LOPUS Code Descriptions
Compiled by Queen’s University for the TRESTLE project (December, 2016)
The Laboratory Observation Protocol for Undergraduate STEM (LOPUS)
This document was adapted from Detailed Code Descriptions for COPUS written by Stephanie
Chasteen (UC Boulder), and Lopus Supporting Information document authored by Jonathan B.
Velasco, Adam Knedeisen, Dihua Xue, Marytza Abebe, Trisha L. Vickrey, and Marilyne Stains.
LOPUS Code Descriptions provides interpretation and application of the LOPUS protocol for the
Physics department at Queen’s University as part of the TRESTLE project.
Further information, contact [email protected]
Contents:
Table 1. Lab context, and observation instruction ............................................................................ 2
Table 2. A. Instructor/ TA instructional behaviors (typical) captured in LOPUS ..................................... 3
Table 2. B. Instructor/ TA instructional behaviors (interactive) captured in LOPUS ............................... 4
Table 2. C. Instructor/ TA instructional behaviors (non-instructive) captured in LOPUS ......................... 5
Table 3 A. Students’ instructional behaviors (Typical & interactive) captured on LOPUS........................ 6
Table 3 B. Students’ instructional behaviors (non-instructive) captured on LOPUS ............................... 7
Table 4. Nature of verbal interactions ............................................................................................. 8
Figure A – Snapshot of LOPUS in the Generalized Observation Reflection Platform (GORP) ................... 9
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Table 1. Lab context, and observation instruction
Lab context
Facilitator
Instructor or Teaching Assistant
(TA)
Single lab room Instructor with one or more TAs
Two or more instructors or TAs
Multiple lab
rooms for a
single class
Instructor with one or more TAs
Two or more instructors and or TAs
Observation
Record behavior and interactions
Record behavior for all instructors
and TAs and capture (as much as
possible) all interactions
Record all behavior and interactions
as they happen in the room you are
in.
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Table 2. A. Instructor/ TA instructional behaviors (typical) captured in LOPUS
Type of
behavior
Code
Definition
Lec
Lecturing to the class- includes presenting new content, problem or
solution, describing objectives, course information, etc.
Often coded with RtW, Adm (if materials are being handed out while
speaking), and/ or M (if coding for more than one TA); re-explaining
concepts presented in the lecture are recorded as Lec, not FUp.
Note: Watch for transitions between reviewing a previous lab or
conceptual links to previous lab activities (use FUp), and when
introducing a lab activity use DV.
RtW
Real-time writing on the board, document camera, etc. (often coded
with Lec)- refers to writing for the whole class, not individual
students or small groups.
FUp
Providing follow-up/feedback on activity (after quizzes, lab work,
etc.)
Code as FUp when the instructor is reviewing the outcome of a
previous lesson or the outcome of the experiment in the current
lesson. If the instructor changes from FUp to Lec, then both might be
coded within a 2-minute interval.
DV
Showing or conducting a demonstration (such as proper use of
equipment), simulation, animation, video, or manipulating a
physical model (for the whole class)
Demonstrating an activity for just one group is not considered DV,
use 1o1-Talk with TI.
M
Monitoring class or individual groups without interacting with
students for at least 5 seconds; TA may or may not be moving while
doing so.
Instructor may pause at groups to monitor, but if interacting for a
group to the exclusion of other groups, use 1o1- Talk or 1o1-TPQ.
Use this code (along relevant other code, such as Lec, Rtw, DV) if one
or more TAs circulate on behalf of the primary instructor.
Typical
instructional
behaviors
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Table 2. B. Instructor/ TA instructional behaviors (interactive) captured in LOPUS
Type of
behavior
Interactive
behaviors
Code
Definition
PQ
Posing lab-related question or request to student/s with entire class
listening (non-rhetorical)
Use this code if the students are expected to answer (even if they do
not actually answer), if no wait time is given, consider the question
to be rhetorical. Questions may be read to the group from a
worksheet, or posed spontaneously, such as “Any questions?” PQ
can also be coded with FUp if the instructor uses questions as part of
the FUp.
1o1Talk*
Talking to individual student or group of students one-on-one. Use
in conjunction with TI or SI to indicate who initiated the
conversation. Note the nature of the discussion (see Table 4).
This code is commonly used in Labs, as the instructor/ TA stops to
help students with their lab activity. This assumes that the other
groups are all continuing with the experiments/ lab related work. If
another group is waiting and cannot continue while the instructor
remains in 1o1 with a group, then use student W code. If coding for
multiple TAs, 1o1-Talk may be coded with M.
1o1TPQ*
Posing a question to an individual student or group of students in a
one-on-one interaction. Use in conjunction with TI. Note the nature
of the question (see Table 4).
Questions are generally used to trigger prior knowledge, prompt
students to predict outcomes, or reinforce conceptual
understanding, but may be logistical (about safety or procedures).
Use this code for questions such as “tell me why you are doing
that?”. Yes or no questions are usually recorded as VP.
