Monthly Archives: July 2007

Library Instruction Workshop: 7/27/07

Early/Other Instruction Models

  • Madeline Hunter model: 7 Step Lesson Plan:
    • objectives
    • standards
    • anticipatory set
    • teaching
    • input
    • modeling
    • check for understanding
    • guided practice/monitoring
    • closure
    • independent practice
  • Heinich & Molenda: ASSURE Model
    • Analyze learners
    • State objectives
    • Select instructional methods, media, and materials
    • Utilize media and materials
    • Require learner participation
    • Evaluate and revise
  • Both good models for new teachers who are learning their way around the classroom. Is there another way? Yes, this one.

Dynamic Systems

  • Modified from Newell (1986), which was initially a discussion about motor development, moved to learning skills, called it a “model of constraints.”
  • These 3 systems interact: you change one thing and it changes the system– not all 3 have to change for the system to change. This is in opposition to the motor skills development theory.
  • Individual: you bring what you are: skills, body, intelligence
  • Environment: physical arrangement, equipment
  • Task: what are you/they trying to do?
  • Outcome: the system will achieve a steady state, will emerge from the interaction. The system struggles with chaos, but it will resolve itself.
  • How can you change the constraints of an individual? Model different behavior, give them information, engage them immediately and pique their interest, motivate. Conditioning happens over time. Are they being graded?
  • How can you change the structure of the environment? Layout of classroom/room, surface stability, environmental level of predictability (static/dynamic), grouping people based on task.
  • How can you change the task? Motor skills theory related (change speed trajectory of movement), equipment (type, length, size, weight, texture, etc.), c complexity/simplicity, options.
  • Research is a dynamic activity
  • What decisions do people make when they do research?
  • What knowledge do they need to have to use research tools?
  • What skills do they need to have efficiently use tools?
  • Are poor choices and/or a lack of knowledge/skills okay? Who says it’s a poor choice? It’s only poor if we/faculty says it is. They have to be given choices.
  • Manipulating Outcome: what are the desired behaviors? How does discovery learning fit into the classroom?
  • Make sure there are choices wherever they are rather than a sequence of events or stations.
  • The purpose is giving them experiences. Learning retained.
  • Warnings: you can lose them with a lot of instruction, lose them with a complex first task. Make sure you increase the complexity with each task. However, if this is an entirely new skill or new subject matter, don’t be afraid to give them instruction (though if you can make it dynamic, do).

Dynamic Systems Teaching Model

  1. Establish the task goal: structure the environment, give information about the task, do not demonstrate (but you can provide instructional support).
  2. Provide choices: one size doesn’t fit all, have a selection of skills/movements/equipment available, allow safe student decisions. Get them to looks at the choices and the outcomes. Give them feedback about the choices they have made/are making. Ask “what do you notice when you ___?”
  3. Modify the variable: “restructure” the environment for the group and the individuals who are ready.
  4. Provide instruction: only after the first 3 steps, instruct about skills students have selected, instruct about “teacher preferred” skills.

Example: Use good keywords

  • Research task: Ask them to search for something/an article, may not discuss specific results.
  • Restructure task: Ask them to find a synonym, repeat their search multiple times.

Example: Use varied databases

  • Research task: ask them to find an article in a database, do not set any limiters. If they ask, you can define “scholarly source.”
  • Restructure task: ask them to explore the advanced search page for limiters (ie specific journals). Give them different databases to use to search for scholarly sources. Ask them to compare magazine to scholarly journals.

Example of lesson plan for one-shot instruction session (library focus)
Visit the Wikipedia current events section for topics that are very recent and from the past couple of months.

  • Give students a topic and ask them to find a relevant/suitable article (don’t limit or define your terms here, let them explore & come back with anything).
  • Discuss with the students/instructor to see what they define as “suitable.”
  • Ask the student to find articles with as much bibliographic information as possible, from a variety of sources.
  • Discuss the difference between broadcast & print, how important permanence is in academia. Search for print sources in databases, tell them they have to use certain databases (ie Lexis/Nexis, EBSCO).
  • Where did you find more?
  • Discuss the publication cycle and how it is not suitable for very current events (periodical database isn’t going to provide you with articles if the event happened yesterday.
  • Ask them to “experience” different databases.

How can archivists use this? Tiah’s Dynamic Systems lesson planning model

  • Task 1: Research w/o constraints. “Find something in the yearbooks that is interesting to you.”
  • Discussion outcomes: “What did you find? Why was it interesting?”
  • Task 2: Research with some constraints (change the task/environment): “Look at another yearbook that is at least 20 years older or 20 years more recent than your first choice.”
  • Discussion outcomes: “What differences did you notice?”
  • Task 3: Research with more constraints (change the task/environment): “Look at another yearbook that is at least 20 years older or 20 years more recent than your first or second choices. This time look for a similar topic or subject.”
  • Discussion outcomes: “What did you find?” “What differences did you notice?”
  • Task 4: Research with more constraints (change the task/environment): Give them a set of photographs and ask them to discuss what they see. Ask them to date the images given what they learned in their experiences with the yearbooks.”

Adventures in the Archives: Hunting for History

Students Map of Campus1.jpg

Upward Bound Students: Welcome to the OSU Archives!

Congratulations! You have found your first clue!

The map shown above is one that was drawn by a student for the 1934 Beaver yearbook. We don’t know much about the artist, Wayne Bagley, but we do know that he included all the clues on his map that you will need to finish this scavenger hunt.

In your hunt for Oregon State University history, you will use Wayne’s map to find buildings in the main quad of campus, going from building to building in search of clues. On the second day of the hunt, you will spend some time investigating the Archives, looking for more information about Wayne and his roaring 1920s college life!

Wayne was a student at Oregon State College, as OSU was known in the 1920s, from 1926-1930. He was an active artist while at OSC, though he was an Engineering major! He was a member of Kappa Kappa Alpha, the Hammer and Coffin (the Oregon State chapter of the national honor humor fraternity), the National Honorary Fraternity in Art, as well as a member of Theta Delta Nu and an editor for the Beaver yearbook. In 1928, he was on the staff for the Orange Owl, which was a comic magazine on campus and a publication of the Hammer and Coffin.

The Orange Owl, Oregon State’s humor magazine for 8 years, was full of literary articles, verses, jokes, skits, cartoons, and pictures. In 1928, the same year Wayne was involved, the Hammer and Coffin decided to stop publishing the magazine because there were so many complaints by people who were offended by the articles; later that year, the magazine was shut completely down by a student interest committee.

To begin, click on the map, and then write down the “Item Number” on a paging slip and give it to the person at the Archives reference desk.

Good luck and have fun!