developing good learners in your subject session 4 the learning-to-learn network presents a...
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The Learning-to-Learn NETWORK presents a 4-session certificate course
Developing Good Learners in Your SubjectDeveloping Good Learners in Your SubjectSession 4Session 4
Learn to Relate: Learn to Relate: O DiagramO Diagram
Dr Angela Ho, EDCKenneth Tam, L2L project
Chan Shun Wan and students, ABCT
UGC funded teaching development project
Learning to LearnLearning to Learn
Developing students’ Developing students’ Cognitive, Motivational & Interpersonal Cognitive, Motivational & Interpersonal
strategies for learningstrategies for learning
Participating departmentsParticipating departments
1. BSE
2. BUSS
3. COMP
4. EDC
5. ENGL
6. GEC
7. ITC
8. LSGI
9. ME
10.ISE
11.OR
This session…This session… Are students learning effectively in
laboratory work? (group activity) O diagram – main features Possible positive impacts (group activity) Implementing O-diagram
– Chan Shun Wan and his students
Structure of the O-Diagram
Inside Knowledge / theories / concepts / reasons
Outside Procedures / actions / objectives and
conclusions Divided into quarters representing various
stages of an experiment / research Stages are laid anti-clockwise around the circle
Using the O diagram
How to use? Fill in each part with relevant information Link information on the two sides of the O
Variations Sequence: in-out, out-in, simultaneous Amount of help provided
Positive Outcomes ExpectablePositive Outcomes Expectable Understanding of mate
rial Bridging theory and pr
actice Holistic picture of the
experiment Transferable concepts
from O diagram
Insights into the nature of research:– Relationship between
hypothesis and conclusion
– Guided by objectives
– Research evolved around theories
– Pursuit of knowledge should have no end
Understanding of MaterialUnderstanding of Material … I think when you do this O diagram, if
you don’t understand the lab, you wouldn’t be able to do it… (B:107)
Yes. As mentioned earlier, it shows the relationships and you understand it. This format helps you remember. So it helps you learn… (B:125)
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Bridging theory and practiceBridging theory and practice “This is only one thing. Sometimes I learn a
theory but don’t know how it can be applied, say in the experiment. This helps me in that it shows me say this is related that theory I’ve learnt earlier. But the old ones, for which I have to regurgitate tens of pages, I really don’t see how one thing relates to another.” (A:301)
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Holistic picture of the experimentHolistic picture of the experiment … Doing this O diagram has already helped
you achieve this, which shows you that the holistic picture of the experiment, a picture that we are often unable to give in our reports... A merit of this O diagram is this, that it shows the whole picture at a glance. (B:192)
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Transferable concepts from O diagramTransferable concepts from O diagram
…we had a talk of career development today, I think we could use this to show ourselves [our career plan]. For example, if I wanted to open a bookshop in ten years, then I needed to find a job that would give me the money I needed. I could use this O diagram method, like set the goal in this space for hypothesis, then the procedures etc. I could use it for an evaluation. “Am I achieving my goals after one year?” It could be used this way, may be. (B:173)
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Insights into the nature of researchInsights into the nature of research Relationship between hypothesis and conclusion
– I realise that the conclusion has to correspond to the aim... As it comes back to here, you can compare the hypothesis with the conclusion, and they should say similar things. In normal reports, where the conclusion is at the end, you wouldn’t try to match it with the aims. So I think now that doing an experiment, whatever results you get, the conclusion should be answering the aim or hypothesis. (B:154)
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Insights into the nature of researchInsights into the nature of research Guided by objectives
– As mentioned earlier, you need to set the goal first, and everything you do is guided by that goal. That’s something learnt from the O diagram too. (B:158)
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Insights into the nature of researchInsights into the nature of research Research evolved around theories
– Doing a research is to design a set of procedure based on what you’ve learnt. It’s the other way round for the O diagram, where you write the procedure and knowledge and link them together. Turning it around you get a research. (A:177)
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Next…Next… Implementing O-diagramImplementing O-diagram
– Chan Shun Wan and his students, ABCTChan Shun Wan and his students, ABCT
Are students learning effectively in laboratory work? (group activity)
O diagram – main features Possible positive impacts (group activity)
Developing Good Learners in Your Subject
Session 4: Learn to Relate:Using O-diagram in the Laboratory Report of
Pharmacology & Toxicology
By CHAN Shun WanFebruary 2003
Why Use O-diagram?
• Students easily forget basic knowledge related to the subject.
• They find it hard to see the relationship between theories learnt, experimental design and procedures.
• They usually produce a lengthy report instead of a precise one.
• Most of the reports do not show a high level of understanding.
Purposes of Using O-diagram
• Help students recall basic knowledge related to the subject.
• Facilitate students to see the relationship between theories, experimental design and procedures.
• They could produce good reports later.• Reduce students’ workload but ensure
they have learnt.• O-diagram can easily fit into my existing
curriculum.
Description of Implementation
Subject Name Pharmacology & Toxicology
Target Final year ABB students
Class Size 40
Duration 1 semester
Mode of Delivery Lecture (2 hours)Tutorial (1 hour)Laboratory (3 hours)
Assessment Tests,Laboratory reports &Examination
Sample O-Report Format
Instructions for students:
• Inside the circle are all theories and key concepts relevant to this experiment work in pairs.
• Work anti-clockwise through the circle, from hypothesis to conclusion.
• Fill in antagonist (A), agonist (B) and the biological response you have chosen.
• After the experiment, record on the outside of the circle the steps you’ve taken and write the reason for each step inside the circle, adjacent to the steps. If a reason is already in the circle, draw a line to link the step to it.
ConclusionHypothesis
Set up
Data presentation and analysis
Theory
Wait until the changeof mean arterial bloodpressure go back to theinitial level
Drug can be metabolized by our bodies Different drugs bind on different receptors
to generate various biological responses. Agonist binds to receptor and produce
biological response but antagonist binds toreceptor without giving biological response.
Antagonist competes the receptor withagonist.
Drug needs time to go to the site of action. Significant change in response often
happens in tenfold increase inconcentration
Antagonists need time to occupy thereceptors.
A. ___________ antagonizes thebiological response (_____________) ofB. ____________.
A. ___________ causes a rightwardshift of dose response curves of B.____________.
Comparison of Report Format
Traditional Report O-Report
Linear(Intro. Objective … Ref.)
Alinear(Work anti-clockwise on a page)
Hard to see the relationship Easy to see the relationship
Take time to finish Shorter time is needed
Stress on writing anorganized report
Stress on understanding theexperiment and theories
Good formal report
Students’ Response
Negative points• The instruction is not clear• Not enough space to write
Positive points• Understand the experiment better• Easy to do and save time• Catch key theories• Recall theories learnt in lecture
Teachers’ Observations
• Students need to adapt to the new arrangement.• Students play an active part in learning.• Students have a better understanding of what
they are doing.• Students have a holistic view of the subject.• Students produce better reports in other
subjects.
I agree that O-report could help students achieve a higher level of understanding of the subject matter.
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