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ACTIVE LEARNING AS A PEDAGOGICAL APPROACH FOR INFORMATION LITERACY ACRL/ALABAMA Wednesday, January 23, 2002 Randy Burke Hensley, Consultant University of Hawaii at Manoa Library Faculty Http://www2.hawaii.edu/~rhensley/ hensleyr001@hawaii.rr.com 808.956.2474

AGENDA Personal Experiences With Active Learning Active Learning Principles Identifying Active Learning Principles in Instruction Why Design Active Learning? How to Design Active Learning Method Repertoire Adding/Changing Active Learning in Instructional Sessions Assessment Principles/ Five Questions For Assessment Instructional Session Design/One Minute Assessments Constraints and Solutions Reflection:  How Will You Change Because of the Information?

ACTIVE LEARNING PRINCIPLES OBERMAN FAMILIAR EXPERIENCES AS BRIDGES TO NEW EXPERIENCES (learning transfer) APPLYING CONCEPTS TO A PROBLEM (practice) THINK CRITICALLY AND ACT CREATIVELY (problem solving) EQUILIBRATION ( de-stabilizing the familiar) GROUP ACTIVITY REINFORCEMENT ( defining success) APPLICATION (new situation)

ACTIVE LEARNING PRINCIPLES HENSLEY EXPERIENCE (bringing the personal to the table) PRACTICE (did they get it?) APPLICATION (can they use it?)

WHY DESIGN ACTIVE LEARNING ASSESSMENT LEARNING DEMONSTRATED TO THE LEARNER BY THE LEARNER TEACHER LEARNING LEARNING STYLES ADDRESSING LEARNING DOMAINS (affective, cognitive, behavioral INFORMATION LITERACY

INFORMATION LITERACY BRUCE ABILITY TO USE INFORMATION TECHNOLOGY FOR INFORMATION RETRIEVAL ABILITY TO FIND INFORMATION EXECUTING A PROCESS CONTROLLING INFORMATION ABILITY TO BUILD UP A PERSONAL KNOWLEDGE BASE IN A NEW AREA OF INTEREST WORKING WITH KNOWLEDGE AND PERSONAL PERSPECTIVES ADOPTED SO THAT NOVEL INSIGHTS ARE GAINED USING INFORMATION WISELY FOR THE BENEFIT OF OTHERS

INFORMATION LITERACY IS ABOUT THE PERSONAL IS ABOUT PARTNERSHIPS IS ABOUT LETTING GO

HOW TO DESIGN ACTIVE LEARNING IDENTIFY OUTCOMES APPLY ACTIVE LEARNING PRINCIPLES SELECT FROM METHOD REPERTOIRE (techniques) ESTABLISH TIMING PREPARE FOR CHANGE IDENTIFY LEARNING INDICATORS (assessment) DISCUSS AND PRACTICE

HENSLEY PARALLELS EXPERIENCE = AFFECTIVE DOMAIN PRACTICE = COGNITIVE AND BEHAVIORAL DOMAIN APPLICATION = AFFECTIVE AND COGNITIVE AND BEHAVIORAL DOMAINS

METHOD REPERTOIRE CATEGORIES WRITING TALKING USING CREATING

ASSESSMENT PRINCIPLES GILCHRIST KNOWING WHAT YOU ARE DOING KNOWING WHY YOU ARE DOING IT KNOWING WHAT STUDENTS ARE LEARNING AS A RESULT CHANGING BECAUSE OF THE INFORMATION

FIVE QUESTIONS FOR ASSESSMENT WHAT DO YOU WANT THE STUDENT TO BE ABLE TO DO? WHAT DOES THE STUDENT NEED TO KNOW IN ORDER TO DO IT WELL? WHAT ACTIVITY WILL FACILITATE THE LEARNING? HOW WILL THE STUDENT DEMONSTRATE THE LEARNING? HOW WILL I KNOW THE STUDENT HAS DONE THIS WELL?