Unh il lesson plan design & assessment
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I gave a one hour overview to librarians from NH about assessment. My approach to assessment focuses on collection of performance assessments, mapping session level outcomes to program outcomes, aggregating data by outcome, SHARING what you learn, and contributing to program level assessment. I plan for and organize assessment methods into “tiers” with tier one assessments capturing student development of information literacy from a variety of academic experiences, and tier two assessment methods capturing librarians contribution to students development of information literacy. One librarian asked me after the discussion: where should I begin, especially with limited access to students? My recommendation is always to start with what’s already being done. Where are students already being assessed? Look there and see what you can learn about the challenges students are having. Then create your plan, and “start small, but start” as Deb Gilchrist and other ACRL Immersion faculty always mantra. https://docs.google.com/presentation/d/1pOxo0s29jsQw9PVr7fp1AA7HKeOL8T_YiupQjyZFpGM/edit?usp=sharing
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- 1. 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.
- 2. • 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
- 3. Where we are coming from... Libraries are too complex with too many tools for too many purposes. Bibliographic Instruction
- 4. Where we are coming from... From research tools to information concepts.
- 7. 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?
- 8. Learning Theories Overview • Behaviorism • Cognitivism • Constructivism
- 10. Cognitivism
- 11. Constructivism
- 12. 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
- 14. 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.
- 15. 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
- 16. Backwards Design-- Gilchrist Style
- 17. 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
- 18. 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
- 19. 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)
- 20. What is the Learning Activity? Pedagogy • lecture • group work • problem- based • active learning • hands-on • demonstration • etc. How will you teach?
- 21. 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?
- 22. 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?
- 23. 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
- 24. Afternoon... • Assessment • Classroom assessment techniques o performance assessments • Criteria
- 25. 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
- 26. 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
- 27. 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"
- 28. Summative • part of the instructional process • helps determine next steps • student participates in the assessment process and learns from it Formative V. 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
- 29. 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
- 30. Tests/ Quizzes • Often multiple choice • Strive for objectivity • Grounded in traditional behaviorist theory
- 31. 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
- 32. How will the student demonstrate learning? Classroom Assessment Performance Assessment Task/ 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.
- 33. 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.
- 34. 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
- 36. How do I know the student has done well? What does good performance look like? Acceptable? Poor?
- 37. 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)
- 38. Continue cycle... • • re-group with partner • continue lesson plan design cycle Share!
- 39. 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
- 40. 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
- 41. 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
- 42. 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.
- 43. ImagesTools 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 All images are Creative Commons eligible to share.
Editor's Notes
- Information literacy instruction is based in the academic library's history of providing bibliographic instruction. Based in the idea of and the necessity for the librarian to act as "steward of the stacks" and "gate-keeper" to library information. discipline focused, as was the academy. place bound "library assignment" tools and library place focused one shot although there have always been some courses that were primarily "about the book" and bibliography not necessarily transferable across tools
- term "information literacy" first used in 1974 by Paul Zurkowski, who was president of the Information Industry Association. in a proposal to the US National Commission on Libraries and Information Science. By the 70's and 80's increased focus on "concepts" because there's too much information available for most students to figure out which is appropriate and how to use it. higher education begins to focus on shifting from teaching to learning. 1987 ALA Information Literacy group advocates student centered learning approaches and the National Forum on Information Literacy develops. 1989 "Information Literacy" given definition based on work of Christina Doyle's DELPHI METHOD. 1999 ACRL IL Standards for Higher Education. by mid 1990's the World Wide Web dramatically increases access to information and focus shifts to end user searching. bibliographic instruction remains valuable but is limiting in its role in helping students to sustain and cope with complex information environment that is multi-dimensional. Craig Gibson (lead imersion faculty member and assoc. director for research & education at ohio state) talks about needing to provide students a "compass" in order to navigate and make decisions within the information environment. the new "compass" for NetGen students is a bundle of abilities called information literacy identified and integrated set of learning outcomes thought of as "everyone's business" rather than "library territory" builds upon previous work of librarians in bibliographic instruction an understood need to involve faculty and increasingly work with other education professionals focus on information concepts: finding, accessing, evaluating, using ethically Challenges: technology: student tech skills have outpaced their knowledge base communication: what vocabulary do we need to use in order to communicate with others collaboration: sharing of teaching and learning : we are in a strategic position across all disciplines of a campus assessment: "proving" value to stakeholders scalability of learning programs and services legacy of bibliographic instruction: locked into collaborative models where we teach in others classes rather than develop and teach own course: this is a debated topic within and among information literacy professionals
- definitional conundrum: information, technology, critical thinking, lifelong learning, 21st century skills, digital literacy, e-literacy, information fluency, PLUS pedagogies: evidence based, problem based, inquiry based, discovery learning, Future we will see and are already seeing more integration with other skills outcomes. new ACRL standards for IL will be more inclusive of sharing and producing in web environment.
