Simple Ways To Add Active Learning To Your
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This document provides suggestions for adding active learning techniques to library instruction sessions. It discusses how using worksheets and assessments at the University of North Texas increased student success at performing subject searches from 11% to 38% after instruction. The document advocates designing instruction around experience, practice, and application. It also acknowledges that active learning requires more effort from instructors but can increase student engagement, participation, and meaningful learning through accommodating different learning styles. Specific low-effort strategies suggested include using wait time, rewarding participation, and ending with informal questions. Worksheets, group searches, and Boolean card games are presented as active learning activities.
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Learning activities and media of learning selection
This document provides an overview of instructional design principles for effective teaching and learning. It discusses the principles of teaching and learning activities, the principles of effective guidance, the roles of teachers, students, and learning. It also discusses how to choose appropriate learning variables, including considering the desired learning results, learning sequences, student choice and responsibility, interaction patterns, and limitations. The overall document provides guidance on instructional design principles to optimize the teaching and learning process.
Lesson Study (No Pic) Benefits And Misconceptions (25 2 10)
Lesson study is a process of teacher professional development that originated in Japan. It involves teachers collaboratively planning, observing, and reflecting on research lessons to improve teaching and learning. The key steps are: 1) forming a group, 2) focusing on student learning goals, 3) planning a research lesson, 4) teaching and observing the lesson, and 5) discussing and analyzing the lesson to inform future planning. Benefits include reducing teacher isolation, deepening pedagogical content knowledge, and increasing collaboration.
Group J Lesson Study Presentation
The document provides an overview of lesson study, which is a process used by Japanese teachers for professional development. It involves small groups of teachers collaborating to design, teach, observe, and refine a research lesson. The document outlines the typical steps of a lesson study, including research/preparation of the lesson, implementation with observation, and reflection/improvement. It also lists several research articles on lesson study and their purposes, samples, data collection/analysis methods, and findings. Overall, the document introduces lesson study and discusses how various research has explored it as a means of improving teaching practice.
Portfolio
This portfolio summarizes SoeungSopha's experience in the English as a Foreign Language Teacher Education in Asia Fellowship program. It describes the current classroom environment with crowded conditions that make learner-centered approaches difficult. It outlines Sopha's philosophy of using more student-centered strategies like group work and providing opportunities for student sharing. Sopha's growth areas included demonstrating best practices, using culturally relevant teaching, conducting action research, employing self and student assessments, and embracing collaborative teaching. Sopha aims to apply these strategies in their own classroom by giving students more choices, scaffolding, and engagement. Potential challenges in implementing the new approaches are also acknowledged along with plans to address difficulties.
Episode 1
The document discusses an observation sheet used by a resource teacher to observe principles of learning in the classroom. It lists 4 principles: 1) clear expectations and outcomes are set, 2) learning is active, 3) learning allows discovery of personal meaning, and 4) learning is cooperative. The teacher mostly applied principle 4 through group activities. Principle 3 was least applied by not allowing student ideas. Non-application affected learning by not engaging or motivating students. The observer agrees with the principles and believes adopting cooperative learning and improving on treating students as empty vessels will benefit learning.
Classroom observation tasks1
The document discusses classroom observation tasks for language teachers. It provides procedures for observing different aspects of teaching, including presenting, eliciting, giving instructions, managing errors, classroom management, teaching roles, timing, use of materials and resources, and task design. The purpose is to help teachers reflect on and improve their instructional practices. Key areas covered include teacher-student interactions, use of the board, incorporating learners as resources, and designing meaningful learning tasks.
Studying Blended Learning in a Liberal Arts College Setting
By Jennifer Spohrer, Bryn Mawr College for the e-Learning 2.0 Conference, March 29, 2012. In this presentation, Jennifer Spohrer addresses this research question: Can we use a blended learning approach to improve learning outcomes in introductory STEM courses?
Using IRIS Connect to support peer-to-peer coaching
Using IRIS Connect to support peer-to-peer coaching - Simon Brown from Bosworth Academy shared their journey at the Midlands Community Conference.
7 sciencetific approach based english learning (sabel)
1. History of Science aApproach based learning
2. The principles of sciencetific approach based learning
3. Activities
4. procedures of Scientific approach based learning
5. Strengths and weakness of Scientific approach based learning
6. Conclusion
Episode 5
The document describes a student's observation of a resource teacher's lesson. Some key points:
- The teacher used both teacher-centered and student-centered approaches, including lectures, activities, group work, and involving students in the learning process.
