Discussion: Group Labs and Cooperative Learning
Since returning from winter break, I have made it my goal for the second half of the year to continue to use collaborative and cooperative learning strategies in the classroom. One method for collaborative learning that I will continue to purposefully incorporate into my lesson plans is the use of discussion. I hope both to stimulate and guide more large class discussions as teacher and to help students practice starting science focused discussions focused with each other. A discussion I observed most recently occurred during lab. The objective of this lab (link to lesson plan) was to supplement student learning of how enzymes work on substrates and to help students identify factors that affect enzyme activity. For the first part of the lab, the students followed a formulaic procedure in which they examined activity of the enzyme lactase on milk in a test tube. They had to identify the two experimental groups given to them (milk plus lactase solution, sucrose plus lactase solution) and the control group (milk plus water). When reviewing the first part of the lab with the students, most were able to readily identify the control and experimental groups, and explain their thinking. After completing this formulaic, pilot procedure and recording their data, the students had the opportunity to design their own experiments. Students were prompted to identify other factors to examine, such as the effect of temperature or pH on enzyme activity, or to compare the activity of different medicines (Lactaid® vs. generic brands or artificially made enzyme vs. probiotics).
As the second lab period came to an end, I noticed that one group in particular seemed the most organized and productive. As I stopped by their lab table to check in, I discovered that they had nearly completed their inquiry experiment! I was impressed. One student, Rebecca*, mentioned that they had all samples prepared, they just had to add the enzyme to the test tubes, wait two minutes for the enzyme to work, then test for glucose with glucose test strips. Unfortunately, the period was ending in three minutes. Rebecca asked if she could stay to finish this part of the lab for her group, since she had her lunch period next. I was about to answer, but suddenly, one of her lab members Analisa*, chimed in: “we have to test the glucose first! so it's going to take a lot longer than that.” Rebecca gave her a quizzical look and replied: “No we don’t.” Analisa responded: “yes, we have to test the glucose in all the samples before we add the enzyme to make sure we have something to compare the glucose levels to [when we measure them again after adding the enzyme].” I held back from intervening, and allowed the students to discuss this discrepancy in their procedure. Finally, Rebecca explained to Analisa that the step she was describing they already done in the previous procedure. Also, they were using the same milk in every test tube, so the experiment was controlled and they did not need to test before and after adding enzyme. Julia responded: “oh yea, so Test Tube A is the control group. I get it.”
I felt that this moment clearly exemplified what I hope to achieve through the use of collaborative and cooperative learning in the classroom. I want to provide students opportunities to wholly engage in their lessons and to learn not only from the teacher but also from each other through discussion. I want discussions to happen both when I am present to initiate, lead, and observe them, and when I am not present. I believe that students sometimes learn better from each other than from their teachers; students have different ways of understanding and explaining concepts. I also think that class is more exciting and interesting for students when they have the opportunity to engage with each other, as adolescence is a time for students to begin building and expanding their social networks. The most disruptive issues I have had thus far in class are side conversations occurring during my teaching. It is quite distracting to have to stop a lesson to address this type of issue, or to have to re-explain something because people were talking. I think that giving students more opportunities to speak out in large class discussions or to structure small group discussions around scientific topics will provide students the chance to talk to each other but also keep lessons on track.
As the second lab period came to an end, I noticed that one group in particular seemed the most organized and productive. As I stopped by their lab table to check in, I discovered that they had nearly completed their inquiry experiment! I was impressed. One student, Rebecca*, mentioned that they had all samples prepared, they just had to add the enzyme to the test tubes, wait two minutes for the enzyme to work, then test for glucose with glucose test strips. Unfortunately, the period was ending in three minutes. Rebecca asked if she could stay to finish this part of the lab for her group, since she had her lunch period next. I was about to answer, but suddenly, one of her lab members Analisa*, chimed in: “we have to test the glucose first! so it's going to take a lot longer than that.” Rebecca gave her a quizzical look and replied: “No we don’t.” Analisa responded: “yes, we have to test the glucose in all the samples before we add the enzyme to make sure we have something to compare the glucose levels to [when we measure them again after adding the enzyme].” I held back from intervening, and allowed the students to discuss this discrepancy in their procedure. Finally, Rebecca explained to Analisa that the step she was describing they already done in the previous procedure. Also, they were using the same milk in every test tube, so the experiment was controlled and they did not need to test before and after adding enzyme. Julia responded: “oh yea, so Test Tube A is the control group. I get it.”
I felt that this moment clearly exemplified what I hope to achieve through the use of collaborative and cooperative learning in the classroom. I want to provide students opportunities to wholly engage in their lessons and to learn not only from the teacher but also from each other through discussion. I want discussions to happen both when I am present to initiate, lead, and observe them, and when I am not present. I believe that students sometimes learn better from each other than from their teachers; students have different ways of understanding and explaining concepts. I also think that class is more exciting and interesting for students when they have the opportunity to engage with each other, as adolescence is a time for students to begin building and expanding their social networks. The most disruptive issues I have had thus far in class are side conversations occurring during my teaching. It is quite distracting to have to stop a lesson to address this type of issue, or to have to re-explain something because people were talking. I think that giving students more opportunities to speak out in large class discussions or to structure small group discussions around scientific topics will provide students the chance to talk to each other but also keep lessons on track.