rickard, tim. “brewster rockit: space guy.” cartoon. los angeles times 7 jan. 2009, home ed.:...
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Rickard, Tim. “Brewster Rockit: Space Guy.” Cartoon. Los Angeles Times 7 Jan. 2009, home ed.: E 19. How to Succeed in the Classroom… Diane Zwemer Woodbury University April 2009. Anonymous course evaluation:. - PowerPoint PPT PresentationTRANSCRIPT
Rickard, Tim. “Brewster Rockit: Space Guy.” Cartoon. Los Angeles Times 7 Jan. 2009, home ed.: E 19.
How to Succeed in the Classroom…Diane Zwemer
Woodbury UniversityApril 2009
“The instructor was amazing. I loved her. The course … it really sucks that you have to take it. It’s like torture.”
Anonymous course Anonymous course evaluation:evaluation:
How to Succeed in the Classroom…Diane Zwemer
Woodbury UniversityApril 2009
Once upon a time there was a Once upon a time there was a librarian…librarian…
Experienced one-shot instructor
New to credit course teaching
Crammed100 brilliant one-shots into course
Students came out dazed and confused
Once upon a time there was a Once upon a time there was a librarian…librarian…
Gained experience over the yearsLearned how
undergraduates thinkCut clutter with
backwards course development
Better learning outcomes =
students learn better!
No Lectures!No Lectures!
No Demos!No Demos!
No Tests!No Tests!
Diane ZwemerWoodbury University
LOEX Annual Conference 2009
Doing what you thought was
How to Succeed How to Succeed in the Classroomin the ClassroomWithout Without
Teaching!Teaching!Really
Woodbury UniversityWho are weEclectic programsInformation Literacy
a graduation requirement!
The SettingSetting…
Woodbury StudentsWoodbury StudentsNon-competitive admissionsUnderprepared1st generationMany in Studio programsPriorities elsewhere!Focused on finishing
The Disconnect…The Disconnect…
What were my students learning?
Students who passed…Students who passed…Test vs. annotated bibliography
Self-analysis reflection on research process… SUCK UP PAPER!
Annotated bibliographySelected resources – Grab bagAnnotations – simplistic,
repetitious
WHY Do They Do That???!WHY Do They Do That???!
What’s up with my students?!?
Why don’t they understand what they are doing??
Is it a Net Gen thing?
Why? What’s Behind This Why? What’s Behind This Behavior?Behavior?
Jackson, R. (2007). Cognitive development: Jackson, R. (2007). Cognitive development: the missingthe missing link in teaching information literacy skills. link in teaching information literacy skills. Reference &Reference & User Services Quarterly, 46User Services Quarterly, 46 (4), p.28 (4), p.28
“Differences in cognitive development levels may help to explain many of the situations librarians experience with students, both in classes and at the reference desk.”
Cognitive Development Cognitive Development CategoriesCategories
1 Dualism2 Multiplicity3 Relativity4 Commitment
As defined by William G. Perry
(Battaglini and Schenkat, 1987; Gatten 2004,p. 158, and Jackson 2007).
Dualistic FreshmenDualistic Freshmen
Right answer to every question
Information must confirm current position
Don’t feel need to justify
Dualistic FreshmenDualistic Freshmenfocus on assignment requirements
e.g. find 2 journal articles
Rather than appropriateness of sources
(Holliday, W. and Fagerheim, B. 2006 p. 171)
Dualistic FreshmenDualistic Freshmen
Can’t find it quick? Too many results? Change Topics!
(Fidel et al 1999 p. 28-29) If many web sites say the same thing
the info is RELIABLE!!!(Seamans 2002 p. 117)
Regarding the web…
Time is the KeyTime is the Key
Introducepractice
receive feedbackpractice again
absorb/internalizefinalize
grow
In order to grow students need “sustained “sustained interventions”interventions”
(Gatten 2004)
Time is the KeyTime is the Key
Create a learning environment:
meets dualistic studentschallenges dualistic
studentsencourages GROWTHI can’t teach
EVERYTHING!
Legitimize Letting GoLegitimize Letting Go
Even some of the really good stuff
Exerci
se
Test
Demo
Syllabus
Tour
Backwards Course Backwards Course DevelopmentDevelopment
Hindsight is 20/2020/20
Backwards Course Backwards Course DevelopmentDevelopment1. What must students be able to do by the end of the course
END
Backwards Course Backwards Course DevelopmentDevelopment2. What activities will enable them to learn this
Backwards Course Backwards Course DevelopmentDevelopment3. How will you know that they have learned this -- assessment
What MUST My StudentsWhat MUST My StudentsBe Able to DoBe Able to Do
Step 1Step 1
Begin with
The End
Course Outcome 1How to use the Woodbury Library
•What library services are available•How the library is organized•How to locate library materials•Where to get help
•Students will better understand what is plagiarism•Learn to avoid even accidental plagiarism•Why academic honesty matters•How to format accurate citations
Course Outcome 2How to Maintain Academic Honesty
-Students will learn when it is appropriate to use Internet information-When it is not-How to evaluate web pages-How to construct effective Internet searches
Course Outcome 3How to effectively use Internet information
•What is the value•What are the different types•How and why to use•How to search effectively
Course Outcome 4How to Find and Use Published Periodical Literature.
