unh il lesson plan design & assessment
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Designing Information
Literacy Learning
Experiences
&
Classroom Assessment
Workshop for University of New Hampshire librarians
July 9, 2013
Elizabeth Dolinger, Assistant Professor, Information Literacy
Librarian.
Mason Library, Keene State College
edolinger@keene.edu (603)358-2749.
• Information literacy: Where are we coming
from?
• Learning theories overview
This morning (10:00-10:50)
After Break (11:00-12:00)
• Backwards Design/ Understanding by Design: Gilchrist model
• Small groups design activities, start lesson
plan using cycle worksheet
Where we are coming from...
Libraries are too
complex with
too many tools
for too many
purposes.
Bibliographic
Instruction
Reflection Card
Take a moment to reflect on your
experience as a learner.
Come up with a positive and a negative
example of a classroom experience.
• what is it?
• what did you learn?
• why is it memorable?
Zone of Proximal Development
& Vygotsky
internalization of knowledge/ how we "know"
something
• scaffolding
• zone of proximal development
What
student
can do
What
student
can not
yet do.
What
student
can do with
help.
ZPD
Note Check & Break until 11:00
Turn to a partner and discuss a few of your
take-away's so far.
• Compare notes on what was covered, and
summarize the most important parts.
• Clarify any sticking points or questions for
each other.
Backwards Design:
Understanding by Design
Identify desired
results of
learning:
Enduring
Understanding Determine
acceptable
evidence:
Assessment
Plan learning
experiences Wiggins and McTight
(1998) Understanding by
Design
What do you want the student to be
able to do?
Students critically evaluate information sources to identify the
appropriate use of information (evaluative criteria should be
appropriate for the project).
Program/course level outcome:
Students will be able to
differentiate between
academic and non-academic
sources
Possible session level outcomes:
Students will be able to
distinguish primary from
secondary sources using a set
of criteria
What do you want the student to be
able to do?
Students develop appropriate methods and effective strategies to
search for and access information.
Program/course level outcome:
Students apply concepts, key
words and synonyms as
search terms to locate
appropriate information.
Possible session level outcomes:
Students will identify elements
of a citation in order to search
for the information source
What does the student need to
know?
Content:
• what "keywords" are
• how to identify/find keywords
• how to structure a search in a database
using keywords and phrases (use AND/OR)
What is the Learning Activity?
Pedagogy
• lecture
• group work
• problem-
based
• active learning
• hands-on
• demonstration
• etc.
How will you teach?
Putting it in context...
You are working with a sophomore level
anthropology class. The faculty member
has asked you to show students the
database JStor.
• What are questions we could ask the faculty
member?
• What is one outcome we could work on?
• What is an in class activity we could use to
work with this class?
Putting it in context:
Brainstorm tickets
On front side of ticket:
What is one outcome to work on?
On back side of ticket:
What is an in class activity that could be used
to work with this class?
Before lunch... starting the Cycle
• Small groups of 2 or 3
• Agree on one outcome (write/use your own
or select from the list)
• Think of 2 different activities that could be
done in class (one activity per lesson plan
cycle)
• start to fill in your assessment circle poster
(parts 1-3)
Evaluation v. Assessment
Educational
Assessment:
Intentional gathering
of evidence in order
to judge the quality
of achievement
based on pre-
determined learning
outcomes and
improve learning
Evaluation:
reflective tool
that gauges
impression of
an experience
Why assess student
learning?
"the quality of student learning is directly,
although not exclusively, related to the quality
of teaching. Therefore one of the most
promising ways to improve learning is to
improve teaching." Angelo & Cross
comes from Latin 'ad sedere', which means to sit down
beside
Helps us to know what we are doing, why we
are doing it, what students are learning as a
result, and to make changes based on that
information. -Deb Gilchrist
"Assessment"
Summative
• part of the instructional
process
• helps determine next
steps
• student participates in
the assessment process
and learns from it
FormativeV.
How will you use
what you learn about
the student learning?
• designed to be
comprehensive
• most often occurs
at the end of the
learning/at the end
of an instructional
phase
• used to judge
mastery
Self Report
• Asks students to estimate their learning
• Can be used as a benchmark at start or end of class
• Can be used to get at outcomes that are challenging to
assess/that are subjective
Examples:
• Minute paper
• Muddiest Point
• Interview
• Focus group
• Journal/log
Tests/ Quizzes
• Often multiple choice
• Strive for objectivity
• Grounded in traditional behaviorist theory
Classroom Assessment
Techniques
• in context of learning
• formative
• elicit student feedback about
their learning: "feedback loop"
• usually quick
A Few Examples:
• one minute paper
• muddiest points
• performance assessments
How will the student demonstrate
learning?