- The lesson emphasized both mastery of content and real-world application of the material.
- The student analyzed whether the teaching was constructivist, inquiry-based, reflective, inclusive, collaborative, and integrative.
- In their reflection, the student concluded that student-centered approaches align best with K-12 guidelines and help students take responsibility for their own learning.
Teaching devices for increasing student learning from lecture
The document discusses strategies for making lectures more effective for student learning. It summarizes research identifying things students dislike about lectures, such as presentations that are too fast-paced, inaudible, or disorganized. The research also outlines five strategies shown to improve learning: providing lecture outlines, slowing the presentation speed, identifying important concepts, using visual aids, and aligning tests to lecture content. Additionally, the document lists 29 "keys" or techniques for unlocking student acquisition and knowledge, such as slowing speech rate, including pauses, cueing critical points, teaching the overall concept, and using examples and role-playing to illustrate difficult topics.
Field Study 4 Episode 4
This document outlines a student's field study learning episode on exploring the traditional and progressive curriculum. The student's objectives are to analyze the teacher's role in curriculum, explain different viewpoints on curriculum, and complete a Venn diagram comparing traditional and progressive models. The student conducts interviews and research to understand differences in teacher/student roles, instructional methods, materials, and assessment. Most interviewees view traditional curriculum as teacher-centered while progressive is student-centered. The student finds both models have value when combined.
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Collaborative work chulde cabrera sandra valentina liseth chica 1
Collaborative work chulde cabrera sandra valentina liseth chica 1
Learning activities and media of learning selection
Learning activities and media of learning selection
Lesson Study (No Pic) Benefits And Misconceptions (25 2 10)
Lesson Study (No Pic) Benefits And Misconceptions (25 2 10)
Studying Blended Learning in a Liberal Arts College Setting
Studying Blended Learning in a Liberal Arts College Setting
Using IRIS Connect to support peer-to-peer coaching
Using IRIS Connect to support peer-to-peer coaching
7 sciencetific approach based english learning (sabel)
7 sciencetific approach based english learning (sabel)
Teaching devices for increasing student learning from lecture
Teaching devices for increasing student learning from lecture
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The Literature Review Process
The document provides guidance on conducting an effective literature review. It explains that a literature review (1) develops understanding of a field of study, synthesizes existing work through critical analysis, and must be current; (2) can be part of a larger research study to set context/scope and justify methodology, or a standalone assignment; and (3) is not a simple list of sources but requires making an argument. The review process involves selecting a topic, extensively searching relevant literature, developing arguments around discovery of current knowledge and advocacy for addressing research questions, systematically surveying and critiquing sources, and writing a synthesis that builds on existing ideas.
The Literature Review Process
The document provides guidance on conducting an effective literature review. It explains that a literature review (1) develops understanding of a field of study, synthesizes existing work through critical analysis, and must be current; (2) can be part of a larger research study to set context/scope and justify methodology, or a standalone assignment; and (3) is not a simple list of sources but requires making an argument. The review process involves selecting a topic, extensively searching relevant literature, developing arguments addressing what is known and how it relates to research questions, systematically surveying and critiquing the literature to analyze themes and debates, and writing a synthesis that builds on previous work.
Teaching information literacy
This document summarizes a presentation about developing and implementing a performance-based assessment of information literacy skills for freshman English students at the University of North Texas. It describes collaborating between the university libraries and English department to deliver library instruction sessions to nearly 600 students over two years. Pre- and post-instruction assessments found students had poor navigation and search skills, despite overestimating their abilities. To improve engagement and learning, librarians added worksheets and demonstrated searches instead of just lecturing. The new active, performance-based approach better evaluated what students could do with information instead of just their perceptions.
Teaching Information Literacy: A Performance Based Cycle
This document summarizes a presentation about developing and implementing a performance-based assessment of information literacy skills for freshman English students at the University of North Texas. It describes collaborating between the university libraries and English department to deliver library instruction sessions to nearly 600 students over two years. Pre- and post-instruction assessments found students had poor navigation and search skills, despite overestimating their abilities. To improve learning, librarians added active learning exercises and developed software to directly observe students' research performance, finding engagement and demonstration of skills increased. The authors conclude performance-based assessment is needed to truly evaluate information literacy.
