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Instructional Design Plan

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Instructional Design Plan

  1. 1. Rainie Themer LIS458LEB M. Wong 14 December2014 Instructional Design Project: Circus History and Aesthetics 112 SectionI: Introduction Firstyear studentsatthe CircusConservatoryof Americawill be requiredtotake a Historyof Circusclass to complete theirBachelorsof Fine Artsdegree.Forthisclass,theywillbe requiredtowrite a final researchpaperonthe historyandpractice of theirchosendisciplinethattheywill be studying throughouttheirfouryearsat the CircusConservatoryof America.Typesof disciplinesinclude trapeze, acrobatics,tightwire,cyr wheel, juggling,and manyothers.The Libraryof the CircusConservatoryof Americawill assiststudentsbyprovidingaone hour instructional sessionteachingthe studentshowto findmaterialsaboutthe historyandpractice of theirdisciplines. The instructional sessionwill take place inthe library’scomputerlabsostudentscanfollow the instructionsandbegintosearchontheirown. SectionII: Learning Outcomes 1. Studentswill be able tosearchthe Library’sOnline Catalogforbooks,journals,andarticles aboutthe historyof circusin orderto adequatelycollectinformationaboutthe historyand practice of theirdiscipline. 2. Studentswill be able toidentifyandevaluatecredible webresourcesbyusingthe Universityof SouthernMaine’sChecklistforEvaluatingWebResourcesinordertosufficientlyresearchtheir discipline.
  2. 2. SectionIII: AssessmentPlan Formative Assessment:Think-Pair-Share Outcome: Studentswill be able tosearchthe Library’sOnline Catalogforbooks,journals,andarticles aboutthe historyof circusin orderto adequatelycollectinformationaboutthe historyandpractice of theirdiscipline. AfterI have introducedmyself andtalkedtothe studentsaboutthe libraryandtheirfinal projectI will askthemtodo a think-pair-share.Iwill firstaskmystudentstothinkabouttypesof materialsthattheycoulduse as resourcesfortheirfinal papers.Then,Iwill have eachstudentpairup withthe personnexttothemand discussthe materialstheyhave come upwith.Once theyhave briefly discussedtheirideas,Iwill askforvolunteerstotell the classwhattypesof materials theycame upwith. I will compile alistof the materialsthatthe studentshave thoughtof andtype itin a worddocument that isbeingprojectedtothe students.Iplanto use thisthink-pair-shareinordertogauge what typesof materialscome tomindwhenmystudentsthinkof scholarlyresources.Bydoingthis,Iwill be able to see if there are any gaps,and make sure to go overthe type of resourcesthe studentsmayhave leftout. Summative Assessment: EvaluatingWebsites Outcome:Studentswill be able toidentifyandevaluate credible webresourcesbyusingthe University of SouthernMaine’sChecklistforEvaluatingWebResourcesinordertosufficientlyresearchtheir discipline. For my summative assessment,Iwill have mystudentsbreakintogroupsof 4to 5 people and have each groupevaluate one website. Thisformof assessmentwill require studentstouse critical thinkingskillsaboutthe newinformationtheyhave learnedinclass.Theywill have accesstothe ChecklistforEvaluatingWebResourceshandoutthatwasgiventothemin class.The websitesthatwill be evaluatedwill be: www.circushistory.org;www.americanyouthcircus.org;
  3. 3. www.thecircusgirlblog.wordpress.com;andhttp://circustents.blogspot.com/.Eachgroupwill evaluate one of these websitesanddetermineontheir ownif theyconsiderthe website tobe credible. I will give the studentstimetoworkingroupsand thenwrite downreasonswhyor whynotthey considertheirwebsite credibleonposters.Afterthe studentshave done this,Iwill have eachgroup hang theirposterandgo overtheirfindings.Asaclasswe will talkaboutwhattheydeterminedandgive constructive feedbackforeachgroup.I believethiswillbe awayfor studentstosee whattype of circus website are outthere,andgetpractice determiningontheirownif the website theyare lookingatisa reliable source.Bydoingthisactivityafterteaching the studentsaboutwaystodetermine if awebsite is credible andhavingdiscussionabouttheirfindings,Iwill be able toassessif we have successfullymet theirlearningoutcome.
