Lesson Plan: 2

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)

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.

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

INSTRUCTION (2 mins)

  • Show citation resources in CatSearch & on assignment guide

LESSON PLAN WRAP UP (3 mins)

Flipped Classroom Option:

Assign the following video as homework to students prior to class, or after the instruction session, depending on student needs.

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”

 

 

%d bloggers like this:
search previous next tag category expand menu location phone mail time cart zoom edit close