sides of argument are presented

  22. Pros and Cons • Both positive and negative aspects covered • Vocalization of opinions • Politically incorrectness is encouraged • Spawns discussion • Both sides of arguments presented • Faster than debates

  23. Consolidating Lists • Simple generation of lists • 5-10 facts per student • Encourages prioritizing important arguments • Begins discussion of abstract ideas

  24. Video Presentation • Provides information, examples, or viewpoints for topic • Students care less • Reinforcement of educational goals • Incentives

  25. Guest Speakers • Personal experience • “Real world” Experience • Importance of selection process • Nervousness • Irrelevant material

  26. Exam Preparation • Review session • Class before exam • Allows better recognition of important material • Slightly promotes slacking

  27. Grammar and Usage Review • Quick and Easy • Pinpoints common errors • Some unknown errors • Reduces correction/grading time for drafts/final papers

  28. Paper Workshop • More time is put into writing • Reduces correction/grading time • Promotes different perspectives

  29. Why Should We Use These? • Promotes group cohesion • Stresses important topics • Reduces lecture • Less class preparation needed • Makes hectic graduate work easier

  30. References • Curzan, A. & Damour, L. (2009). First day to final grade: A graduate student’s guide to teaching, 2nd. The University of Michigan Press: Ann Arbor, Michigan.

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