  4. 4. SectionIV : Outline,1 hour instructionsession Time LessonSection Materials 5 minutes Welcome/Introduction  Greetstudents  Introduce self  Welcome studentstothe libraryandaskthem logon to the computers  Make sure all studentssuccessfullylogon to computer/helpanyone whoishavingtrouble Computers 3 minutes Introduction ofwhat the class will be going over  Talk aboutwhattheirassignmentwill be/how the librarycan help  Tell the classthat we will be discussinghow to searchthe catalogfor resourcesfortheir project  Tell the classwe will be alsogoingoverhow to evaluate webresources 7 minutes Think-Pair-Share (Formative Assessment/Active Learning)  Have the studentsthinkaboutwhatkindof resourcesmightbe goodfor theirassignment (2 minutes)  Have studentspartnerwiththe personnextto themand discusswhattheythoughtabout(2 minutes)  Have the studentsshare the resourcesthey discussed(3minutes)  I will compile alistof the resourcesina word documentandprojectthemto the classso the studentscankeeptrack of the differentkinds of resourcesavailable Computer Projector 10 minutes Introduction to searchingthe library catalog*  Showstudentshow toget to the online catalog (have themfollow alongontheircomputers)  Explainthe difference betweenthe difference searchbars (Searchanything,books&media, and article search)  Showstudentshow todo a keywordsearchfor a book onjuggling  Showand explainhow tolimitsearchbyyear, collection,author  Explaintostudentsthatsometimestheymay not finda bookon theirspecificdiscipline,but that theycoulddo a keywordsearch forbooks on circushistoryand lookinthe index tofindif the bookcontainsinformationontheir Computer Projector
  5. 5. discipline.Manybooksaboutcircushistorymay alsoinclude chaptersonspecificdisciplines. (Sharingaddedvalue tips/special knowledge)  Showand explainhow tosearchforan article on trapeze history  Showstudentshow tolimittheirsearchto scholarlyarticlesandpeerreviewedarticles  Showstudentshow tosearch bydatabase that may have informationabouttheirdiscipline (historyorperformance artdatabases) *Note: The Library of the CircusConservatory of America doesnot yet exist.For this project,I am using MilnerLibrary’s online catalog as representationof the CircusConservatory of America’sonline library system:http://library.illinoisstate.edu/ 12 minutes Studentssearch catalog on theirown: Active Learning Exercise  Instructstudentstosearch the catalog using the techniquestheyjustlearnedtolocate articlesandbookson the disciplineof their choosing  I will walkaroundtoansweranyquestions/help students  Have studentsreporttheirfindings  Have studentsdiscusswhatsearchtechniques workedbestwhenfindingtheirarticles  Alsohave studentsdiscussanyroadblocksthey came uponand give suggestionsastohow to getaround them Computers 5 minutes Discussionon evaluatingweb resources  Passout checklistforevaluatingwebresources handout  Discusswaysto identifyif awebresource is credible ornot  Showstudentsanexample of how some websitesthatappeartobe credible maynotbe  Will use the example of http://www.martinlutherking.org/ toexplainto studentsthateventhoughthiswebsiteappears to be about Martin LutherKing,Jr.and that it appearsto be educational,thatitisactuallyrun by white supremacists Computer Projector 16 minutes Website CredibilityPoster: Active Learning Exercise (Summative Assessment)  Have studentsbreakinto4 groups of 4 or 5  Assigneachgroupa circuswebsite Computers Posters Markers EvaluatingWebResources
  6. 6. (www.circushistory.org; www.americanyouthcircus.org; www.thecircusgirlblog.wordpress.com;and http://circustents.blogspot.com/)  Instructstudentstolookat theirassigned website andtouse the strategiesthey’ve learnedtodayandtheirhandoutto determine whetherornot theirwebsite iscredible  Instructstudentstowrite the title of their website atthe topof theirposter,towrite if it iscredible ornot,and to listthe reasonswhy theyhave decidedthat  After10 minutes,the studentswillhangup theirpostersat the frontof the room  I will guide the studentsinadiscussionabout theirfindings Handout Tape 2 minutes Class Wrap-Up  Summarize whatwe have gone over  Encourage the studentstocontact me for furtherhelpthroughoutthe semester SectionV: Discussion A. Information Literacy Thisinstructionsessionfollowsthe Associationof College&ResearchLibraries(ACRL) InformationLiteracyCompetencyStandardsforHigherEducation. ACRLstandard1.2 specificallystates that “The informationliteratestudentidentifiesavarietyof typesandformatsof potential sourcesof information.”One of the outcomesforstandard1.2 is thatinformationliteratestudents“identifythe value anddifferenceof potentialresourcesinavarietyof formats(e.g.,multimedia,database,website, data set,audio/visual,book).”Thissessionfollowsthisstandardverycloselyinthatitteachesstudents aboutdifferentformatsof resourcesbysearchingthe library’sonline cataloganditalsoteachesthe studentsaboutwebresources.Thissessionalsospecificallyaddressesstandard3.2,“The information literate studentarticulatesandappliesinitial criteriaforevaluatingboththe informationandits sources.”Thissessionfollowsthisstandardbyteachingthe studentshow toevaluatewebresourcesand givesthemthe toolstodo thisevaluationontheirownlateron.