- ACRL Information Literacy Competency Standards for Higher Education Task Force is working on revising the IL standards toward blending competencies across multiple literacies in order to better address the social or participatory information environment, and the multi-dimensional information landscape.
- Learning is defined as change in behavior Checking student's work regularly and providing feedback as well as encouragement (reinforcement). Focus is directly on the content to be taught. Often takes the material out of the context in which it will be used. the learner is a clean slate to be filled behavior is shaped by positive and negative reinforcement and the environment Direct or "teacher centered" instruction: Lectures, tutorials, drills, demonstrations, and other forms of teacher controlled teaching
- According to Piaget, the ability to learn a concept is related to a child’s stage of intellectual development. This focus on scaffolded early learning and sequential development of mental processes defines the Cognitivists' learning theory. the individual learner is key generate knowledge and meaning through development of cognitive abilities: recognize, recall, analyze, reflect, apply, create, understand, and evaluate. memory system is an active organized processor of information prior knowledge plays an important role in learning / new knowledge is built on prior knowledge learning occurs as a result of disequilibration, the state of confusion that results when we interact with new phenomena, to which we must adapt by either assimilating the information into an existing scheme, altering an existing scheme to accommodate, or by creating a new scheme entirely.
- people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. new information is linked to prior knowledge learning is constructed through social interaction learning is an active process of constructing knowledge rather than acquiring it . in this way, our knowledge is subjective. is it frosting? cake batter? glue? goo? emphasizes the importance of active involvement of learners Discovery, hands-on, experiential, collaborative, project-based, and task-based learning are a number of applications that base teaching and learning on constructivism. activities are interactive and student-centered students work primarily in groups and learning and knowledge are interactive and dynamic focus on social collaboration and exchange of ideas Role of teacher: modeling, scaffolding, coaching, facilitating
- Lev Vygotsky = soviet psychologist 1920's focused on internalization of knowledge, through the assistance of a more capable person, a child is able to learn skills or aspects of a skill that go beyond the child’s actual developmental or maturational level. Therefore, development always follows the child’s potential to learn. In this sense, the ZPD provides a prospective view of cognitive development, as opposed to a retrospective view that characterizes development in terms of a child’s independent capabilities. Scaffolding is changing the level of support to suit the cognitive potential of the child. Over the course of a teaching session, a more skilled person adjusts the amount of guidance to fit the child’s potential level of performance. More support is offered when a child is having difficulty with a particular task and, over time, less support is provided as the child makes gains on the task. Ideally, scaffolding works to maintain the child’s potential level of development in the ZPD.
