Early Monday morning, I joined Gary Larson’s heating and air conditioning class for a presentation that he labeled as “sharks, swimming, showers, leaking water bottles and heat transfer.” I could already tell from the title of the presentation that this would not be a “dry” lecture. The topic was basic refrigeration theory. He introduced the topic with a short video clip taken from the movie “Jaws.” That movie scared many people out of the water back in the 1970’s, but on this day it set the stage for Gary’s unique teaching method in which he weaves the concepts of heat transfer into stories.
Larson presented the students with a challenge that he could prove that 100 degrees is cold and 70 is hot. Challenging a person’s assumptions is a fun way to grab attention. He illustrated his point with examples the students had experienced. Larson made the concept of heat transfer through radiation understandable with an example; you can bake in the sun on a 70 degree day. Similarly, he clarified the concept of the absorbed heat through the process of liquid evaporation; you can come out of the ocean on a 100 degree day and feel cold. He applied this same principle to leaky goat skin water bags that individuals in desert countries use to keep water cooler as the evaporation causes heat to absorb. As he wove key concepts into his stories, he put the main principles he wanted to emphasize in red. This made sure his students did not miss the point. Larson’s use of story made the class fly by. It allowed him to stealthily incorporate the concepts into his presentation so the students learned almost effortlessly.
Another unique aspect of Larson’s instructional repertoire is the “lightning round.” I first learned about the lightning round from a graduate who included it as one of the reasons he learned so much from Larson’s classes.
Larson said, “One day, I was traveling from group to group as the students were taking pressures and temperatures on some air conditioning equipment. They were recording “superheat” calculations. I noticed one of the students, Michael, was sitting in the corner with a pencil and paper. The other three were doing the work and just yelling out the answers to the questions to Michael. I asked Michael the definition of “superheat” and other questions relating to that day’s activity, and he was unable to answer any of my questions. This was very disturbing. Because Michael was in the group, he would normally have gotten an “A” on his paper as all of the questions he recorded were correct. I came up with a method to keep this from happening and the “lightning round” was born.”
Larson includes specific questions regarding the lesson in each lab that the students answer individually rather than as a group. There are boxes at the top of the lab assignment to record either an X or a checkmark. If the student answers are satisfactory, they get a checkmark. If not, a student gets an X. The others in the group can help the student with an X to be able to answer correctly during the second lightning round. If the student still doesn’t get it, Larson will work with them individually. We all have had a “Michael” in our class. Instead of being frustrated about “Michael,” we can use those challenges to make tweaks in our class to make it more effective for every student.
Teaching nugget
Good teaching is one/fourth preparation and three/fourths theater. (Gail Godwin)
Bad joke to start the week
I have a fear of elevators but I’ve started taking steps to avoid it.