Classroom Assessment
Performance
AssessmentTask/ Assignment:
Student will write a paragraph
stating the best search structure
and key words used, why it was the
best, and two places to look for key
words.
Re-group & Share
• If needed, re-work Learning Activity
• Work on: Assessment: How will the
students demonstrate the learning?
• Write what the learning activity is at the top
of the large sheet & hang up on wall.
How can the activity be altered so
students demonstrate learning and
provide assessment opportunity?
How can you improve the activity so
students show their learning/ability?
Gallery Walk: Add & Map
Criteria
Decide to create something with this fabric.
• What are you going to make?
• Which fabric will you use?
• Why this fabric?
• How did you decide?
M. Oakleaf, Assessment Immersion 2012 exercise (used with permission)
Outcome:
Apply backwards design to develop lesson plans for information
literacy that employ active learning methods and provide
opportunity for assessment
Content:
Overview of Learning Theories
Intro to backwards design
Intro to CATs/Performance Assessments
Learning Activities:
Lecture, Modeling, Reflection, Discussion, Brainstorm, Group work
Assessments:
Lesson plan cycle
Brainstorm Ticket
Today's workshop
Gallery walk
Four minute ticket
Thank you!
On front of card:
• Summarize the main points of the workshop and provide 3-
50 takeaways. These can be challenges you are
concerned about or points that were particularly insightful
in consideration of your practice.
On back of card:
• On a scale of 1-5(very) how likely are you to incorporate
some of these strategies as you plan lessons next year?
• What activities were particularly helpful?
• How could this workshop be improved for others?
4 minute ticket:
Elizabeth Dolinger
edolinger@keene.edu
Assessment Resources
http://kscinfolit.wordpress.com/
http://railsontrack.info/
http://www.waypointoutcomes.com/
Look for articles by Megan Oakleaf, Deb
Gilchrist, Lisa Hinchliffe, Craig Gibson
Suggested Resources
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college
teachers. San Francisco: Jossey-Bass Publishers.
Doyle, C. S. (1993). The Delphi method as a qualitative assessment tool for development of
outcome measures for information literacy. School Library Media Annual, 11, 132-144.
Gibson, C. (2008). History of information literacy. In C. N. Cox & E. Blakesley Lindsay (Eds.),
Information literacy instruction handbook (pp. 10-25). Chicago, IL: Association of College
and Research Libraries.
Holder, S. (2010). History and evolution of credit IL courses in higher education. In C. V.
Hollister (Ed.), Best practices for credit-bearing informtion literacy courses (pp. 1-9).
Chicago, IL: Association of College and Research Libraries.
Kuhlthau, C. C. (2004). Seeking meaning: A process approach to library and information services.
Westport, Conn: Libraries Unlimited.
Wiggins, G., & McTighe, J. (2005). Understanding by Design, Expanded 2nd Edition. Alexandria:
ASCD.
Images Tools
By Tony Hall. May 26, 2009. http://www.flickr.com/photos/anotherphotograph/3571242832/
Compass
By Jeremy Beker. February 8, 2007. http://www.flickr.com/photos/confusticate/385786155/
Information Literacy Umbrella
By Dana Longley. March 29, 2010. http://www.flickr.com/photos/danahlongley/4472897115/
A Taxonomy of Literacies. By Lane WIlkinson. March 30, 2011. http://senseandreference.wordpress.com/2011/03/30/literacy-
sucks/
Dog getting clicker training. By Ellen Levy FInch. September 17, 2004.
http://commons.wikimedia.org/wiki/File:Dog_clicker_training.jpg
The image of Welsh conductor Grant Llewellyn
By Ncsymphony. September 18, 2007. http://commons.wikimedia.org/wiki/File:Grant_Llewellyn.jpg
Milk pitcher with lid
By Pitcherman. October 14, 2008. http://en.m.wikipedia.org/wiki/File:Milk_Pitcher_With_Lid.jpg
Filing Cabinet. By 401 (K) 2012. May 19, 2012. http://www.flickr.com/photos/68751915@N05/7249752654/
Digital glass blower. By Village 9991. June 8, 2009. http://www.flickr.com/photos/village9991/2901378820/
Human brain. From Gutenburg Encyclopedia. June 5, 2007. https://en.m.wikipedia.org/wiki/File:Cerebral_lobes.png
Rainbow Cake. By Time Ebbs. December 1, 2012. http://www.flickr.com/photos/ebbsphotography/8235949798/
Tie dye cake batter. By Selena N.B.H. September 2, 2011. http://www.flickr.com/photos/moonlightbulb/6113826338/
Social Media Marketing. By Paola peralta. September 25, 2005.
http://commons.wikimedia.org/wiki/File:Social_Media_Marketing.jpg
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