Expert Insights

The big picture is that in any topic there’re key principles, and if you as a lecturer can get across the key principles, that then sets them up to solve problems and to think about the other principles and how they connect.  But if they don’t, if they’re not prepared to accept the fact that there are these key principles you need to understand then it’s not going to work.

So the strategy is to reflect, to change things, to be flexible, to talk to them but not talk down to them, and certainly I would say to any young lecturer don’t be writing the lecture the night before. Know what your course is because then you can jump back and forth as you talk about something.  You can say yeah we talked about this a week ago or something like that, you know. Know what you’re going to talk about, the whole thing, because then you can put it all together as a package.

We all spend a certain amount of our class time going through definitions and jargon and getting students up to speed with the basic area and now that’s material which I take out of the class and put online and let students read and understand that in their own time before they come to the class.

I remember when I was taught this, that the only definition we were given was Le Chatelier’s actual definition, or his principle, and I remember reading that language and going geez, that’s really hard to follow as a student, so I used to always try and present that and then break it down in to a more simple sort of version that I thought would be easier to understand.

The difference between chemistry as it happens in a flask, chemistry as we show it on paper or in a textbook and helping students to understand that these are representations and they're conceptual frameworks that we use to understand our discipline and so helping them put those two pieces together.

I have one slide where I'm first demonstrating how we use curly arrows and that shows an arrow going in a particular direction from a nucleophile to an electrophile and emphasising that the arrow shows electrons moving - so it's got to start from where they are.  There has to be some electrons there for them to move.  So the whole screen goes black and comes up with a little orange box of 'never do this' which is an arrow starting from an H+, which has no electrons. The dramatic emphasis that the whole room goes dark and then it's just up there.

This understanding builds students' knowledge about the basic structure of matter which stimulates them to think in sub-microscopic level that provides the fundamental understanding for further chemistry learning.

The influence has been to stand back and let the students do the learning, rather than for the teacher to be barnstorming them with teaching.

We do an awful lot of focus on teaching but realisticly, authentic assessment that actually engages the student, that’s a tougher ask... I set a lot of essay type assignments. I think we ought to do more of that in science.  But when I started doing this I used to get very poor results and it’s taken me a little while to realise that the students weren’t understanding what the questions was.  They didn’t understand what I meant by compare and contrast or discuss or argue for this.  So increasingly now I use workshops to actually spend time with the students unpacking, what is this essay assignment about?  What am I actually asking you to do?  What do you need to think about? And not assuming that they know how to write an essay.

In the workshops, the workshop idea as we run them is that you are out and about and amongst the students all the time in those groups, seeing what’s going on in the groups, seeing how they’re answering their questions.  They have set questions on sheets that they work through in groups and the groups of three just get one set.  They’re all working on them together and you’re moving in and out and around among the groups and seeing how they’re going.  In that circumstance you can quickly, having looked at three or four of your eight different groups, figure out where a particular issue would be and then that can be addressed on the board, it can be addressed with models or something like that.

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