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Into the Gauntlet: Letting Students Teach One Another
- 1. INTO THE GAUNTLET Letting Students Teach One Another Jessica Crossfield McIntosh Amy Parsons
- 2. Agenda Introduction What is Peer Instruction? Using it in the Classroom Assessment Working with the Framework Moving Forward
- 4. 1. WHAT IS PEER INSTRUCTION? YOU WANT ME TO DO WHAT?
- 5. “Nothing clarifies ideas better than explaining them to others. - Mazur Group
- 6. Question posed Students given time to think Students record or report individual answers Neighboring students discuss their answers Students record or report revised answers Feedback to teacher: tally of answers Explanation of the correct answer Mazur’s Peer Instruction Process
- 7. Background Literature ▷J. Drucker’s vision, The WHOLE Student ▷Kelly Miller’s Future Present Libraries ▷Blundell and Lambert, Information Anxiety Active Learning Cooperative Learning Peer Instruction
- 8. Background Literature ▷Buchanen and McDonough, Cooperative Learning ▷Alison Head, Project Information Literacy Progress Report
- 9. CreativeMalleable Measured Benefits to Peer Instruction
- 10. 1. IN THE CLASSROOM STUDENTS HELPING STUDENTS
- 11. Classes Taught First Year Seminar (FYS) Integrative Studies (INST) Honors Seminar
- 12. In-class Process Break class into groups of 3-5 and assign color-coded number Lead them to google doc assignment on the libguide Go through lecture or discussion points Give time to go through assignment and answer questions Students report back to class
- 13. First Year Seminar (FYS) ▷Interdisciplinary Freshman Year Seminar Class • FYS Library Quest • Gain public speaking experience • Peer to peer happens organically
- 14. Integrative Studies (INST) ▷Similar model as FYS course ▷More advanced questions ▷Scaffolded from FYS knowledge ▷More specifically connected to class assignment.
- 17. Honors Seminar ▷More specifically connected to thesis ▷Focus on individual databases/resources http://dbctle.erau.edu/news/gateway/
- 20. Challenges ▷ “You want me to think?” ▷ Writing ACRL Frames flavored questions ▷ Getting students to take their time ▷ Learning Google as a teaching tool
- 22. Think-Pair-Share ▷ Take five minutes ▷ Talk amongst your table ▷ How could you utilize some of these peer learning methods in your classroom?
- 23. 1. ASSESSMENT KEEP CALM AND KEEP ASSESSING
- 24. Continual Challenge of Assessing ▷Google docs make it easier to see and collect responses • Able to see percentage of correct answers easily • Must be self-recorded since Google docs can be changed http://allthingsassessment.info/ ▷Using internal Google forms to keep track of relevant ACRL frames and intended goals
- 27. 1. WORKING WITH THE FRAMEWORK USING THE FRAMES TO ENGAGE STUDENTS
- 28. “Framework for Information Literacy for Higher Education” ▷Build assignments around the right questions How? What? Why? ▷Peer instruction aligns with framework application ▷Continue to develop plans for connecting the framework to instruction
- 29. ▷ Authority is Constructed and Contextual ▷ Information Creation as a Process ▷ Information Has Value ▷ Research as Inquiry ▷ Scholarship as Conversation ▷ Searching as Strategic Exploration
- 31. 1. MOVING FORWARD READY, SET, GO!
