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Getting wicked in the classroom (updated) - Evans & Sobel


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Presented at LILAC 2019

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Getting wicked in the classroom (updated) - Evans & Sobel

  2. 2. AURARIA LIBRARY Serving: University of Colorado Denver Metropolitan State University of Denver Community College of Denver Denver, Colorado, USA
  3. 3. IN OUR HOUR TOGETHER, WE WILL: • Introduce wicked teaching • Creating wicked learning objectives: Naming large-scale goals and working backward to support them • Designing wicked assignments for the information literacy classroom • Coaching students to take on wicked problems in their courses • Time to plan wicked learning objectives, assignments, or coaching scenarios Cauldron, courtesy Irene Kightley at Flickr
  4. 4. The book that inspired us: Hanstedt, Paul. Creating Wicked Students: Designing Courses for a Complex World. Sterling, Virginia, USA: Stylus
  5. 5. WHAT ARE “WICKED PROBLEMS”? Big, messy real-world issues!* The goal: We want our students to feel confident and prepared to take on wicked problems in their careers when they graduate. *Author Paul Hanstedt developed the term “wicked problems to describe them (See Creating Wicked Students – highly recommended!)
  6. 6. content knowledge + skill knowledge + sense of authority = thoughtful change (Hanstedt, 2018, p. 6)
  7. 7. CONCEPTS IN WICKED TEACHING Concepts we’ll cover today • wicked learning objectives & goals • wicked active learning • trimming down your content • wicked reading • wicked assignments – for both classroom and information literacy assignments Other major concept(s) in wicked teaching • wicked assessment • wicked course structure
  8. 8. WICKED LEARNING OBJECTIVES Your dream learning objective: “I’d like these students to make every decision for the rest of their lives based on well-chosen, authoritative information from excellent sources!” Turning it into a realistic learning objective: “Students will be able to generate strategies for information seeking and selection based on real-life scenarios they have generated.”
  9. 9. BRAINSTORMING TIME! • I want my students to use their information literacy skills every time they seek information sources for the rest of their lives. • How can I turn this into a realistic learning objective? • Photo courtesy Dave Wilson at Flickr
  10. 10. NESTING HIGHER- AND LOWER- ORDER THINKING SKILLS Now make a plan: • What lower-level skills do students need in order to successfully use the skills you’ve selected? • For example, terminology… • …or simply understanding how to find good information… • …or succeeding with cultural factors that are implied in assignments. • How will you support students who need a little extra help using the lower-level skills? Create a learning objective that’s high on Bloom’s taxonomy. Appraise Formulate Synthesize Examine Contextualize Create!
  11. 11. BRAINSTORM AGAIN! Let’s practice…. Think of a wicked learning objective that you might use in a library instruction session. • What basic skills would you “nest” under your learning objective? • How would you prepare to support these? Photo shared by George Hodan at: 202
  12. 12. A REMINDER FROM PAUL HANSTEDT: Align your goals with the course’s goals!
  13. 13. WICKED ACTIVE LEARNING What do you think of when you think of active learning? How can you make discussion-based learning active?
  14. 14. ANOTHER WICKED REMINDER FROM PAUL HANSTEDT: Trim your content. Now trim it down some more!
  15. 15. WICKED READING – ADVANCED CRITICAL THINKING Real-world question: How can we help students lose their fear of popular literature? Another real-world question: How can we help them understand that “popular” and “scholarly” commentary on the same topic both have value?
  16. 16. CHARACTERISTICS OF WICKED ASSIGNMENTS • Take place over a long period of time, leading to a big event or product • Success, failure, and exploration are expected in the project. There may or may not be smaller, graded steps along the way. Students really take the lead! The professor is there to consult and give advice on the project. (Students still learn a great deal from the professor in other parts of the course.) • The project may mimic work that’s done by professionals in this field. • Information gathering is often realistic & organic.
  17. 17. SPECIAL CONCERNS THAT STUDENTS MAY HAVE • Challenges with finding information in a real-world environment • Nervousness about having one big final grade • Unfamiliarity with some of the professional-level skills that they will use • Feeling nervous about the freedom of the project • Stage fright or other performance anxieties How can librarians support these? “witch cat XD,” shared at xd
  19. 19. WICKED LIBRARY INSTRUCTION If you don’t have a course in mind, try creating something that you could do in a single library class session for my art history course. Major information-related goals for that course are: • Finding high-quality copies of art (in both print and digital formats) • Finding expert commentary that responds to your questions on specific works of art • Interpreting expert commentary for gallery visitors Come up with an activity for this session! Now let’s come up with wicked activities for the library instruction classroom. Come up with an activity that you could do during a 75- minute session. Think of an interesting instruction session that you’ve had in the past – what’s something wicked you could have done to support it?
  20. 20. Karen Sobel Associate Professor/Teaching & Learning Librarian University of Colorado Denver Email: Telephone: +13033157709 Twitter: @kslovesbooks Lorrie Evans Teaching & Learning Program Lead Librarian University of Colorado Denver Email: Telephone: +13033157744 Twitter: @LorrieEvans303