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

Do students really learn?Do students like it?

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.

ENDEND