The Final FourThe Final Four
Everything else must be swept away!
LC Classification & Subject Headings * Search Strategy * Library Tour * Boolean Logic *
What Activities will Lead to these Outcomes?
75 minute sessions
10
injust
Step 2Step 2
Periodicals: 3 out of 10 Periodicals: 3 out of 10 SessionsSessions
Help students move beyond dualism Let students experience the benefits of library proprietary databasesProvide Opportunities for timely feedback
Periodicals: Week 1Periodicals: Week 1Discover Different Types
More than GLOSSY vs. TEXTUAL
Periodicals: Week 2Periodicals: Week 2
1. Au hf jge oeroe hg uwew urwy je yijtrier jj[w roiy ietp ioigj u t5 ww8r iu
2. Utso je NEWSPAPERNEWSPAPER irp4kb ow i4u984 pq8 ioi5 o ut qpqw utoi oyt 84et oyjlk
3. U rugire oiet ghtp MAGAZINEMAGAZINE
4. Ufhug h;opp9 ut hjour jggj q4iub oey itwei jt l7p] jy5[p e yt8469ui ‘e55-
5. SCHOLARLYSCHOLARLY[ jyo, i[ q[wh9-p wq 44 06ou p5 0q]0 w65o s’50 u7 q]0im dpu
Search for Different Types
How can you distinguish
among database results
?
One minute paper!
Periodicals: Week 3Periodicals: Week 3A. Feedback and More…Respond to “One Minute Paper”
Focus Topic: Pair & Share
Periodicals: Week 3Periodicals: Week 3B. Search, Evaluate, Select
the Best Articles
1. Au hf jge oeroe hg uwew urwy je yijtrier jj[w roiy ietp ioigj u t5 ww8r iu
Other 3 Learning Other 3 Learning OutcomesOutcomes
Discovery
out-of-class
assignment
Explore fake & biased sites
Search for useful sites
Scenarios &
situationsClass philosophyReadings
Questions, help, etc.Woodbury Library
Internet Resources
Academic Honesty
How Do I Assess?How Do I Assess?
No Test!
Evidence by doing, thinking, Evidence by doing, thinking, reactingreacting
How will I know that they have learned this
Course ReadingsCourse Readings
1. Name 2 ways the reading relates to this course.2. What is the one most
important thing that you feel is worth remembering.
15%
Attitude outcomes
Course ReadingsCourse Readings“Judging Authority”
“Wanted: Skeptical…”
Dualisticinformation must confirm current
position
Look for info that supports what students already think or know
Student ResponsesNow think critically
Learning how to be selective
Skepticism helps us search more deeply
Course ReadingsCourse Readings
Amend, Bill. “Foxtrot.” Cartoon. Los Angeles Times 7 Sept. 2006, Home ed.: E41.
AssessmentAssessmentAnnotated Bibliography
Provide evidence of the student’s ability to find, evaluate and use information
35%
Rubric includes:Topic FocusIntroductionSourcesAnnotationsCitations
AssessmentAssessment
Group Oral Presentations on the
4 Course Objectives
15%
AssessmentAssessment
•Restate what was learned•Inform other Woodbury students•How is it relevant to the “real world”
15%Student Group Presentation
AssessmentAssessmentStudents evaluate the other presentations
1. Positive Comments: Pat your colleagues on the back! Say
something nice Beware false websites!
2. Friendly Criticism: What tips or advice would you give this
group to help them improve Watch out for filler words.
15%
AssessmentAssessmentEvaluates the other presentations3. What Else Could You Add: Tell me something about the topic that was not included What you need to cite a source properly
4. Inaccuracies / Mistakes: Please note here any misinformation, errors or mistakes
Citation did not have brackets
ProsPros & Cons & ConsClearer outcomes easier to make accurate assessments
Bibliographies show better choices
In-class work time helps students succeed
Feedback timely & useful; not punitive
Pros & Pros & ConsConsFeedback requires much instructor time
The “non-compliant” student still unaffected
Too narrow, too focused – what
about other IL goals & outcomes?
Looking Ahead…Looking Ahead…What Will I Change Next???????What Will I Change Next???????
Principles!Principles!Feedback!Feedback!Improve!Improve!
Earlier feedback on “bibliography” : break it into parts
In-person assessments / meetings / dialogs
Turn in rubrics with every assignment