- 32. Integration of cooperative learning Assessment comparison for classes with and without peer learning Addition of peer instruction to other courses and at the desk
- 33. Thanks! Discussion and questions? You can find us at: jcrossfieldmcintosh@otterbein.edu aparsons@otterbein.edu
- 34. Bibliography ▷Blundell, S., & Lambert, F. (2014). Information anxiety from the undergraduate student perspective: A pilot study of second-semester freshmen. Journal of Education for Library & Information Science, 55(4), 261-273. Retrieved from http://ezproxy.otterbein.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=99055671&logi n.asp&site=ehost-live&scope=site ▷Bodemer, B. B. 1., bbodemer@calpoly.edu. (2014). They CAN and they SHOULD: Undergraduates providing peer reference and instruction Retrieved from http://ezproxy.otterbein.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=94658053&site =eds-live&scope=site ▷Buchanan, H. E., & McDonough, B. A. (2014). The one-shot library instruction survival guide. Chicago: ALA Editions. ▷Drucker, J. (2014). The university as a fully integrated and distributed platform: A vision. Portal: Libraries & the Academy, 14(3), 325-328. Retrieved from http://ezproxy.otterbein.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=97176449&logi n.asp&site=ehost-live&scope=site ▷Faix, A. (2014). Peer reference revisited:Evolution of a peer-reference model. Reference Services Review, 42(2), 305-319. doi:10.1108/RSR-07-2013-0039 ▷Head, A. J., Eisenberg, M. B., & Project, I. L. (2010). Truth be told: How college students evaluate and use information in the digital age. project information literacy progress reportProject Information Literacy. Retrieved from http://ezproxy.otterbein.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED535166&si te=eds-live&scope=site ▷Miller, K. E. (2014). Imagine! on the future of teaching and learning and the academic research library. Portal: Libraries & the Academy, 14(3), 329-351. Retrieved from http://ezproxy.otterbein.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=97176450&logi n.asp&site=ehost-live&scope=site
Editor's Notes
- Learning Outcomes (at least one, but no more than three). Participants will.. Participants will learn practical methods for using peer to peer collaboration in one-shot and credit bearing courses Participants will develop their own ideas about incorporating peer to peer instruction in their pedagogy Participants will consider the compatibility between peer to peer instruction and the new ACRL Framework
- JESS I want their questions and expect interaction! Ask the audience what they’d like to get out of the session or why they came. *Even simple movements like a show of hands can reinvigorate wandering minds. You can also take things a step further by having people stand or sit to show agreement, or, if you have a lot of time and a small enough audience, by dividing people into groups who share a commonality. Please, interrupt me! (Really!)” Then I usually say something about how much more interesting a presentation is when the audience actively participates and asks the questions they want to know. When - See more at: http://www.quickanddirtytips.com/business-career/public-speaking/how-to-engage-your-audience#sthash.VRs7RdWN.dpuf
- JESS Otterbein is a private liberal arts college located in central Ohio, about 20 miles north of Columbus, the capital. We have approximately 3,000 students and offer a choice of 73 majors and 44 minors, as well as individualized courses of study. We also offer five graduate programs in business administration, education and nursing, including our doctor of nursing practice degree. Our student to faculty ratio at Otterbein is 11:1 and there is a heavy focus on interdisciplinary study and general education.
- JESS Peer instruction is an evidence-based, interactive teaching method developed by Harvard Professor Eric Mazur in the early 1990s. Originally used to improve learning in introductory undergraduate physics classes at Harvard University, peer instruction is used in various disciplines and institutions around the globe.
- JESS What is peer instruction? Early mention via Eric Mazur in physics faculty already know this yet librarians seen to be have been a bit slower with incorporating peer instruction into their teaching. This could have a lot to do with the heavy use of one-shots and time constraints. Fortunately the model we are talking about today can be done in a 60 minute sesssion. Source: http://www.physics.umd.edu/perg/role/PIProbs/
- JESS Peer Instruction a specific meaning in the sciences world with reference to Eric Mazur. His model lays out specific guidelines for classroom group, discussion, concept mapping, and problem solving. This model has had many successes and continues to be used in many scientific classrooms. According to Fagen and Crouch- peer instruction is being used in roughly 67% of classrooms, these again primarily include physics, chemistry, life sciences, and engineering. This application shown here is from Mazur’s (A model designed for physics courses) peer instruction model which was one of the first that appeared in the literature. As you can see, though Mazur follows specific guidelines in the physics classroom, this model is easily adjusted for in library instruction. There is quite a bit of ease with incorporating this into the classroom. Our model builds of of Mazur’s and incorporates some of the ideas while simplifying some of the classroom concepts. “The instructor presents students with a qualitative (usually multiple choice) question that is carefully constructed to engage student difficulties with fundamental concepts. The students consider the problem on their own and contribute their answers in a way that the fraction of the class giving each answer can be determined and reported. Students then discuss the issue with their neighbors for two minutes and vote again. The issues are resolved with a class discussion and clarifications.” Source: http://www.colorado.edu/physics/EducationIssues/papers/Turpen_etal/Turpen%20&%20Finkelstein_The%20construction%20of%20different%20classroom%20norms%20duringPI_Students%20perceive%20differences.pdf *Adaptable to credit bearing courses too! Can use team-based learning!
