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Science Home Page

TSI - S.T.E.A.M. PROJECT

Department of Defense Dependents Schools

Turkey/Spain/Islands District

Istanbul, Turkey

Configuration Maps of Selected Best Practices (BPICM)

Microcomputer Based Laboratory (MBL)

Pre-lab Expectations and Outcomes
Students' Roles and Responsibilities
Teachers' Roles and Responsibilities
Suggested Probes Listed by Subject
Working in the Microcomputer Based Laboratory (MBL)
Students' Roles and Responsibilities
Teachers' Roles and Responsibilities
MBL Equipment Requirements
MBL Lab Design
MBL Post-lab Expectations and Outcomes
Students' Roles and Responsibilities
Teachers' Roles and Responsibilities
Assessment

Wait Time

Timing and Response for Appropriate Wait Time
Students' Role in Wait Time Environment
Teachers' Role in Providing Wait Time
Wait Time as a Function of Question Complexity
Teacher Use of Wait Time
Wait Time as a Function of Student Responses
Teacher Adjustment of Wait Time
Holding Students Accountable
Teachers' Role in Student Accountability

Cooperative Learning (Science)

Laboratory Groupings
Teachers' Roles and Responsibilities
Assessment of Cooperative Teams
Students' Roles and Responsibilities
Teachers' Roles and Responsibilities

CONFIGURATION MAP FOR Microcomputer Based Laboratory (MBL)

Pre-lab Expectations and Outcomes

a
b
c
d
e

STUDENTS' ROLES

AND RESPONSIBILITIES Students are able to set up MBL equipment and experiments without teacher guidance. Students are able to set up MBL equipment and experiments with limited teacher guidance. Students are able to set up MBL equipment only with frequent teacher intervention. Students are only able to set up MBL equipment under direct teacher supervision. Students are only able to use the MBL equipment when it is set up by the teacher.

Set-up Checklist Safety Checklist Probes

TEACHERS' ROLES

AND

RESPONSIBILITIES

Assure that all the student workstations and MBL equipment are in place and functional.
Expendables are on hand (chemicals, glassware, paper, ect.).

Computer hardware moved away from water.
Work surfaces free of books and other clutter.
CPU power cords should be secured and out of the way.
Probe cords should be temporarily taped to counter tops away from heat sources.
Prevent accidental spills on computer hardware.
Probe connections should be attached first during set up and removed last during cleanup.
See the attached listing.

CONFIGURATION MAP FOR Microcomputer Based Laboratory (MBL)

Working in the Microcomputer Based Laboratory (MBL) Environment

a
b
c
d
e

STUDENTS' ROLES

AND RESPONSIBILITIES All students are at assigned laboratory stations performing their assigned tasks cooperatively. Most team members are at their assigned stations performing their assigned tasks. A few students are either passive or uncooperative. Some members of the teams are involved in the experiment while others are passive or involved in other activities. No observable evidence of cooperative teams and many students are engaged in other activities.

TEACHERS' ROLES

AND

RESPONSIBILITIES Teacher acts as facilitator; circulates, supervises, and assures student involvement in the activity. Teacher acts as facilitator; circulates and supervises. Most students are involved in the activity. Teacher unable to circulate during the activity. Much of the time is taken up by other MBL concerns (equipment failures). Teacher unable to circulate to all teams during the activity. Teacher's time is monopolized by one or two teams.
Teacher is engaged in doing other tasks. Many be doing other work not related to student activity

(e.g. grading papers, discipline . . .).

MBL EQUIPMENT REQUIREMENTS Each lab team has access to a networked Pentium (or better) computer running Windows NT (or better) with laser printers, a 17" color monitor, CD-ROM, and a comprehensive selection of MBL probes. A portable CBL/TI-86 system may be used for the purpose of data collection in the field. Each lab team has access to a networked 486 computer running Windows 3.11 with a laser printer, a 14""color monitor and most of the MBL probes. A CBL/TI-86 system may be used for the purpose of data collection and field work. Lab teams share a limited number of stand alone 386 (or better) computers running Windows 3.1 with an attached dot matrix printer, a 14" color monitor and a standard set of MBL probes. A CBL/TI-86 system may be substituted for the computer. Students are limited to only one Zenith 286 computer running DOS, a 10" monochrome monitor, a standard set of probes with software on 5.25" floppies and no printer. Inadequate lab facilities or MBL equipment shortages force the teacher to limit MBL use to teacher demonstrations.

