Helping student perform better in Science Courses

Last month, I had an opportunity to attend a conference on Teaching and Learning (TLC) at San Juan, Puerto Rico, USA (March 17-20, 2008 IABR &TLC). A few presentations during conference reinforced my own approach to help student perform better in science courses.

I was particularly impressed by the approach of William Amadio from Rider University in NJ who delivered a lecture on “Self Expression in Technical Courses: Making it Happen”. We had a lengthy discussion after his lecture and compared our approaches which were similar in many respect. As some of you may know, I am strong proponent of students taking ownership of their learning process. In the courses I teach, I facilitate team learning in the class rooms. Because this process provides me with the opportunity to observe possible flaws or need of improvement in a student’s learning. It also provides me with insight into their minds which some time is missed during formal class room settings. In all my courses, I include group projects, group research and presentations along with conventional lectures by me. I make sure that at least one lecture from the syllabus is taught by team of students. This activity in my classes provides students an opportunity to gather analyze and present information in a logical manner on their own (all higher level of learning). I have seen during student’s presentations, other students are better motivated to analyze and critique information presented to them which, they failed to do when a teacher is presenting the same information. This way I have found a way to interject analysis, synthesis and evaluation in student’s learning process.

This team learning activity also provides student an opportunity to peep into minds of their teachers during class room lectures and a basis for comparison to evaluate their subject matter presentation vis a vis of their teacher. William Amadio and I agreed that there are enormous advantages of team learning. We have seen best student work and best student-teacher and student-student interaction ever. Since students are working on their projects that might have sprung a few problems, their questions were always focused and they were highly motivated during discussion.

One thing on which we agreed to disagree, during our discussion, was team composition. I mix student from higher-medium and low GPA pools representing a team, where as, he believed forming teams from similar GPA groups. I believe a low GPA student can learn a lot from high GPA student on punctuality, study behavior, self motivation, responsibility for ones learning and better communication skills. It also helps a low GPA student to know why he or she may not be getting better grades. In my opinion this realization opens up ones mind to propel him/her for better learning. Bill thought it makes better sense to group high GPA student and low GA student separately. That way low GPA student is also forced to do their group project on their own and not be dependent on a high GPA student.

We also discussed about benefits of small groups, assigning professional level problems, student teach themselves and their participation in a community to make students more responsible individuals. Over all it was a very enjoyable conference which was organized in a beautiful setting of San Juan.

Dinesh K. Singh, DVM, PhD
Department of Life Sciences, WSSU (4/4/08)