- emphasizes that two processes are occurring simultaneously: the process of information-seeking and the process of constructing meaning Carol Collier Kuhlthau's Information Search Process (Book SEEKING MEANING) based on 20 years of empirical research (first on grade school students, through experienced learners then into the workplace) , a six stage model of the experience in the process of information seeking. Kuhlthau identifies three realms of experience: the affective (feelings), the cognitive (thoughts) and the physical (actions) common to each stage. identifies "zones of intervention" based on Vygotsky's theory of proximal development: helping to identify the points at which students are most in need of and most likely to accept guidance Using the Information Search Process model as a guide for the design of integrating information literacy development in a sustained research and writing course helps to identify the information literacy skills and timing of the sessions so they are embedded at the point of need based on HOW THE FACULTY HAVE DESIGNED THEIR COURSE helps faculty and librarians to communicate and focus on the development of skills that facilitate critical thinking about information, rather than the specific tools or creation of long bibliographic lists of resources
- 1. Forces you to think about the big picture goal of learning: what is the enduring understanding of the learning 2. How will we know that students really understand the identified big ideas? What will we accept as evidence of proficiency? The backward design orientation suggests that we think about our design in terms of the collected assessment evidence needed to document and validate that the desired results of Stage 1 have been achieved. 3. What will need to be taught and coached, and how should it best be taught, in light of the performance goals? So I often think of the "Enduring Understanding" and THE BIG IDEA... and it's often what can be found in PROGRAM LEVEL OUTCOMES... either for general education programs or for information literacy programs or departments, etc. These are often BIG IDEA level.
- Deb Gilchrist, lead Immersion faculty and Dean of Library/Media Services for Pierce Colleges in Washington At Keene, in a task force for one semester we worked through this process and identified common outcomes, content, and assignments = assessments for core foundation courses. The learning activities might be different, or how we teach, but ultimately the students need to end up at the same place and able to complete the assignment during the session. Over the summer, in a teach-in, we worked through this cycle with all librarians learning about each element of the process of designing. Backwards design, Gilchrist model Understanding by Design, Wiggins & McTighe
- Give me some examples of what might be an outcome in one session, that would reflect or tie into these outcomes? what does this look like in one of our sessions? Outcomes need to be JUDGeABLE not necessarily measurable. so what would a session level outcome look like? How do we already do this in a session?
- Give me some examples of what might be an outcome in one session, that would reflect or tie into these outcomes? what does this look like in one of our sessions? Outcomes need to be JUDGeABLE not necessarily measurable. so what would a session level outcome look like? How do we already do this in a session?
- so, What are some ways or activities you might use to teach these, or one of these during a session? WHat is the learning activity?
- what are the students doing? role play debate discussion think-pair-share (small teams of students reflect on lesson and share learning and questions with group) learning by teaching problem based learning (identify and solve a problem) small group/team work
- What are questions we could ask the faculty member to make this more about developing info lit than demonstrating a tool?
- 10 minutes have folks do at least 2-3 cards then pass once more to next person have person with card read off an idea that seems like a good one
- Can you think of any examples?
- WHY DO WE ASSESS STUDENT LEARNING? TEACHERS Assessment informs practice in the classroom in order to improve student learning (pedagogy and curriculum revision) Assessment can increase student's learning awareness by knowing what learning is expected of them (opportunity for self assessment) ADMIN REASONS Program Improvement : Assessment provides information for programs to determine how they can be improved: SLO assessment allows programs to determine where redundancy occurs and where gaps exist in the curriculum Stakeholder Communication : The results of program assessments should be communicated to stakeholders in order to demonstrate accountability of student learning Resource Allocation Accreditation Requirements : Participating in the ongoing process of assessment will demonstrate to accreditation bodies that the academic programs are achieving accreditation requirements
- What are examples of outcomes that may be assessed through self report? research process anxiety, bordeom, self advocacy familairity What activities could we ask them to do that will help make the learning more evident?
- by employing a number of classroom assessment techniques educators get feedback from students on their learning
- Integrated performances that students engage in, that show learning, and result in an artifact or evidence Simulate real life application of skills Strive for authenticity Grounded in constructivist theory & Assessment for Learning Numerous methods, context and outcome specific
- 15 minutes
- gallery walk, and map go around room and read activity described add below the activity a way to alter it so students demonstrate learning and provide assessment data you can add onto others ideas by drawing lines and circles, like a concept map
- A rubric can be as simple as a checklist. It can be as complex or as simple as you need for it to be in order to apply your criteria for learning.
- On an index card. First question on front, last four questions on back.