MBL LAB DESIGN A dedicated MBL lab accessible to all science teachers is provided in addition to the teachers' normal lab areas (biology, chemistry, etc.). Sufficient workstations (computers, printers and probes) are provided to permit two students per team. A dedicated MBL lab accessible to all science teachers is provided but there are insufficient student workstations or probes to permit a team size of two/or the class size is too large for the facilities. A complete MBL lab exists, but it located in one teacher's work area and is not readily available to other teachers due to scheduling or other problems. MBL experience not available to all students. MBL equipment and workstations are available but are scattered throughout the various science classrooms. No dedicated MBL lab areas of any kind are provided. Student lab experiences are limited, sporadic or unorganized. No dedicated MBL lab area or workstations are provided. Students are unable to use the equipment directly and use is limited to teacher demonstration only due to arrangement or location.

CONFIGURATION MAP FOR Microcomputer Based Laboratory (MBL)

MBL POST- LAB EXPECTATIONS AND OUTCOMES

a
b
c
d
e

STUDENTS' ROLES

AND RESPONSIBILITIES Students are able to export data to spreadsheets, produce charts and graphs. Students are able to draw conclusions and produce reports without teacher's assistance. Students are able to create charts and graphs directly using the data collection software. Students are able to draw appropriate conclusions and produce reports with minimal teacher assistance. Students are able to create charts and graphs with teacher's assistance. Students may make some inappropriate conclusions and produce reports of mediocre quality. Students are only able to perform the assigned tasks with direct teacher supervision. Students are unable to utilize data or draw conclusions independently.

TEACHERS' ROLES

AND

RESPONSIBILITIES Time is provided for an extension activity allowing students to formulate and test an hypothesis of their own creation that is related to the assigned experiment. Teacher provides time for an extension activity and suggests the direction of inquiry. Students then write and test a hypothesis of their own. Teacher leads a post-lab discussion of the outcome of the experiment and collects students' work. Students do not get the opportunity to test hypotheses at all--cookbook approach. Teacher collects students' finished products without analysis of class data or post-lab discussion. No extension time or activity is provided. Teacher moves on to the next topic without collecting or commenting on student products.

ASSESSMENT The assessment is preplanned, performanced based, and requires use of the MBL equipment. Students turn in an objective, written report. The assessment is performanced based, but measures only the mechanical aspects of the skills used in conducting the MBL activity. A written assessment based on subjective type questions is provided that measures the students' understandings of the laboratory experience. Written assessment is based on a variety of objective type questions not developed until after the activity has been completed. Written assessment is based on multiple choice type questions designed to measure recall of facts and is used to generate student grades. The assessment serves no instructional purpose.

References:

Adams and Shrum 1990; Beichner 1990; Berger 1987; Brasell 1987; Firedler, Nachmias, and Linn 1990; Grayson and McDermott 1989; Jackson, Edwards, and Berger 1993; Krajcik and Layman 1989; Lewis and Linn 1989; Linn and Songer 1988; Mokros and Tinker 1987; Nakhleh and Krajcik 1994; Tinker 1985; Wise 1988; Wiser and Kipman 1988.

CONFIGURATION MAP FOR Wait Time

TIMING AND RESPONSE FOR APPROPRIATE WAIT TIME

a
b
c
d
e

STUDENTS' ROLES

AND RESPONSIBILITIES IN A WAIT TIME ENVIRONMENT Students wait quietly and signal their readiness to respond. Most students wait quietly and signal their readiness to respond. Some students wait quietly while others either raise their hands or "blurt out" answers without reflection. Many students raise their hands or "blurt out" answers immediately without reflection. Students are called upon immediately, or not given an opportunity to respond. Questions may be rhetorical.

TEACHERS' ROLES

AND

RESPONSIBILITIES IN PROVIDING WAIT TIME The teacher consistently waits 3-7 seconds before asking for a response to a question. The teacher usually waits 3-7 seconds before asking for a response to a question. The teacher sometimes waits 3-7 seconds before asking for a response to a question. The teacher waits less than 3 seconds or more than 7 seconds before asking for a response to a question. The teacher provides no wait time or waits only on the called upon student to respond.