- AMY We didn’t find a great deal of literature from library scholarship regarding peer to peer instruction from a library perspective. We did find some interesting opinions about how librarians should be teaching students looking towards the future. In 2014 Johanna Drucker wrote “The university as a fully integrated and distributed platform: A vision” -- another vision of future libraries. In the Drucker Article she asks “What does the WHOLE Student need in order to learn”? “The WHOLE student needs not to just find and evaluate information, but also to problem solve, work in teams, use digital tools and technologies to share ideas…” Kelly Miller, the Director of Teaching and Learning at UCLA Library wrote an article Imagine! On the Future of Teaching and Learning and The Academic Research Library. Miller believes all libraries should become “Future Present” libraries. “Miller envisions a new culture of learning in which “experimentation, play, and questions are valued more than efficiency, outcomes and answers…” (Miller, 2014) Another strategy inspires questions by cultivating the imagination. Miller says “In our networked world, students are eager for hands-on experiences.” (Miller, 2014) If a student is showing another student how to search in a database themselves it is going to be more memorable and motivating. Another important strategy is peer to peer learning. Where the librarian steps back from center stage and guides the students who can experiment and play without interruption..” (Miller, 2014) (Amy here) In the 80’s when I was in college I suffered from what they called “Math Anxiety. Now it has developed into…. “Information Anxiety” is a real measurable issue in undergraduate students. According to Blundell and Lambert A pilot study was enacted (word choice here?) on second semester freshman using the Anxiety Scale (Blundell, Lambert, 2014) Blundell and Lambert describe how the term “library anxiety” from the 1980s has morphed into “information anxiety” with the added stressors of technology and using academic databases. The Information Anxiety Scale describes the common adjectives that were disclosed among freshman including words “fear, angst, tired, dread, excited, anxious, annoyed, stressed, disgusted, intrigued, confused and overwhelmed.” (Blundell, Lambert, 2014) Library Anxiety and Information Anxiety is best described as the range of anxiety someone experiences when attempting to identify, define and satisfy an information need, especially when that person must use the library and resources such as asking a reference librarian to satisfy that need. (Blundell, Lambert, 2014) In conclusion this pilot study revealed that librarians can cater information literacy sessions accordingly based on specific information anxiety experienced. Librarians need to explore ways to limit anxiety through experimentation with different techniques in instruction. (Blundell, Lambert, 2014) This is where allowing students to teach each other some of the research skills during a library instruction session might be useful and might lessen the feeling of Information Anxiety.
- AMY According to Buchanen and McDonough who wrote the book “ The One-Shot Library Instruction Survival Guide” (Buchanen, McDonough, 2014) The type of instruction that we are using is called COOPERATIVE LEARNING. “Students should work together towards a common learning goal and have a sense that the success of reaching that goal is dependent on the success of their team members.” (Buchanen, McDonough, 2014, 40). Groups that are organized on the fly are called “informal cooperative learning groups”... They say to avoid making large groups, although sometimes you have to. They recommend groups of three and they say that more than three is a party! In 2010 Alison Head compiled and wrote the very large Project Information Literacy Progress Report called “How College Students Evaluate and Use Information in the Digital Age” This is a report that includes findings from 8353 survey respondents from college students on 25 campuses distributed across the USA in the Spring of 2010. Major findings show that Evaluating information was often a collaborative process. Almost two thirds or 61% of the respondents turned to friends or family member when they needed help and advice sorting through and evaluating information for personal use. 49% of the students in the sample asked their instructors for help and only 11% had the COURAGE to ask librarians for assistance!!!
- JESS Some benefits that surround using peer instruction include its descriptors as well. This method is extremely malleable in that it works in almost any type of class. It allows the teacher or librarian to express creativity as they think about ways to apply peer instruction. And it is measured as it enhances chances for assessment and and requires a more calculated approach when preparing for class instruction. Personally, it helped me to define learning outcomes and personal goals as I prepare for class. *Adaptable to credit bearing courses too!
- JESS So now we are going to move onto explanations and examples of how we’ve incorporated some peer instruction in our classrooms. 1. Real examples from FYS and INST and processes for how we used these methods
- JESS There are three basic types of courses that we’ve thus introduced this method into, all of which are general education courses that often meet with a librarian. FYS, INST, and the junior honors seminar. Each one was a little bit different from the other and incorporated specific goals of those general educations courses. I started incorporating this practice into one of my FYS classes 2 years ago and though each class is specialized, they follow a similar model.
- JESS I break the class up into groups. Often I do this in the beginning of class so they can do cooperative learning exercises with their partners prior to working on the activity. I hand them actual color-coded numbers A. so they remember what group number they are in and B. it helps me keep everything organized. Each group number corresponds to an actual question in the activity, the one they will be presenting on. This again, is a logical move that helps things run smoothly. The typical model includes having students work on group assignments together, each group being assigned a question. They have some time to work on the google doc and then they report back to the class on how they answered their question. This creates peer learning at the group level as students work together to answer their question. And then peer instruction at the class level as they report back to their peers and get feedback. Break class into groups of 3-5 Assign color-coded number Lead them to google doc assignment on the libguide
- AMY FYS Class – The Questions “FYS Library Quest “ What went well: Demonstrate a couple Searches - I think it was good that I demonstrated searching OPAL and had them search in OPAL our catalog before they started the group exercise. I also searched in OneSearch and had them search there too for a short time before they answered these questions. Talking in front of the class - IT was also worthwhile to have them choose a spokesperson and that person come up to the front of the room to tell the class the answer to their question. Freshman need to get practice talking in front of groups…. Peer to Peer happens “organically” - The peer to peer learning took place in INFORMAL groups of three. I gave them no further instruction for the most part and they took it upon themselves to help each other answer the questions.
