Lightning round presentation
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Transcript of Lightning round presentation
Good morning. Outreach to high school students. By Jeffery Loo and Lisa Ngo, UC Berkeley Library
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Jeff: It’s been 16 years since I was in high school at Burnaby North Secondary in the same school district where two famous Michaels graduated -‐ J. Fox and Buble.
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Lisa: As a lady, I’m not going to tell you how long it has been since I was in high school, but I can say that Danny Glover and Maya Angelou are fellow Eagles and graduates of George Washington High.
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Despite our distance from adolescence, we came up with a plan to teach high school students from the SHARP program how to use the libraries at Berkeley. SHARP is a high school summer research program coordinated by the Berkeley Nanosciences and Nanoengineering InsVtute. Local high school juniors apply for the program and spend the summer working in labs in departments in ChemE, LBNL, and MSE.
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Our goal was to teach young students completely new to Berkeley about the library using acVve and problem-‐based learning -‐ without overwhelming them.
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We wanted to reap these potenVal benefits of acVve learning 1. Students learn by doing … so they can gain pracVce and get coached for their eventual research assignment. 2. Students solve problems and make discoveries .. because it’s fun and moVvaVng when you figure out how something works. 3. The instructor engages students closely … to build a rapport and to observe students’ progress. This is when teaching can be the most rewarding.
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With 50 minutes for the average informaVon literacy class, the Vme constraint can kill our acVve learning goals. 1. One challenge is Chaos. CompleVng acVviVes in a short Vme period may lead to students moving in different direcVons and speeds. 2. Another challenge is stress and performance anxiety. Solve a problem in ten minutes in public. This pressure may discourage students. 3. Finally, the temptaVon of passive instrucVon. SomeVmes we want to efficiently download our knowledge to our students, so it is tempVng to just give lectures and demonstraVons
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We tried to resolve these challenges by following three guidelines. 1. Form a team When students work together in teams, it is a stabilizing force that fights the chaos. They share the workload, moVvate one another, and rely on peer instrucVon.
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2. Carefully guide the discovery with worksheets. We had students solve informaVon problems by following worksheets that guided them step by step through the problem-‐solving process with hints and suggesVons that led them to a discovery or conclusion.
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3. Help, without showing. To engage with students, we changed our posiVon from lecturer to facilitator. We eliminated lectures and demonstraVons to free Vme for students to complete the exercises and to search databases. As student teams worked, we helicoptered the room to check in with students and to answer any quesVons. Ader each exercise, we had group discussions to check that class learning was on track.
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Exercises that the students completed: Literature rotaVon staVons: we had 4 tables set up where each table had a different type of scienVfic literature. students in groups rotated to each staVon, examined the literature, and used a worksheet to rate each type of literature on how useful it was for locaVng a specific kind of informaVon. Finding materials: Students then worked in groups to complete 3 exercises that asked them to locate books in OskiCat, find scholarly journal arVcles on their research topic, and find a piece of data in a handbook. Each exercise walked them through a search process. While the groups were working together, we went from group to group to answer quesVons and help them only if they were stuck. Ader each exercise, we had them stop and wait for other groups to finish, and then discussed as a class what they found.
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If you’re interested in our approach, check out: 1) POGIL -‐ short for process oriented guided inquiry learning -‐ is a formal technique of using worksheets, guided discovery, and discussion for instrucVon 2) AddiVonally, check out hfp://goo.gl/UfNNy for sample informaVon literacy worksheets and lesson plans we used here at Berkeley and at other libraries.
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Lisa: What’s your top Vp for teaching with our approach? Jeff: Teach less, but teach it well. AcVve learning takes Vme, so let go of teaching it all. Having fun working on a few exercises in class may be less overwhelming and may moVvate students to self-‐instrucVon and to seek librarians for help outside of class.
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Jeff: What’s your Vp, Lisa? Lisa: Planning the exercises takes a lot of Vme, but it’s worth it in the long run as you can re-‐use them in future classes. If you’re worried that leing go of the lecture means that the students will miss something important, incorporate a mini-‐lecture or Vp on the topic (1-‐2 min.) during an exercise where it’s relevant -‐ students will be more likely to remember it if the Vp is not lost in an hour-‐long lecture.
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To summarize our approach, a haiku poem. MoVvate through teams Discovery through small tasks No demos/lectures
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