WAIT TIME AS A FUNCTION OF QUESTION COMPLEXITY 3

a
b
c
d
e

TEACHERS' USE OF WAIT TIME Wait time is adjusted to the complexity of the questions. Wait time inconsistently reflects the complexity of the questions. No variation in wait time provided between rote versus analytical questions. Wait time is inversely proportional to the complexity of the questions. No wait time, regardless of question complexity or the question is rhetorical.

wait time as a function of students responses 4

a
b
c
d
e

TEACHERS' ADJUSTMENT OF WAIT TIME The teacher solicits several student responses as a means of determining the depth, accuracy, and completeness of student understanding. Wait time is adjusted to increase the number of students giving complete answers. Additional wait time is provided while students are answering. The teacher solicits several student responses as a means of determining the depth, accuracy, and completeness of student understanding. Teachers' increase of wait time is too short to increase number of complete student answers. The teacher solicits a student response as a means of determining the depth, accuracy, and completeness of student understanding. Cannot effectively adjust wait time to increase the number of complete student answers. The teacher rarely attempts to determine whether wait time is sufficient to increase the number of complete student responses. The number of complete responses is not a factor in the teacher's use of wait time. The teacher fails to consider wait time as important to increasing the depth, accuracy, and completeness of student responses. Wait time is used in a rote or mechanical manner with no variation.

CONFIGURATION MAP FOR Wait Time

holding students accountable

a
b
c
d
e

TEACHERS' ROLE IN STUDENT ACCOUNTABILITY The teacher normally includes all students in the question and response cycle. The teacher selects a respondent from the volunteers. The teacher usually calls on the first student who signals readiness to respond. The teacher calls on students before they have time to prepare responses or volunteer. The teacher rarely calls on students or the teacher provides the answers to the questions.

	a	b	c	d	e
STUDENTS' ROLES AND RESPONSIBILITIES	Students are able to set up MBL equipment and experiments without teacher guidance.	Students are able to set up MBL equipment and experiments with limited teacher guidance.	Students are able to set up MBL equipment only with frequent teacher intervention.	Students are only able to set up MBL equipment under direct teacher supervision.	Students are only able to use the MBL equipment when it is set up by the teacher.
	Set-up Checklist	Safety Checklist	Probes
TEACHERS' ROLES AND RESPONSIBILITIES	Assure that all the student workstations and MBL equipment are in place and functional. Expendables are on hand (chemicals, glassware, paper, ect.).	Computer hardware moved away from water. Work surfaces free of books and other clutter. CPU power cords should be secured and out of the way. Probe cords should be temporarily taped to counter tops away from heat sources. Prevent accidental spills on computer hardware. Probe connections should be attached first during set up and removed last during cleanup.	See the attached listing.

	a	b	c	d	e
STUDENTS' ROLES AND RESPONSIBILITIES	All students are at assigned laboratory stations performing their assigned tasks cooperatively.	Most team members are at their assigned stations performing their assigned tasks. A few students are either passive or uncooperative.	Some members of the teams are involved in the experiment while others are passive or involved in other activities.	No observable evidence of cooperative teams and many students are engaged in other activities.
TEACHERS' ROLES AND RESPONSIBILITIES	Teacher acts as facilitator; circulates, supervises, and assures student involvement in the activity.	Teacher acts as facilitator; circulates and supervises. Most students are involved in the activity.	Teacher unable to circulate during the activity. Much of the time is taken up by other MBL concerns (equipment failures).	Teacher unable to circulate to all teams during the activity. Teacher's time is monopolized by one or two teams.	Teacher is engaged in doing other tasks. Many be doing other work not related to student activity (e.g. grading papers, discipline . . .).
MBL EQUIPMENT REQUIREMENTS	Each lab team has access to a networked Pentium (or better) computer running Windows NT (or better) with laser printers, a 17" color monitor, CD-ROM, and a comprehensive selection of MBL probes. A portable CBL/TI-86 system may be used for the purpose of data collection in the field.	Each lab team has access to a networked 486 computer running Windows 3.11 with a laser printer, a 14""color monitor and most of the MBL probes. A CBL/TI-86 system may be used for the purpose of data collection and field work.	Lab teams share a limited number of stand alone 386 (or better) computers running Windows 3.1 with an attached dot matrix printer, a 14" color monitor and a standard set of MBL probes. A CBL/TI-86 system may be substituted for the computer.	Students are limited to only one Zenith 286 computer running DOS, a 10" monochrome monitor, a standard set of probes with software on 5.25" floppies and no printer.	Inadequate lab facilities or MBL equipment shortages force the teacher to limit MBL use to teacher demonstrations.
MBL LAB DESIGN	A dedicated MBL lab accessible to all science teachers is provided in addition to the teachers' normal lab areas (biology, chemistry, etc.). Sufficient workstations (computers, printers and probes) are provided to permit two students per team.	A dedicated MBL lab accessible to all science teachers is provided but there are insufficient student workstations or probes to permit a team size of two/or the class size is too large for the facilities.	A complete MBL lab exists, but it located in one teacher's work area and is not readily available to other teachers due to scheduling or other problems. MBL experience not available to all students.	MBL equipment and workstations are available but are scattered throughout the various science classrooms. No dedicated MBL lab areas of any kind are provided. Student lab experiences are limited, sporadic or unorganized.	No dedicated MBL lab area or workstations are provided. Students are unable to use the equipment directly and use is limited to teacher demonstration only due to arrangement or location.

