e-Content (Q2)

Programme : LABORATORY AND WORKSHOP MANAGEMENT

Module II :Conducting laboratory and workshop class (UNIT II)

1. What are the teaching strategies in laboratory and workshop class ?

There are
 Strategy for beginning of the laboratory or workshop class
 Strategy for pre-laboratory talk
 Strategy for main practical session
 Strategy for summarizing

2. What is strategy for beginning of the laboratory ?

The strategy for beginning the laboratory are as following:
 Use this time to get warmed up and calm nerves
 Talk to students and ask them questions as they arrive can be a great way of finding out
about the material that has been covered in lectures

3. What is strategy for pre-laboratory talk ?

The strategy for pre-laboratory talk are as following:
 Talk slowly and clearly and use teaching aids
 State what the session about and cover any important material
 Encourage students to ask questions and give them an obvious signal that it is time to
start work

4. What is strategy for main practical session ?

The strategy for main practical session is as following:
 Avoid spoiling students by doing work for them
 Instead use your knowledge of topic to guide them
 Ensure no one student or group takes up the majority of your time
 Be sensitive –try not to show students up or make them feel uncomfortable

5. What is the strategy for summarizing ?

A summing up of session cover some of the following points

 a summary of the experiment
 a link between the practical session and the theory covered in the lectures
 any problems that have been identified
 suggested further reading.
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6. What are the steps in conducting a laboratory class ?
There are six steps in conducting a laboratory class
 Step-1: Introductory steps
 Step-2: Preparation for demonstration
 Step-3: Demonstration and explanation
 Step-4: Conducting experiment by students
 Step-5: Evaluation of students performance

7. What are the introductory steps ?

The teacher needs to undertake the following activities:
 Explain the relevance of experiment.
 Explain the related theory
 State instructional objectives
 Assess the pre-requisite knowledge of the learners and fill the gaps in knowledge if any.

If independent practical work is assigned, then check the understanding of the students
about the following
 objectives
 relevance of the experiment
 related theory
 procedure
 precautions to be taken
 observations to be made

8. What is preparation for demonstration ?

The demonstrator must do the following before demonstrating a skill to any group. :
• establishing the current level of knowledge of the students in the given topic/subject as
they may not have the prerequisite knowledge to perform the skill.
• discussing the skill with other “experts”, analyzing the skill and breaking it down.
 drafting a plan to be followed for the demonstration so that all relevant points can be
covered in logical sequence.
 preparing all training support materials such as overhead transparencies, handouts,
samples, films, videos, models, project lists, examinations, marking guides.
 Preparing lesson objectives and building in links back and forward to other areas of
instruction or other fields.
 Preparation of an introduction. A good introduction will gain attention, allow interest in
the demonstration, and check existing knowledge.

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 9. What is demonstration and explanation ?

 Explain the technical terms involved in the explanation of experiment.

 Explain the procedure for carrying out the experiment, observation to be made,
precautions to be taken etc.
 Give complete demonstration of the experiment in case the experiment involves complex
skills which students do not possess.

The demonstration should accompany

 explanation of each step

 lay stress on correct way of handling equipment and material, taking observations,
posture etc.
 Involve students in demonstration through asking questions, encouraging them to ask
questions, asking them to assist in handling equipment, material, taking observations etc.
 Recapitulate procedural steps and clarify students doubts if any.
 If instructional sheet has been prepared distribute it to students to facilitate conduct of
experiment by them.
What are three steps for demonstration

10. What are the steps of demonstration ?

Demonstration has three basic steps as following:
i) Demonstrate at normal speed: Demonstrate the skill correctly, at normal speed, so that
the student can see the final result and can also see what is expected from them at the
conclusion of class
ii) Demonstrate again slowly- Demonstrate again for the students, this time doing it slowly
so that they can see exactly what is being done. As the demontrator demonstrates, the student
should begin to recognize names, parts, too and any obvious skills. When demonstrating and
explaining how the skill is performed, demonstrator must be careful about what they say and
how they say it.

The demonstrator should introduce each step, then highlight the key points with
deliberate and possibly exaggerated movements. These key points can also be highlighted
by voice, by giving reasons, or perhaps by repetition. It’s a good idea to pause between
key points to let them sink in.

iii) Verbal instruction from the students – Now get the students to tell you how to carry out
the task in the current sequence. The demonstrator carries out the performance as
illustrated by the students.
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 11. How students should conduct experiment?
o Group students into batches of 3 or 4 for conducting the experiment, if adequate
material and equipment is not available.
o If independent practical work is to be carried out then it is essential that teacher
check the:
a) accuracy of material , equipment etc. selected and apparatus set up
by students
b) students understanding of selecting particular apparatus, material,
equipment

o While students are performing the experiment, the teacher should

 give cues, guidance and demonstration to improve students’ performance.
 encourage students to clarify their doubts.
 pose questions to check their understanding of procedural steps, reasoning ability
etc.
o ensure that each student takes independent observations, particularly when
experiment is assigned in groups.
o try to record his observations on the checklist/rating scales developed for
assessing students’ performance on the process; product and general behavior
components of assignment.

o While students are performing the experiment, the teacher should

 provide immediate feedback to the learner to reinforce the correct response and
improve upon other aspects of performance.
 ask students to complete analysis and laboratory report at the end of experiment.

12. How students should practice ?Student’s practice consists of the following steps:
 i)Controlled student performance- Have the students carryout the skill under close
supervision and at a controlled pace. It is important that the students perform the
exercise correctly. It is difficult, and sometimes almost impossible, to counteract the
effect of a skill learned incorrectly.

 ii) Student practice- Now is the time for student practice. This part of a skill session should
be at least 50 percent of the allocated session time. During this time the demonstrator
must be available to answer any questions that arise. If a student has problems don’t take
over from them but get them to fix it themselves; the demonstrator or other members of

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 the group can give the correct information or suggestions. Try also to enlist their peers to
assist with any problems.

13. How to evaluate the students’ Performance ?

• Both formative and summative evaluations are to be carried out.
• The observations recorded on check-lists/ rating scales during conduct of experiment by
students
• Observation should be analyzed to identify the strengths and weaknesses and for
providing necessary guidance to improve students performance.

• For summative evaluation, in addition to observation made during performance,

laboratory report and via-voce are to be evaluated.