A verbal lab assessment is an alternative to a traditional written lab report. It provides students with an opportunity to showcase their understanding of a self-paced Labster simulation by presenting their findings to their teacher and/or classmates either synchronously or asynchronously. Additionally, it supports students to practice the skill of clear and concise communication about their learnings or findings, which is key in any science class. The note-taking and planning templates included in this strategy support students to deepen their knowledge and take ownership of their learning as they demonstrate their understanding verbally.
Assign the Labster simulation that aligns with your learning objective. For guidance, you can reference the standards alignment resource included below.
Support students as they work through the Labster Simulation using the Colored Cards strategy linked below.
Meet with students either individually or in small groups as they finish with the self-paced simulation in order to check for understanding and troubleshoot any questions or issues that arise.
Make sure that students record notes and observations as they progress through the Labster simulation utilizing the Labster Lab Report Template included below.
After students have completed the simulation, have them create their verbal lab report using the organizer template provided and scored with the rubric. Students can use the rubric to ensure that the lab reports meet the requirements.
Decide how the students will present their verbal lab reports. Some options include:
Students could record using a screen recording tool (such as Adobe Spark Video or Loom) and share it with their teacher and classmates. Then, the teacher could respond to the recording with probing questions either synchronously or asynchronously using a tool such as Flipgrid, Padlet or a screencast.
Students can meet with their teachers 1:1 and present their verbal lab reports and then the teacher can ask probing questions, such as the ones included in the resource below.
Students could present their verbal lab reports to the class so that both classmates and the teacher can ask probing questions, such as the ones included in the resource below.
Score the lab reports using the lab report rubric and provide feedback to the students. Explain to students that the rubric will be used and provide it to students in advance so that students can self-assess prior to turning in their reports.
When I used this strategy with the Law of Universal Gravitation: Use Gravity to Orbit the Moon Simulation, I had students work in partners and present their findings to the class. Each group shared what they learned in a short presentation and I had the students come up with the probing questions.
In a virtual classroom, students can:
Record their videos using a screen recording tool, such as Flipgrid, and share their videos with their teacher. The teacher could respond with probing questions either synchronously or asynchronously.