- JESS Taught in 3 different INST courses- Again, the INST model is similar to the FYS except the questions get more challenging and focus more on the assignment whereas the FYS model remains more general and open, similar to a library orientation.
- JESS Here we have a screen shot from the INST course that I used group peer instruction in.
- JESS And again, here is a screen shot from the internal google doc. I’ve include the drive outline here so you can see what the students see as they click through the document and work on the assignment. Google docs has its pros and cons when being used in the context. One being that students can live edit, which they appreciate, most students are familiar with docs so it isn’t hard for them to catch on. The downside is that answers can be easily deleted or inappropriate things typed. But that has yet to cause any issues thus far.
- JESS
- JESS HIGHLIGHT CHANGES TO THE QUESTIONS VIA FRAMES
- AMY You want me to THINK??? - I had them fill out a Keyword brainstorming worksheet before we looked at searching and it was very hard to get some of the students to write anything down, so I shared with them a search that I was working on for a student and what I had written down. I emphasized that there was NO WRONG terms, you are just brainstorming… They seemed hesitant like they had to be very committed to a TERM! ACRL Frames Flavored Questions - I want to look closer at the questions and rewrite them to reflect the Frames more. I had to strike a balance between basic Freshman stuff that they need to be exposed to and the broader topics from the Frames. SLOWER Sharing - Id like to get the part where the students share out to SLOW DOWN, They RUSH and no one is listening…. This is a big challenge in a one shot class. Learning Google as a Teaching tool – We are using Google Docs and Google Drive for our group questions and linking those to the libguides. This was a new way to think about using Google in the class room for me! I always mention that I use Google to solve mysteries on a daily basis in my work, I track down tricky citations or finding out definitions for medical terms…
- JESS Cooperative learning strategies- http://www.fractuslearning.com/2015/01/28/strategies-cooperative-learning-poster/ http://www.slideshare.net/chambless.laura/cooperative-learning-overview-ppt-for-hour-meeting http://www.worksheetlibrary.com/teachingtips/cooplearning.html http://malfear.weebly.com/cooperative-learning-strategies.html http://www.facultyfocus.com/articles/teaching-and-learning/cooperative-learning-structures-and-deep-learning/
- JESS
- JESS So unfortunately this system does provide the magic answer to completing all assessment. However, because students are writing things down real time and you are able to get a record of it after the course, it does make it easier to mix and match correct answers for assessment purposes.
- JESS Formal assessment form from information literacy coordinator
- JESS
- AMY – How it connects to the ACRL framework specific assignments ways to align to framework Moving forward
- AMY I am just scratching the surface of integrating the framework with my questions I posed to this class. I used very practical questions and the frames are theoretical. My challenge is to shape my practical questions into more frames-flavored theoretical ones. So I kind of met this in the middle. I simplified the frames a bit listing them out looking at them as I wrote and adopted the questions from Jess’s class. (expalin your questions and how a few align with frames) AMY- so basically three of my questions aligned with the ACRL framework. I feel as if I need to MAP out some questions to the frames. I would like to make them all align to a frame, however, I also feel like the practical questions are important too.
- AMY I am just scratching the surface of integrating the framework with my questions I posed to this class. I used very practical questions and the frames are theoretical. My challenge is to shape my practical questions into more frames- flavored theoretical ones. So I kind of met this in the middle. I keep a list of the frames nearby to look at them as I wrote questions to align with them.
- I was able to align three questions of my 6 questions to the Frames: SEARCHING AS STRATEGIC EXPLORATION, INFORMATION HAS VALUE and AUTHORITY IS Constructed and Contextual and SCHOLARSHIP as Conversation. This is a work in progress. Im still trying to figure out a workflow. I might try to create a mapping document where I map my questions to the FRAMES.
- JESS
- JESS- Reference tutors- peer to peer on ref desk- How it relates to peer reference/peer tutors More Integration of cooperative learning styles in various classrooms, so not just peer teaching but additional methods. This includes a standardized package of activities that can be shared among teaching library staff Adding a focus of peer instruction standards to peer interaction at the desk- we employ 5 research tutors who provide standard reference service, triage, and other informational needs. They could easily apply many of the peer instruction methods into their discussions with students who seek help one on one. This also goes goes for the research consultations that the librarians hold with students. And finally, doing some comparisons between assessment gathered from a variety of classes from various methods and styles. This could give us a better idea of how the students are reacting to the peer instruction and coop learning strategies and whether they enjoy it more and learn more than traditional styles.