Instruction SUNYLA 2012 FIT Trudi Jacobson Allison Hosier Greg Bobish University at Albany One professor attests The students expressed how much fun they were having and that they felt like they were learning more often much more than in other classes ID: 595375
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Setting Trends in Information Literacy InstructionSUNYLA 2012 - FIT
Trudi Jacobson
Allison Hosier
Greg Bobish
University at AlbanySlide2
One professor attests…
The students expressed how much fun they were having and that they felt like they were learning more (often much more) than in other classes.
B. Rio, Social Work professor, University at AlbanySlide3
Key Design Principles
RAP = Readiness Assessment ProcessSlide4
You will now read a short article about Team-Based Learning
You have X minutes to complete the readingSlide5
You will now take a short quiz individually – 2 MinutesSlide6
You will now take a short quiz individually – 2 Minutes
TIME’S UP!Slide7
You will now take the same quiz in your teams – 6 minutesSlide8
You will now take the same quiz in your teams – 6 minutes
TIME’S UP!Slide9
Readiness Assurance Processfor one course unitSlide10
Team-Based Learning SequenceSlide11
Application Phase“Use” the content, working in teams
Answer questions
Solve problems
Create explanations
Make predictions
(
Michaelsen, Knight, and Fink, 2004, p. 10)Slide12
Application Exercise Prep
Assume that, in your teams, you have just explored two databases and compared the:
Search capabilities
Results
Options for refining searches
Ease of finding the items
Given your expertise, we don’t feel compelled to make you do the actual comparisonSlide13
Application ExerciseWork in your
team
Determine
the three
most important
things a novice searcher needs to know in order to do an effective database search (regardless of database)
Record your list on a handy piece of paperYou have 5 minutesSlide14
Application ExerciseWork in your
team
Determine
the three
most important
things a novice searcher needs to know in order to do an effective database search (regardless of database)
Record your list on a handy piece of paperYou have 5 minutes
TIME’S UP!Slide15
Simultaneous Reporting
Take a minute to compare your team’s response to those of the other teams
In actual class, a gallery walk follows the reportingSlide16
Finding and Evaluating Books: Step 1
In your team, take a look at the record you have been given for a book that is in the library catalog.
Evaluate the usefulness of this source to someone who is doing research on the topic given.
As a team, grade the source based on your evaluation. Be prepared to discuss your grade. Slide17
Finding and Evaluating Books: Step 1Each team should write down their grade on the supplied writing surface.
Everyone will hold up their grades at the same time. Slide18Slide19
Application Exercise 3
We will assume you have the knowledge to skip over the readiness assessment used in class:
Students have read and taken a RAT on a short reading about primary and secondary sources. This exercise follows that preparation.Slide20
Application Exercise 3
In your teams, discuss the following source examples and decide if they are primary or secondary. Be prepared to provide 2-3 reasons why your team made the choices you did.
You will have 2 minutes per source. Write your team’s answers on scrap paper so you remember them.Slide21
An article in a medical journal commenting on the possible impact of a new surgical procedure
Slide22
An article in a medical journal commenting on the possible impact of a new surgical procedure
TIME’S UP!Slide23
A collection of photographs of firefighters found on flickrSlide24
A collection of photographs of firefighters found on flickr
TIME’S UP!Slide25
A letter from Maxim Gorky to Leo Tolstoy expressing
Gorky's opinions
on Tolstoy's new novel
Slide26
A letter from Maxim Gorky to Leo Tolstoy expressing
Gorky's opinions
on Tolstoy's new novel
TIME’S UP!Slide27
Simultaneous Reporting
Hold up the card that says “Primary” or “Secondary” when the presenters ask for your team’s decision on each source.
Check to see if your team agreed or disagreed with the other teams’ votes. Discussion follows as teams provide the reasoning behind their decisions.Slide28
4 S’s for In-Class ActivitiesSlide29
Team-Based Learning SequenceSlide30
Peer-assessmentsSlide31
Peer-assessmentsSlide32
Example of the type of feedback students get on the mid-term peer assessmentSlide33
Example of the type of feedback students
get on the final peer-assessmentSlide34
Team-Based Learning SequenceSlide35
How we use TBL in our courses
Spring 2012: Team The
SeymoursSlide36
One credit, 7-week course
Class 1:
Team formation and name selection
iRAT
&
tRAT
based on syllabusClasses 2-6:2-3 more sets of RATs
Application exercise(s) each class based on homework
Team work time (research guide project)Slide37
Class 4
Midterm assessment
Just prior to class 7
Final peer assessment
Class 7
Team presentations of research guideSlide38
Student Project Example
Sample team project home page. This team created a folder within
PBWiki
, and subpages.Slide39
Student Project Example
This
Prezi
was embedded in another team’s wiki page, and used as a presentation tool in class.Slide40
Student Project Example
Team opted to use
Weebly
website for their platform.Slide41
TBL in One-Shot SessionsWork with instructor
Select teams, if needed, with instructor’s help
RAP process
assign
homework
iRAT
and tRAT (fewer questions)Clarification, if neededApplication exerciseSlide42
Questions?Slide43
Selected Resources
TBL Information
Team-Based Learning Collaborative
http://tblc.roundtablelive.org/
Michaelsen
, Larry K.,
Arletta Bauman Knight, and L. Dee Fink, eds.
Team-Based Learning: A Transformative Use of Small Groups in College Teaching.
Sterling, VA: Stylus, 2004.
TBL in Information Literacy Courses
Jacobson, Trudi E. “Team-Based Learning in an Information Literacy Course.”
Communications in Information Literacy
5.2 (2011), 82-101. Web. 21 May 2012.