	a	b	c	d	e
STUDENTS' ROLES AND RESPONSIBILITIES	Students are able to export data to spreadsheets, produce charts and graphs. Students are able to draw conclusions and produce reports without teacher's assistance.	Students are able to create charts and graphs directly using the data collection software. Students are able to draw appropriate conclusions and produce reports with minimal teacher assistance.	Students are able to create charts and graphs with teacher's assistance. Students may make some inappropriate conclusions and produce reports of mediocre quality.	Students are only able to perform the assigned tasks with direct teacher supervision. Students are unable to utilize data or draw conclusions independently.
TEACHERS' ROLES AND RESPONSIBILITIES	Time is provided for an extension activity allowing students to formulate and test an hypothesis of their own creation that is related to the assigned experiment.	Teacher provides time for an extension activity and suggests the direction of inquiry. Students then write and test a hypothesis of their own.	Teacher leads a post-lab discussion of the outcome of the experiment and collects students' work. Students do not get the opportunity to test hypotheses at all--cookbook approach.	Teacher collects students' finished products without analysis of class data or post-lab discussion. No extension time or activity is provided.	Teacher moves on to the next topic without collecting or commenting on student products.
ASSESSMENT	The assessment is preplanned, performanced based, and requires use of the MBL equipment. Students turn in an objective, written report.	The assessment is performanced based, but measures only the mechanical aspects of the skills used in conducting the MBL activity.	A written assessment based on subjective type questions is provided that measures the students' understandings of the laboratory experience.	Written assessment is based on a variety of objective type questions not developed until after the activity has been completed.	Written assessment is based on multiple choice type questions designed to measure recall of facts and is used to generate student grades. The assessment serves no instructional purpose.

	a	b	c	d	e
TEACHERS' USE OF WAIT TIME	Wait time is adjusted to the complexity of the questions.	Wait time inconsistently reflects the complexity of the questions.	No variation in wait time provided between rote versus analytical questions.	Wait time is inversely proportional to the complexity of the questions.	No wait time, regardless of question complexity or the question is rhetorical.

	a	b	c	d	e
TEACHERS' ADJUSTMENT OF WAIT TIME	The teacher solicits several student responses as a means of determining the depth, accuracy, and completeness of student understanding. Wait time is adjusted to increase the number of students giving complete answers. Additional wait time is provided while students are answering.	The teacher solicits several student responses as a means of determining the depth, accuracy, and completeness of student understanding. Teachers' increase of wait time is too short to increase number of complete student answers.	The teacher solicits a student response as a means of determining the depth, accuracy, and completeness of student understanding. Cannot effectively adjust wait time to increase the number of complete student answers.	The teacher rarely attempts to determine whether wait time is sufficient to increase the number of complete student responses. The number of complete responses is not a factor in the teacher's use of wait time.	The teacher fails to consider wait time as important to increasing the depth, accuracy, and completeness of student responses. Wait time is used in a rote or mechanical manner with no variation.

	a	b	c	d	e
TEACHERS' ROLE IN STUDENT ACCOUNTABILITY	The teacher normally includes all students in the question and response cycle.	The teacher selects a respondent from the volunteers.	The teacher usually calls on the first student who signals readiness to respond.	The teacher calls on students before they have time to prepare responses or volunteer.	The teacher rarely calls on students or the teacher provides the answers to the questions.