Lesson Plan: 3

Advanced Research Techniques: Active Learning Lesson Plan

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
  • Employ Boolean operators when searching
  • Employ truncation techniques when searching
  • Effectively evaluate sources of information
  • Cite sources accurately
Critical Thinking Objectives:
  • Explain different contexts in which sources of information would be appropriate or not
  • Find appropriate sources to support  your research question
  • Recognize how preliminary research can shape the direction your claim/counterclaim may take

LESSON PLAN INTRO (5 mins)

INSTRUCTION & GROUP DISCUSSION (20 mins)

  • LibGuide Intro & concept review
    • review resources on Assignment Guide
    • Articles – What is Peer review??
    • evaluating sources with CRAAP – Bias – what does that mean?
    • citation resources on assignment guide
  • Subject/assignment specific Library Resources
    • Topic exploration in subject-specific databases
      • subject databases
    • Advanced search techniques – use example topic from class to show:
      • Boolean operators – who has used/can explain what these are?
      • Truncation techniques – who can explain?
      • Thesaurus in databases – who can explain?
      • Subject headings & keywords – who can explain?
      • Pearl referencing – who can explain?
      • Search by format – media, newspaper, etc.
      • Site:.gov
    • Google Scholar to find Library Resources
      • Connecting to Library resources
      • Using GS to Evaluating sources – scholar is better than google, but still need to think
      • Number of citations, look at other publications by the author, reputable journals
    • Evaluating Sources – 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)
    • What questions do you have at this point?
      • Review padlet – have other students answer the questions if the remember/know the answer

ACTIVITY & HANDS ON RESEARCH (20 mins)

  • Part B: Pair & Share activity
    • Individually – Students will start their preliminary search to:
      • Write research statement
    • With a partner
      • Share topic
      • Identify search strategy for each topic – keywords with truncation, Boolean operators, etc.
      • Start research & share results with partner – brainstorm strategies to find
      • Evaluate sources with CRAAP

LESSON PLAN WRAP UP (5 mins)

  • Show citation resources on assignment guide

Assessment of instruction session – online survey take

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 subject-specific 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”

§  Employ Boolean operators when searching Searching is exploration Student: “I intend to apply what I just learned”

Professor: “student used appropriate sources of information for their topic”

§ Employ truncation techniques when searching Searching is exploration Student: “I intend to apply what I just learned”

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
§  Explain different contexts in which sources of information would be appropriate or not Authority is constructed & contextual Student: “I feel more confident about completing my assignments”

Professor: “student used appropriate sources of information for their topic”

 

§  Find appropriate sources to support  your 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”

 

 

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