Successfully reported this slideshow.

Interactive il strategies day two

444 views

Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

Interactive il strategies day two

  1. 1. Welcome Back! Day Two
  2. 2. Strategy: Student Driver <ul><li>Let a student in the class ‘drive’ the computer! </li></ul><ul><li>Expands your ability to roam for hands-on </li></ul><ul><li>Opens another workstation for hands-on work </li></ul><ul><li>Engages the students as they watch a peer </li></ul><ul><li>Makes your instruction more deliberate and carefully guided as you direct the student driver </li></ul>
  3. 3. Update! Students “drive” the whole class! <ul><li>LOEX Presentation by Tracy Mayfield </li></ul><ul><li>“ Letting the Inmates Run the Asylum” </li></ul><ul><li>Let students set the agenda </li></ul><ul><li>Students discuss what they want to learn </li></ul><ul><li>Librarian creates agenda (word, etc.) </li></ul><ul><li>Students learn, engage, have fun, understand “WIIFM” </li></ul>
  4. 4. Strategy: Mindwalk Through It <ul><li>Students think about a concept, then “mindwalk” through different aspects of the concept </li></ul><ul><li>Record in writing (whiteboard, flip chart pages) their ideas related to each aspect of the concept </li></ul><ul><li>Gets students thinking and moving </li></ul><ul><li>Great early morning or after lunch activity </li></ul><ul><li>Brainstorm and categorize; a great way to emphasize critical thinking </li></ul>
  5. 5. Mindwalk—Library of Congress, Historical Evidence in Your Daily Life <ul><li>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)? </li></ul>
  6. 6. Historical Evidence Mindwalk, cont’d. <ul><li>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)? </li></ul>
  7. 7. Mindwalk, cont’d. <ul><li>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)? </li></ul>
  8. 8. Mindwalk, cont’d. <ul><li>4. Would anyone be able to offer testimony (or oral history) about your activities (who and why)? </li></ul><ul><ul><ul><ul><ul><li>Library of Congress, Historical Evidence in Your Daily Life Activity Page: http://memory.loc.gov/learn/lessons/psources/mindwalk.html#quests </li></ul></ul></ul></ul></ul>
  9. 9. Strategy: Team Teaching <ul><li>Librarian/Librarian </li></ul><ul><li>Librarian/Bibliographer </li></ul><ul><li>Librarian/Library Staff </li></ul><ul><li>Librarian/Archivist </li></ul><ul><li>Librarian/Faculty </li></ul><ul><li>Librarian/Student! </li></ul><ul><li>? </li></ul>
  10. 10. Discussion: Team Teaching <ul><li>Let’s take some time to share successful team teaching situations in your IL classroom! </li></ul>
  11. 11. Strategy: More Advanced Work With Subject Specific Encyclopedias <ul><li>Working with faculty </li></ul><ul><li>In class assignment </li></ul><ul><li>Students find entry on topic of interest </li></ul><ul><li>Use catalog/databases to follow up on source list from encyclopedia entry bibliography </li></ul><ul><li>Compare and contrast other resources to encyclopedia entry </li></ul><ul><li>Expands ability to search & knowledge of a variety of resources </li></ul>
  12. 12. Strategy: Problem Based Learning <ul><li>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) </li></ul><ul><li>Idea works well with, comes from medicine/the sciences </li></ul><ul><li>Good opportunity for faculty collaboration </li></ul>
  13. 13. Facilitating PBL <ul><li>Small groups of students work with a PBL tutor or facilitator </li></ul><ul><li>Works well with multiple meetings, but can be done in a single class </li></ul><ul><li>At the first meeting, students are presented with an unfamiliar situation or problem </li></ul><ul><li>Students identify the main issues and formulate questions to work on </li></ul><ul><li>Following a period of individual study the group meets </li></ul><ul><li>They discuss what they have learnt and apply this to the original problem </li></ul><ul><li>Supporting activities (labs, lectures) are designed and scheduled as needed </li></ul>
  14. 14. Seven Step Method, PBL <ul><li>Identify and clarify unfamiliar terms presented in the scenario </li></ul><ul><li>Define the problem or problems to be discussed </li></ul><ul><li>Ideas storming session to discuss the problem(s) </li></ul><ul><li>Review steps 2 and 3 and arrange explanations for possible solutions </li></ul><ul><li>Step 5 Formulate learning objectives </li></ul><ul><li>Step 6 Private study (all students gather information related to each objective) </li></ul><ul><li>Step 7 Reconvene - Group shares results of private study (Wood) </li></ul>
  15. 15. PBL Scenario Example <ul><li>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. </li></ul><ul><li>A possible scenario for a science class could be: </li></ul><ul><li>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? </li></ul>