VP
Verbal monitoring (“how’s it going”-like statements) and positive
reinforcement
Use if the intent is to check status or encourage a student/ group of
students (do not record as question as PQ unless it is directed at the
whole class). Includes non-verbal praise such as thumbs up.
TI
Initiating a one-on-one interaction with an individual student or
group of students, coded in conjunction with 1o1-Talk or 1o1-TPQ .
This code is used on its own if the interaction is conversational and
does not pertain to lab related material or topics.
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Table 2. C. Instructor/ TA instructional behaviors (non-instructive) captured in LOPUS
Type of
behavior
Noninstructive
behaviors
Code
Definition
Adm
Performing administrative tasks, such as lab set-up or clean-up,
handing out/retrieving assignments and materials, including
laboratory equipment.
Use Adm to reflect TAs talking with each other, or a technician about
lab activities, or solving technical issues..
Do not use for student evaluation or surveys. Use O and comment.
W
Waiting, not interacting with students, generally unavailable to
students for at least 5 seconds, for example reading notes to self.
Use if instructor is doing something unrelated to the lab i.e. email/
social media.
O
Behaviors not directly related to the instruction of the laboratory,
record comment for any O code used.
Use when students and TAs are engaging in off-task conversations
Use if TA/ Instructor leaves the room
Note: *Denotes additional coding required to capture the nature of the discussion/ question.
These are either Conceptual; Analytical; Experimental; Safety; Previous (see Table 4).
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Table 3 A. Students’ instructional behaviors (Typical & interactive) captured on LOPUS
Type of
behavior
Typical
instructional
behavior
Interactive
behaviors
Code
Definition
L
Listening to instructor, TA, video, or student presentations as a class
and obviously paying attention (looking at instructor/TA)
Usually at the beginning of the session, often coded with Lec, DV, FUp.
Lab
Performing the lab activity.
Includes prepping and performing the lab activity, note taking, or
group discussions about the lab activity.
TQ
Taking a test or quiz (about the content/ concepts/ experiment/
processes or outcomes)
May be individual or group, but do not use for course evaluations or
surveys (use O and comment)
SQ*
Asking the instructor/TA a lab-related question with entire class
listening. Note the nature of the question (see Table 4).
1o1SQ*
Individual student or a group of students asking the instructor/TA a
lab-related question. Note the nature of the question (see Table 4).
Use in conjunction with SI.
May sound like “how does this work?” (Experimental); “why does that
happen?” (Conceptual), or “how do I calculate…?” (Analytical)
WC
Engaging in whole-class discussion, including explanations, opinions,
and judgments, often facilitated by the instructor/TA.
Can involve multiple student perspectives, or differences in an
approach.
Prd
Making a prediction about the outcome of a demonstration or
experiment.
May be prompted by PQ or 1o1-TPQ, and can be done individually or
in a group. Usually coded in addition to L or Lab.
SP
Giving verbal presentations that require students to explain their
data/ experiment/ results to the rest of the class.
Usually coded with L for students and M for instructor/TA.
SI
Initiating one-on-one interaction with the instructor/TA, coded in
conjunction with 1o1-Talk or 1o1-SQ.
Use on its own for conversations that do not relate to the lab.
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Table 3 B. Students’ instructional behaviors (non-instructive) captured on LOPUS
Type of
behavior
Noninstructive
behaviors
Code
Definition
SL
Leaving the lab for the day.
Often coded with Lab, as some students will be packing up while
others are still finishing an activity.
W
A group of students are waiting and not performing any kind of
activity due to technical difficulties, waiting for instrument to operate
or reactions to occur, instructor/TA otherwise occupied, etc.
Use waiting if the Instructor/ TA is late
O
Behaviors not directly related to the instruction of the laboratory,
record comment for any O code used.
Includes completing course evaluation/ surveys
Note: *Denotes additional coding required to capture the nature of the discussion/ question.
These are either Conceptual; Analytical; Experimental; Safety; Previous (see Table 4).
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Table 4. Nature of verbal interactions
The following codes are used along with *codes in Tables A and B
Nature of verbal
interaction
Code
Conceptual
Cpt
Underlying scientific principles, such as macro/microscopic
perspectives; definitions do not count
Analytical
Ana
Data analysis and calculations, including equations
Experimental
Exp
Experimental procedures, equipment (including reagents) and
laboratory techniques
Safety
Sft
Safety or cleanup procedures in the laboratory
Previous
Pvs
Previous laboratory activities, quizzes, or exams; not to be crosscoded with Cpt, Ana, and Exp
Definition
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Figure A – Snapshot of LOPUS in the Generalized Observation Reflection Platform (GORP)
LOPUS has been integrated into the Generalized Observation Reflection Platform (GORP) http://tea.ucdavis.edu. This web platform permits live or video-based coding with LOPUS. It
also provides a basic analytical report and an excel spreadsheet that can be used for more
complex analyses.
Students’ behavior codes (Table 3 A, B) are represented with orange buttons, and TAs’ behavior
codes (Table 2 A, B, C) are represented with green buttons.
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