  7. 7. Associationof College &ResearchLibraries. InformationLiteracyCompetencyStandardsforHigher EducationRetrievedDecember12, 2014, from http://www.ala.org/acrl/standards/informationliteracycompetency B. Critical Thinking Beingable toevaluate criteriaforwhetherornota webresource iscredible requirescritical thinking.Throughthissession,studentsare giventhe toolsfordeterminingthe credibilityof awebsite.It isincrediblyimportantforthe studentsinthisCircusHistoryandAestheticsclasstounderstandhowto evaluate awebresource because many of themwill be usingwebresourcesfortheirfinalpapers.While there are plentyof booksaboutthe circus, some of the disciplinesthatthe studentsare studyinghave not yetbeenwrittenaboutinbookformat.Duringthisinstructionsession,students are taughtabout strategiestoevaluate webresourcesandatthe endof the sessionare expectedtoevaluateawebsite withtheirgroupto determine itscredibility.Throughoutthe restof the semesterthe studentswill be workingontheirpapersandwill needtoemploycritical thinkingwhenevaluatingtheirwebresources. Thiscritical thinkingskill thattheyare beingtaughtinthissessionwill benefitthemthroughthe restof theiracademiccareersas theyworkon otherprojectsthatrequire credible resources. C. Instructional Design One of the mostengagingwaysforstudentstolearnis throughactive learning.Thisclass focusesonan active learningapproachtoteach studentshow tosearchthe library’sonlinecatalogand to teachthemhow to evaluate webresources.ThroughoutthisclassIincorporate active learning activitiesinbetweenshortlecturestokeepthe studentsengaged.FirstI introduce anew topicand explainandshowthe studentshowtodothisnew skill.Thenafterintroducingthe new skill,Ihave the studentsparticipate inactivitiesthatwillhelpthembetterlearnthe skill.Forinstance,whengoingover evaluatingwebresources,Ifirsttalktothe studentsaboutwaystodetermine if awebresource is credible,thenIshowthemanexample,andfinallyIhave themevaluateasource on theirown.Bydoing
  8. 8. this,the studentsare able toactivelyengage inthe new skill andreceiveimmediate feedbackonhow theyare doing.
  9. 9. Libraryof the CCA Librarian:Rainie Themer CIRQ 112 Email:rainie.themer@circusconseratory.org 2014 December Phone:815-325-9862 Evaluating Web Resources Checklist Determiningif awebresource iscrediblecanbe tricky.Use thischecklistwhendeterminingaweb resource’scredibility.If youansweryestomostof the questions,the resource ismostlikelycredible.If youare unsure,please contactme at any time. Authority  Is the informationreliable?  Is the author an expertintheirfield?  Is the resource createdbya reputable organization?  Are there sourcescited?  Is the source unbiased? Scope  Is the informationavailableinotherformats?  Is the informationfactual?  Doesthe resource containoriginal information?  Has the resource beenupdatedrecently? Format and Presentation  Is the targetaudience clearlystated?  Do the linkswithinthe resource work?  Is the resource easyto navigate? Other Tips: Know Your Domain .eduare educational websites .govare governmental websites .org are organizational websites(remembernotall .orgsare credible,thinkaboutmartinlutherking.org) .com are commercial websites Checklistbasedonthe “EvaluatingWebResourcesChecklist”createdbyourpartnerlibraryat the Universityof SouthernMaine.

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