Interactive il strategies day twoPresentation Transcript
Welcome Back! Day Two
Strategy: Student Driver
Let a student in the class ‘drive’ the computer!
Expands your ability to roam for hands-on
Opens another workstation for hands-on work
Engages the students as they watch a peer
Makes your instruction more deliberate and carefully guided as you direct the student driver
Update! Students “drive” the whole class!
LOEX Presentation by Tracy Mayfield
“ Letting the Inmates Run the Asylum”
Let students set the agenda
Students discuss what they want to learn
Librarian creates agenda (word, etc.)
Students learn, engage, have fun, understand “WIIFM”
Strategy: Mindwalk Through It
Students think about a concept, then “mindwalk” through different aspects of the concept
Record in writing (whiteboard, flip chart pages) their ideas related to each aspect of the concept
Gets students thinking and moving
Great early morning or after lunch activity
Brainstorm and categorize; a great way to emphasize critical thinking
Mindwalk—Library of Congress, Historical Evidence in Your Daily Life
1. In the last day, did you create any records of your activities (a diary, notes to yourself, a letter to a friend or relative, an e-mail message, a telephone message)?
Historical Evidence Mindwalk, cont’d.
2. Would traces of your activities appear in records someone else created (a friend's diary, notes, or calendar entry; a letter or e-mail from a friend or relative)?
3. Would traces of your activities appear in school records? in business records (did you write a check or use a charge card)? in the school or local newspaper? in government records (did you get your driver's license or go to traffic court)?
4. Would anyone be able to offer testimony (or oral history) about your activities (who and why)?
Library of Congress, Historical Evidence in Your Daily Life Activity Page: http://memory.loc.gov/learn/lessons/psources/mindwalk.html#quests
Strategy: Team Teaching
Discussion: Team Teaching
Let’s take some time to share successful team teaching situations in your IL classroom!
Strategy: More Advanced Work With Subject Specific Encyclopedias
Working with faculty
In class assignment
Students find entry on topic of interest
Use catalog/databases to follow up on source list from encyclopedia entry bibliography
Compare and contrast other resources to encyclopedia entry
Expands ability to search & knowledge of a variety of resources
Strategy: Problem Based Learning
Small groups of students are presented with contextual situations and asked to define the problem, decide what skills and resources are necessary to investigate the problem and then pose possible solutions (Duch, Groh & Allen, 2001)
Idea works well with, comes from medicine/the sciences
Good opportunity for faculty collaboration
Small groups of students work with a PBL tutor or facilitator
Works well with multiple meetings, but can be done in a single class
At the first meeting, students are presented with an unfamiliar situation or problem
Students identify the main issues and formulate questions to work on
Following a period of individual study the group meets
They discuss what they have learnt and apply this to the original problem
Supporting activities (labs, lectures) are designed and scheduled as needed
Seven Step Method, PBL
Identify and clarify unfamiliar terms presented in the scenario
Define the problem or problems to be discussed
Ideas storming session to discuss the problem(s)
Review steps 2 and 3 and arrange explanations for possible solutions
Step 5 Formulate learning objectives
Step 6 Private study (all students gather information related to each objective)
Step 7 Reconvene - Group shares results of private study (Wood)
PBL Scenario Example
For example, in our local community, as in many others, the status of creationism vs. evolution in the school curriculum continues to be a hot topic.
A possible scenario for a science class could be:
The local school board is considering the curriculum for 7th grade earth science. You have been asked to testify on the topic of the age of the Earth. How old is the Earth, how do we know, and what kind of accuracy do we know it with? Your testimony could influence what local students are taught in the coming years. What do you tell the board, and how will you back up your conclusions?
Strategy: Use the Constructivist Approach
Also, “Discovery learning”
Inquiry based method
Ties together experience and education
Emphasis on using existing knowledge to solve problems and, at the same time, learning and integrating new knowledge along the way
The Constructivist Classroom
Curriculum is presented whole to part with emphasis on big concepts Pursuit of student questions is highly valued
Curricular activities rely heavily on primary sources of data and manipulative materials
Students are viewed as thinkers with emerging theories about the world
Teacher generally behaves in an interactive manner mediating the environment for students
Constructivist Classroom, cont’d.
Teacher seeks the students' points of to understand students' present conceptions for use in subsequent lessons.
Assessment of student learning is interwoven with teaching and occurs through teacher observations of students at work and through student exhibitions and portfolios. Students primarily work in groups. (Brooks & Brooks, 1993)
Public Library of Charlotte-Mecklenburg Co. and Others!
23 Things you can do to learn/discover more about the internet!
Step by step process of discovery
Students act as technology managers
Research & review an existing technology in an industry of interest
Report findings to stakeholders & peers in oral/written reports
Organic Chemistry Synthesis Project
Students work on a semester-long project to successfully synthesize an organic compound
Rely heavily on library databases and chemistry resources
Team teaching with chemistry faculty (more advanced, structure indexed databases)
Strategy: Use “Old Stuff:” Primary/Secondary Documents
Great collections online!
Opportunity to team teach with archives/special collections
Strategy: Scenarios & Plagiarism
Teaching students about plagiarism is an involved process
In my research, I found few techniques discussed
Most are practical and interactive--
Scenarios--posing real life situations where plagiarism can happen as a starting point for discussion
The assignment for Web Authoring is to compile research into a informative website for a specific audience. A student is particularly interested in goldfish and notices that no single website compiles all of the information about goldfish into one location. The student happens to be a member of The National Goldfish Society and has identified an audience need for the project. Much of his research is already online so the student simply cuts and pastes language from multiple websites and reorganizes this information into a format that meets his target audiences needs
Answer to Scenario 1:
Yes, this is plagiarism. Just because the student has free access to information on the web does not mean that it is there for the taking. If a student cut and pasted several articles and book chapters together into an essay, it would count as plagiarism. The same goes for creating a website
Scenarios from Rutgers University, Business and Technical Writing--Teacher Resources Page