Deliberate Documentation....To Detail or Not to Detail
Lesson 6 of 11
Objective: In this interactive, digital, virtual lab training experience students will practice using three common biotechnology industry workplace documents to deliberately document our lab investigations.
In this lesson students will be able to form working teams to analyze the existing suggested elements of a SOP and then to compose an SOP using a Team Writing Routine. Students will be able to address the inquiry:
Why are universal procedures for documenting our work critical to the role of biotechnologists?
NATIONAL BIOTECHNOLOGY STANDARD(S):
BT. 1.7 - Demonstrate knowledge of standard precautions including proper storage, handling and disposal of biohazards materials.
BT. 1.8 - Demonstrate the ability to follow as well as compose Standard Operating Procedures (SOP).
Students will read the excerpt found here in the Deliberate Doc warm-up and complete the three sentence writing prompt, Because...But...So, as a self-reflection. Students will complete the Talk to the Text Routine when reading this excerpt. The steps to this routine, viewed in the video below, are as follows:
1. Read the excerpt in its entirety and mark-up the text in ways that are helpful to them. (Video Time 00:14-01:24)
2. Read excerpt again and circle words you would like to get to know better. Students share these words with a partner and negotiate THREE words that represent words that may be a stumbling block to their understanding of the text. We commonly call these terms "Survival Words". These words are placed on a Post-It note and added to the Deliberate Documentation Anchor Poster. The members of the class decode or "unpack" these these terms using their prior knowledge and contextual clues from the reading. (Video Time 05:52-13:44)
3. During a third reading of the excerpt students underline the main idea and supporting statements. After conferencing with their partner, the main idea agreed upon by the two students, is written on a Post-It note and added to the anchor poster. Reading the students writings aloud legitimizes their efforts and honors and values their engagement. (Video Time 16:35-21:15)
4. After a forth and final reading of the excerpt, students are instructed to individually compose a question to either the author of the text or a character within the text. This question is written on a Post-It and placed unto our anchor poster. (Video Time 21:20-29:30)
Reciprocal Teaching is a strategy that asks students and teachers to share the role of teacher by allowing both to lead the discussion about a given reading. In this portion of the lesson, students carefully review the document entitled, How to Compose an Effective Standard Operating Procedure (SOP) in teams using the Reciprocal Reading Routine. Students are assigned one of four or five roles as described by the following Reciprocal Reading Roles Posters. If instructors would like to keep the student groups small, perhaps three students, then assigning the roles of Predicting, Clarifying, and Questioning Coach would be essential. Students read the document using the specific lens that they were assigned and prepare to share what they have gather in both same and mixed groups of coaches.
At this point in the lesson students rotate to the technology station. They complete computer-based training using the following Digital Course Guide (Deliberate Documentation) as a support. The NCCC Bionetwork course, Deliberate Documentation, explains the need for standardized documentation procedures in medical science and is perfect for scholars of all ages.
Team writing of Standard Operating Procedures ensures comprehensive knowledge from different perspectives, creates buy-in and likelihood that the SOP will be followed, trains novice SOP authors how to properly write SOPs, and has the ability to involve people from diverse perspectives. In teams of four, students complete the Deliberate Documentation Take Away Activity.
At the end of the Deliberate Documentation digital course students are awarded a Certificate of Completion if they demonstrate proficiency. An additional evaluative tool is a review of the Team SOP created to detail how the computer based training course is to be completed OR revisiting the lesson warm-up as a self-reflection at the end of the lesson as seen in this student video.