Topic Exploration: Active Learning Lesson Plan*
*adapted from an instructional model used at Montana State University for US 101, a foundation class for freshman students.
Jacqueline Frank; email
Methods of active learning:
- Group & class discussion
- Pair & share
- Hands-on research
Learning Outcomes (assessment questions at the end)
Concrete skills: after this class, students will be able to:
- Conduct research using the library website
- Effectively evaluate sources of information
- Cite sources accurately
Critical Thinking Objectives:
- Explore a range of potential topics of interest
- Evaluate how successfully you can develop your original research question
- Recognize how preliminary research can shape the direction you claim/counterclaim may take
LESSON PLAN INTRO (2 mins)
- Introductions (5 mins)
- How many of you feel like you have a rock solid topic at this point?
- How many of you feel comfortable doing research using the library website?
- How many of you feel comfortable evaluating sources of information?
- How many of you feel comfortable with citations, formatting & citing all your sources correctly?
- In class feedback/questions – Introduce padlet for anonymous questions
- Pre-class assessment survey: online survey in class (public copy for website)
INSTRUCTION TO SEARCHING WITH KEYWORDS (10 mins)
- General Intro to Library Resources
- review resources on Course Guide – has info we will cover today, for you to go back and review anytime
- overview of searching in CatSearch
- get example topic from students in class – show example of crafting potential research question & identifying keywords as search terms
- using facets for peer-review, subjects, articles/databases by format, date, etc.
- Subject facet – use to help narrow broad topics, see areas of interest within the conversation happening around that topic
- Preliminary research can help shape the direction of your topic
- Search by format – film, newspaper, books, etc.
- Subject Databases – Anthropology & Gender Studies
- What questions do you have at this point? (5 mins)
- Review padlet – have other students answer the questions if the remember/know the answer
ACTIVITY (10 mins)
Hands-on/active learning: topic exploration & searching for articles/resources
Students will brainstorm possible topics, & will do preliminary search to determine feasibility of topic(s) of interest
- Part A: Pair & Share activity, guided by Worksheet Part I & II
- Individually
- Brainstorm 3 topics (if needed) & choose 1
- write a potential research statement/questions for up to 3 topics
- underline key words/concepts in the research statement, to use as search terms
- With a partner – start searching
- brainstorm synonyms for each person’s keywords, to use as additional search terms – could do a mind map on paper, or an outline online, or list them out
- Search tip: look for keywords/topics authors list for their articles, in your initial search
- Think of the broader issues surrounding each topic
- Search Tip: Can use subject facet in your initial search to help determine this
- What potential counter claim could you make to each argument/statement/question?
- Acknowledging the counterclaim and providing evidence as to why you disagree will always strengthen your claim.
- brainstorm synonyms for each person’s keywords, to use as additional search terms – could do a mind map on paper, or an outline online, or list them out
- Individually
INSTRUCTION & GROUP DISCUSSION (5 mins)
- Don’t need to find the ‘needle in the haystack’ research that says exactly what you are trying to argue – instead, you can use use relevant articles, that may not be the exact research topic/question, and you explain how they relate and support your idea
- can someone share an example of something they found that isn’t on their exact topic, but how it relates?
- keep this in mind going into the next activity
- address questions and concepts that come up when talking to students about their topics
- introduce CRAAP – discuss how sources can be useful in different contexts (i.e. biased piece would not be appropriate for a factual overview, but would be appropriate for paper showing the range of human opinions on a topic)
ACTIVITY & HANDS ON RESEARCH (15 mins)
- Part B: Pair & Share activity
- Individually – Students will continue their preliminary search to:
- determine feasibility of topic(s) of interest & select topic
- find 2-3 relevant sources, includeing peer-reviewed articles on the topic
- evaluate each article with CRAAP
- With a partner
- Share how the article you selected supports your topic
- Share how you determined it ‘passes’ the CRAAP test
- Talk through the questions/answers to the last page of questions on the Worksheet Part III
- Individually – Students will continue their preliminary search to:
INSTRUCTION (2 mins)
- Show citation resources in CatSearch & on assignment guide
LESSON PLAN WRAP UP (3 mins)
- Assessment of instruction session: online survey taken at the end of class (public copy for website)
Flipped Classroom Option:
Assign the following video as homework to students prior to class, or after the instruction session, depending on student needs.
- Video: How to Narrow Your Topic. Module from Credo Reference (subscription service we utilize at MSU library)
- Video: Thesis Statements. Module from Credo Reference (subscription service we utilize at MSU library)
- CatSearch Basics Video (Primo Discovery Layer at MSU Library)
- Download transcript of CatSearch Basics
Assessment Questions mapped to Learning Outcomes & the ACRL Framework
*Student questions are from ACRL; Professor questions are received from the instructor after the assignment has been graded
Concrete skills: after this class, students will be able to:
Learning Objective | Framework Concept | Assessment questions |
§ Conduct research using the library website | Searching is exploration | Student: “I am more aware of the library’s resources & services”
Professor: “student used appropriate sources of information for their topic” |
§ Effectively evaluate sources of information | Authority is constructed & contextual | Student: “I intend to apply what I just learned”
Professor: “student used appropriate sources of information for their topic” |
§ Cite sources accurately | Information has value | Student: “I feel more confident about completing my assignments”
Professor: “student cited sources accurately, according to guidelines” |
Critical Thinking Objectives
Learning Objective | Framework Concept | Assessment questions |
§ Explore a range of potential topics of interest | Research as inquiry | Student: “I feel more confident about completing my assignments”
|
§ Evaluate how successfully you can develop your original research question | Searching is exploration | Professor: “student sufficiently developed their topic into an appropriate research question/statement” |
§ Recognize how preliminary research can shape the direction your claim/counterclaim may take | Research as inquiry; searching is exploration | Professor: “student sufficiently developed their topic into an appropriate research question/statement” OR “student used appropriate sources of information for their topic” |