March 21, 2011 by Rachel Wadham
On March 16th, 2011 Dr. Rick West from the Department of Instructional Psychology and Technology was our guest speaker at our leaning symposium. He spoke on enhancing teaching and learning through increasing the access, use, and effective use of education technology. Technology is a wonderful tool but understanding how to use it correctly and efficiently can be a challenge. Dr. West helped us learn how to most effectively use educational technology in a variety of teaching situations. We are very grateful for Dr. West and his insights. Attached below is a PDF file of the slides Dr. West used during his presentation.
TechIntegrate_library_2011
December 16, 2009 by julians
On December 15th Andy Spackman and Leticia Camacho presented a session on their use of case-based library instruction. After presenting their information they provided participants the opportunity to design a case-study for their subject area.
Some of the important concepts that were taught during the session included:
- Preparing a case-based presentation takes work. The presenter needs to be well-prepared, anticipate questions students will have, and be flexible during the session.
- Create learning objectives or outcomes prior to the session and create the session around them. Don’t try to teach everything in one session. Focus on the principles you want to convey and only demonstrate a few databases. Your purpose should be to teach the students the research process and information literacy skills, not give them a laundry list of sources.
- Be willing to adapt the session to the students’ needs. If a student mentions something that will take you away from your objectives for the session, acknowledge the comment and use it to turn the focus on the principles you want to teach.
- Help students see the big picture of not only how the information will help them with their current assignment but how it will be incorporated in their professional life. After showing the students how to access needed information from library purchased databases show the students ways to access the same type information in sources that will be available to them after they graduate.
Additional information on Problem-based learning and Case Studies:
Spackman, A., & Camacho, L. (2009). Rendering information literacy relevant: A case-based pedagogy. The Journal of Academic Librarianship, 35(6), 548-554. doi:DOI: 10.1016/j.acalib.2009.08.005
See the Library Instruction Case Wiki:
https://lib.byu.edu/casewiki/index.php/Main_Page
November 24, 2009 by julians
On October 20, 2009 Rachel Wadham presented a learning symposium on Graphic Organizers.
Additional information on Graphic Organizers:
Graphic organizers are valuable instructional tools that allow us to present thought processes, steps of a process, or the order of a structure in a visual representation. Graphic organizers have been shown to increase comprehension and retention of information among students who use them.
Websites with Graphic Organizers:
http://www.eduplace.com/graphicorganizer/
http://www.edhelper.com/teachers/graphic_organizers.htm (Some require you to register for this free site)
http://www.freeology.com/graphicorgs/index.php
http://www.graphic.org/
References
Egan, M. (1999). Reflections on effective use of graphic organizers. Journal of Adolescent & Adult Literacy, 42(8), 641.
Ekhaml, L. (1998). Graphic organizers: Outlets for your thoughts. School Library Media Activities Monthly, 14(5), 29.
Gil-Garcia, A., & Villegas, J. (2003). Engaging minds, enhancing comprehension and constructing knowledge through visual representations
Hoffman, J. (2003). Student-created graphic organizers bring complex material to life. College Teaching, 51(3), 105-105.
Junion-Metz, G., Walter, & Minkel, G. (2003). Graphic organizers. School Library Journal, 49(11), 32-32.
Katayama, A. D., & Robinson, D. H. (2000). Getting students `Partially’ involved in note-taking using graphic organizers. Journal of Experimental Education, 68(2), 119.
Kohler, P. (2009). Don’t just tell me; show me: Using graphic organizers effectively. Teaching Professor, 23(6), 1-7.
Lehman, H. G. (1992). Graphic organizers benefit slow learners. Clearing House, 66(1), 53.
Stull, A. T., & Mayer, R. E. (2007). Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers. Journal of Educational Psychology, 99(4), 808-820.
October 14, 2009 by julians
On September 15th we held our first learning symposium and discussed Bloom’s Taxonomy and Active Learning. The following is information and articles posted by Rachel to continue our learning on this topic. Please add your comments and ideas.
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Handouts and other readings from the symposium can be found on the Wikki.
Follow up Reading on Bloom’s Taxonomy:
Airasian, P. W., & Miranda, H. (2002). The role of assessment in the revised taxonomy. Theory into Practice, 41(4), 249-54.
Bloom’s taxonomy : A forty-year retrospective(1994). In Anderson L. W., Sosniak L. A. (Eds.), . Chicago: Chicago : NSSE: Distributed by University of Chicago Press.
Granello, D. H. (2000). Encouraging the cognitive development of supervisees: Using bloom’s taxonomy in supervision. Counselor Education and Supervision, 40(1), 31-46.
Krathwohl, D. R. (2002). A revision of bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212-18.
Mayer, R. E. (2002). Rote versus meaningful learning. Theory into Practice, 41(4), 226-32.
Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessment. Theory into Practice, 41(4), 219-25.
Raths, J. (2002). Improving instruction. Theory into Practice, 41(4), 233-37.
Rule, A. C., & Lord, L. H. (2003). Activities for differentiated instruction addressing all levels of bloom’s taxonomy and eight multiple intelligences
Savitz, F. (1999). Howard gardner, meet benjamin bloom: Strategies for the future enliven methods from the past
A taxonomy for learning, teaching, and assessing : A revision of bloom’s taxonomy of educational objectives(2001). In Anderson L. W., Krathwohl D. R. and Bloom B. S. (Eds.), . New York ; London: New York ; London : Longman.
Websites:
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
http://eduscapes.com/tap/topic69.htm
http://en.wikipedia.org/wiki/Bloom%27s_Taxonomy
Thoughts on Bloom’s By Rachel:
Bloom’s Taxonomy is a classification of levels of intellectual behavior important in learning. Knowing these classifications are important to understand for two main reasons. First, they allow us to appreciate the wide variety of experiences, behaviors, and ideas that go into the learning process. As instructors we often “get into a rut” with the types of techniques we use. Exposure to Bloom’s can help us to expand our arsenal of techniques so we can move beyond our ruts and find new ways to approach learning. Second understanding Blooms helps us to find a way to teach the correct information at the correct level of understanding. The ways we convey information are appropriate at different levels of the taxonomy. For example if we are teaching facts than one level is appropriate if we are teaching “higher-order thinking skills” then another level is better. Knowing Bloom’s can help us match the information we are trying to teach with the best mechanisms for teaching it. For these two reasons Bloom’s provides us with a good foundation for understanding the complexities of the learning process.
Just for Fun some books about Bog Bodies:
Chamberlain, A., 1954-. (2001). In Parker Pearson M. (Ed.), Earthly remains : The history and science of preserved human bodies. New York: New York : Oxford University Press.
Deem, J. M. (1998). Bodies from the bog. Boston, Mass.: Boston, Mass. : Houghton Mifflin.
Dowd, S. (2008). Bog child. Oxford, UK : New York, NY: Oxford, UK : New York, NY : David Fickling Books.
Glob, P. V. (. (1969). The bog people; iron age man preserved. Ithaca, N.Y.: Ithaca, N.Y. : Cornell University Press.
Hart, E., 1958-. (2004). Lake of sorrows. New York: New York : Scribner.
Reid, H. (1999). In search of the immortals : Mummies, death and the afterlife / howard reid. New York: New York : St. Martin’s Press.
June 17, 2009 by julians
The Learning Symposium is a community of learners at the Harold B. Lee Library who are committed to promoting active learning and student success by using effective teaching methods during all interactions with students, faculty, and the community.
This forum is a way for anyone interested in exploring teaching and learning techniques to share ideas, articles, and ask questions. Please join us by posting messages and responding to the information on this blog.
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