  16. 16. Strategy: Use the Constructivist Approach <ul><li>Also, “Discovery learning” </li></ul><ul><li>Inquiry based method </li></ul><ul><li>Ties together experience and education </li></ul><ul><li>Emphasis on using existing knowledge to solve problems and, at the same time, learning and integrating new knowledge along the way </li></ul>
  17. 17. The Constructivist Classroom <ul><li>Curriculum is presented whole to part with emphasis on big concepts Pursuit of student questions is highly valued </li></ul><ul><li>Curricular activities rely heavily on primary sources of data and manipulative materials </li></ul><ul><li>Students are viewed as thinkers with emerging theories about the world </li></ul><ul><li>Teacher generally behaves in an interactive manner mediating the environment for students </li></ul>
  18. 18. Constructivist Classroom, cont’d. <ul><li>Teacher seeks the students' points of to understand students' present conceptions for use in subsequent lessons. </li></ul><ul><li>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) </li></ul>
  19. 19. Project Examples <ul><li>23 Things </li></ul><ul><li>Public Library of Charlotte-Mecklenburg Co. and Others! </li></ul><ul><li>http://plcmcl2-things.blogspot.com/ </li></ul><ul><li>23 Things you can do to learn/discover more about the internet! </li></ul><ul><li>Step by step process of discovery </li></ul>
  20. 20. Engineering Project <ul><li>Students act as technology managers </li></ul><ul><li>Research & review an existing technology in an industry of interest </li></ul><ul><li>Report findings to stakeholders & peers in oral/written reports </li></ul>
  21. 21. Organic Chemistry Synthesis Project <ul><li>Students work on a semester-long project to successfully synthesize an organic compound </li></ul><ul><li>Rely heavily on library databases and chemistry resources </li></ul><ul><li>Team teaching with chemistry faculty (more advanced, structure indexed databases) </li></ul>
  22. 22. Strategy: Use “Old Stuff:” Primary/Secondary Documents <ul><li>Special collections </li></ul><ul><li>Archival collections </li></ul><ul><li>Great collections online! </li></ul><ul><li>Opportunity to team teach with archives/special collections </li></ul>
  23. 23. Strategy: Scenarios & Plagiarism <ul><li>Teaching students about plagiarism is an involved process </li></ul><ul><li>In my research, I found few techniques discussed </li></ul><ul><li>Most are practical and interactive-- </li></ul><ul><li>Scenarios--posing real life situations where plagiarism can happen as a starting point for discussion </li></ul>
  24. 24. Scenario Example <ul><li>Scenario 1: </li></ul><ul><li>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 </li></ul>
  25. 25. Scenario Solution <ul><li>Answer to Scenario 1: </li></ul><ul><li>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 </li></ul>
  26. 26. Plagiarism Resource <ul><li>Scenarios from Rutgers University, Business and Technical Writing--Teacher Resources Page </li></ul><ul><li>http://www.rci.rutgers.edu/~bizntech/teacher_resources/plagiarism/index.html </li></ul>
  27. 27. Strategy: Peer Teaching <ul><li>Students identify strongly with peers </li></ul><ul><li>Find peers more credible than teachers </li></ul><ul><li>When peers make something look “fun” or worth the effort, our millenials are more receptive to it </li></ul>
  28. 28. Resource Wrangle <ul><li>Example of learning from peers </li></ul><ul><li>Each student is given a card with questions and the title of a reference book. </li></ul><ul><li>Find book location in catalog then in reference stacks--then use it to answer the questions </li></ul><ul><li>Students share their findings with others </li></ul><ul><li>Enables students to learn about different types of reference sources </li></ul>
  29. 29. Strategy: Procrastinators? Try an Assignment Calculator! <ul><li>University of Maryland Assignment Calculator </li></ul><ul><li>http://www.lib.umd.edu/UES/freecalc/ </li></ul><ul><li>Emphasizes the need for preparation and planning </li></ul><ul><li>Leads to good research strategies and planning </li></ul>
  30. 30. Questions? Comments? <ul><li>What strategies do you use? </li></ul>
  31. 31. Print Resources <ul><li>Duch, B., Gron, S., Allen, D. (eds) (2001) ‘The Power of Problem Based Learning.’ Stylus Publishing </li></ul><ul><li>Wood, D.F. (2003) ‘ABC of learning and teaching in medicine: Problem based learning’ British Medical Journal 326: 328-330 </li></ul>
  32. 32. Thank You For Attending! <ul><li>Questions? </li></ul><ul><li>Russell Palmer </li></ul><ul><li>1.800.999.8558 </li></ul><ul><li>x4916 </li></ul><ul><li>[email_address] </li></ul>

×