Art of Engagement: Gathering the Tools for One-Shot Masterpieces
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Presented at SUNYLA 2015 Conference, Art of Librarianship. Presented by Megan Dempsey, Instructional Services Librarian, Raritan Valley Community College
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Art of Engagement: Gathering the Tools for One-Shot Masterpieces
- 1. “I have come to believe that a great teacher is a great artist and that there are as few as there are any other great artists. It might even be the greatest of the arts since the medium is the human mind and spirit.” -John Steinbeck, “…like captured fireflies” in America and Americans and Selected Nonfiction The Art of Engagement, presented by Megan Dempsey
- 2. The Art of Engagement: Gathering the Tools for One-shot Masterpieces Megan Dempsey Instructional Services Librarian Evelyn S. Field Library Raritan Valley Community College megan.dempsey@raritanval.edu “Classroom” (1982) by John August Swanson
- 3. “Target with Four Faces” (1955) by Jasper Johns Instructional Goals 50/60 minutes? 1 or 2 80/90 minutes? 2 or 3
- 5. select appropriate keywords to find scholarly articles in Academic Search Premier. SWBAT
- 6. Backward Design 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction “Days End” (1992) by Judy Ledgerwood Wiggins & McTighe (2005) Understanding by Design
- 7. “Clock” (2002) by Chris Johanson The first ten minutes
- 8. “Yellow Pencil” (1999) by Marilou Levin Your tool to get them talking? Writing.
- 9. “Movement in Light Red, Cerulean Blue and Umber” (1950) by John Marin Tools for Active Learning Guidelines & Goals Verbal Cues Worksheets Intrusive Instruction
- 10. Tools for Groupwork • Goals • Roles • Jigsaw • Worksheets • Reminders
- 11. Tools for Search Demos • Narration & repetition • Movement • Visible thinking
- 12. KEYWORDS race and discrimination minorities African-Americans blacks Middle Eastern employment education arrests criminal justice system HUH?? Tools for Notetaking
- 14. Directed Note-taking Student Worksheet I write on board Scholarly Articles 1. Author is expert in field 2. Original research study 3. References @ end 4. Mostly text; charts/graphs; long 5. Published in peer-reviewed journal
- 15. Directed Note-taking Student Worksheet My slide
- 16. “Birch Trees Against Bright Green Background” (1991) by Alex Katz Don’t lose sight of the forest…
- 17. Engaging Entertaining “Clown Aerialist” (2004) by Verne Dawson
- 18. What did we miss? Contact me at any time! Megan Dempsey megan.dempsey@raritanval.edu This presentation is licensed under Creative Commons Attribution-NonCommercial-ShareAlike
- 19. Ideas for lessons/activities CARLI Instruction Showcase Toolkit http://www.carli.illinois.edu/products-services/pub- serv/instruction/ToolkitHomepage Library Instruction Toolkit (Virginia Tech) https://blogs.lt.vt.edu/litoolkit/ PRIMO: Peer Reviewed Instructional Materials Online (from ACRL) http://primodb.org/ SOS for Information Literacy http://www.informationliteracy.org/ Teach Information Literacy & Critical Thinking (by Esther Grassian) https://sites.google.com/site/teachinfolit/home This presentation available at http://www.slideshare.net/megan_dempsey/art-of-engagement- gathering-the-tools-for-oneshot-masterpieces
Editor's Notes
- Stick with fewer goals so you can incorporate active learning and don’t try to put too much into a session. When you try to do too much, you are forced to just keep talking at them.
- This is just one formula for writing learning outcomes. Search for “learning outcomes formula” and you will find many others. The key is to use Action Verbs rather than passive expectations like “understands,” or “appreciates” or “knows”
- An example of a learning outcome from my English Comp I sessions.
- Start at what you want them to learn, then decide how you will know that they learned it, THEN plan the activities you’ll use to help them learn/practice the skill. When a faculty member says, “I want you to show them how to use LexisNexis,” Ok, but ask him/her/yourself, “why”? What do they need to be able to do? Start with what you want them to know, then work backwards.
- What typically happens in the first ten minutes of class? Introductions, show and tell (“here’s the library website, here’s how you get to the catalog, etc”). After 5 minutes of this, you’ve lost them. Start with an activity that gets them thinking and talking. If they talk to each other right at the start, they will know that your classroom is a place where it is ok, and they are expected, to talk and participate. I introduce myself, share the learning objectives, and then put them in pairs or small groups immediately for an activity. They are more likely to talk to you if they talk to each other first.
- Think, Pair, Share activities; group work; give them time to think first, write it down, then they have something to say. Practice wait time – ask a question; count to five (or ten if you’re really brave) before rephrasing or answering yourself.
- What does active learning mean to you? Problem based learning Group activities Takes a lot more advanced preparation, requires a lot less in-class effort on your part – the students are doing the work, but it can be messy and chaotic, you need to accept that How to do demos without lecturing
- Managing group work If group is working toward a common goal, assign roles so everyone is involved Jigsaw group work – each member has an individual task to master/complete, when everyone finishes, they teach each other what they learned. Provide a handout so they can take directed notes on what they learned One method for assigning groups – give everyone a colored card when they walk in; when it’s time to get in groups, tell them to find the others with the same colored card. Ideal group sizes are 3 or 4 people.
- How to do effective search demos: Narrate EVERYTHING, every single step, write down everything you do and then see if that’s what you actually explain Plan your searches unless you are extremely confident that you can keep them on track regardless of what happens – off the cuff may simulate real research but if your students can’t figure out what you’re doing, it’s a futile exercise Try to walk around the room so you can see what’s on their screens, this may mean getting 2 or 3 steps ahead and then walking around and verbally reminding them what to do. You want to establish muscle memory, so let them do it with you. There will be visual learners who would rather watch, that’s ok, but you might want to check in with them to be sure that’s what they’re doing and not that they’ve just gotten lost and given up. Typically they will be taking notes as they watch. Be cognizant of less skilled computer users who might just be slower and aren’t used to knowing where to look on a screen. Write words on the board or zoom in your screen so they can see your spelling! Emphasize that spelling and how you enter search terms matters. Explain why you are entering the terms you chose and how you decided what box to put them in, what order to put them in, etc. Make your thinking visible.
- Many students have a hard time taking notes. They will be trying so hard to copy what you write down that they won’t be listening to what you say. They will copy your board notes exactly as you write them, so mind-mapping/brainstorming types of notes do not translate well. Specify to them what they should write down and what they should just listen to. Try to organize your notes so they don’t have to figure out what it means later. This is particularly helpful for students who have learning disabilities and processing difficulties.
- What I have on my slide and what I write on the board are exact duplicates of what is on the worksheet I give out for them to complete during the session.
- If you have an activity for the first 10 minutes, then you can quietly get latecomers up to speed or just ask them to wait until you move on. Don’t focus on those who are not engaged – focus on the ones who are. Enlist the professors help to keep students on task. Don’t sacrifice the 23 who are paying attention for the 2 who are not.
- If you are engaging, you don’t need to do a song and dance (ok, with some groups of students, you DO need to sing and dance, but generally speaking…). Engaging is making eye contact, asking questions and waiting for answers, movement, especially away from your computer