Footholds and Foundations: Setting Freshmen on the Path to Lifelong Learning
This document summarizes the development and results of a software tool created to assess student learning from library instruction sessions at the University of North Texas. The software allows for anonymous pre- and post-testing of students to measure changes in skills like database searching and finding help from a librarian. Analysis found a 33.2% increase in students' ability to search an academic database, and decreases in library anxiety and ability to find librarian help between pre- and post-tests. The assessment tool is being offered for other institutions to use.
LISA: Library Instruction Software for Assessment
LISA is a library instruction software for assessment that was used to assess students in 48 English 1320 classes at the University of North Texas over two semesters. The software consisted of questions to gauge students' ability to find help from a librarian, locate specific webpages, search the library catalog, and search an article database. It was administered before and after instruction to measure learning, and results found that students were more likely to seek help from a librarian, search the catalog, and use the article database after receiving library instruction.
Experiencing History: Books and Beyond
This document summarizes a workshop for high school students about experiencing history through various mediums. The workshop covered topics like World War II propaganda posters, letter writing from the war, trying on authentic WWII uniforms, examining coins and stamps over time, preserving wedding dresses and other fabrics, listening to oral histories, and discussing the importance of preserving various artifacts and media for historical study. Students participated in activities like creating their own posters, dressing up in uniforms, interviewing partners, and providing hands-on access to artifacts in the library's collection. The goal was to bring history to life for students and teach them about the value of preservation.
Teaching Techniques for Librarians: Making Active Learning Simple
The document discusses making active learning simple and effective for library instruction. It describes a study where the success rate of students learning a subject search increased from 11% to 38% when a worksheet was added to the instruction. The document provides various active learning techniques to engage students, such as using worksheets, videos, games, group activities and debates. It emphasizes that active learning helps students become more involved in the learning process and facilitates assessment of learning.
Problem-based Based Learning Meets Web 2.0
1) The document describes using a YouTube video in a problem-based learning (PBL) format to teach information literacy to undergraduate students.
2) PBL involves having students learn to conduct research by working through an ill-defined problem. The session uses a short YouTube video to illustrate the problem and has students work through defining facts, creating a problem statement, and determining what additional information is needed to solve the problem.
3) Pilots of this approach received positive feedback from students, who felt the video helped grab their attention and the exercises helped them understand how to effectively research topics.
Teaching Techniques for Librarians: Making Active Learning Simple
The document discusses making active learning simple and effective for instruction. It describes a study where the success rate of students learning a subject search increased from 11% to 38% when a worksheet was added to the instruction. The document provides various active learning techniques to engage students, such as using worksheets, videos, games, group activities and debates. It emphasizes that active learning helps students become more involved in the learning process and facilitates assessment of learning.
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
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- 1. SIMPLE WAYS TO ADD ACTIVE LEARNING TO YOUR LIBRARY INSTRUCTION Annie Downey, Gayla Byerly, & Lilly Ramin
- 3. Why bother? UNT used Library Instruction Software for Assessment (LISA) Assessed 575 students 11% could perform a subject search after instruction Added a worksheet to instruction Success rate increased to 38 Other studies prove it works as well
- 4. Design for Active Learning 1. Experience Activity that brings the student’s experience into the teaching situation Ex: worksheet 2. Practice Activity where the student is provided an opportunity to demonstrate their understanding of the new information Ex: Assessment with LISA 3. Application Opportunity to apply the information to a new situation Ex: Research paper assignment
- 5. Why it works Students take an active role in learning Students are more engaged Students feel more comfortable participating and asking questions Takes into account that learning is a process Facilitates assessment Learning is demonstrated to the learner BY the learner Facilitates teacher learning Different learning styles and domains can be accommodated and addressed Learning becomes personally meaningful
- 6. Why it’s hard Requires teacher to take risks Can feel chaotic and like classroom control has been lost Strict time limits We have a lot of content we want to cover
- 7. Simple Strategies Honor Silence!!! Expect participation Give students time to think When students answer questions, reward them Make contact with students that look interested Allow time for informal questions at the end
- 8. Worksheets Individually or in groups Short and simple Customized for a specific subject area or audience
- 9. Group Search Divide into groups of four Assign each group member with a role Leader Searcher Recorder Reporter Assign each group a searching task
- 10. Deck of Cards Boolean Give each student a card Ask students to hold up cards that meet specific criteria to illustrate Boolean concepts Explain the concepts as the