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Small Teaching: Everyday Lessons from the Science of Learning

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Small Teaching: Everyday Lessons from the Science of Learning [Lang, James M.] on Amazon.com. *FREE* shipping on qualifying offers. Small Teaching: Everyday Lessons from the Science of Learning

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06_perspectives_on_the_framework

Perspectives on the Framework

Teaching Framework concepts with small teaching

Jane Hammons is teaching and learning engagement librarian and assistant professor at The Ohio State University Libraries, email: hammons.73@osu.edu

The ACRL Framework for Information Literacy for Higher Education encourages librarians to engage students with big ideas related to information creation, access, and use.1 One way that librarians may be able to do this is through a small teaching approach. In Small Teaching: Everyday Lessons from the Science of Learning, 2 James M. Lang uses insights from educational research to highlight small instructional interventions that support student learning. Although Lang does not specifically call out librarians as instructors, some of these strategies could be used to engage students with Framework concepts, even within a single session.

In this essay, I focus on strategies in four areas-retrieving, predicting, connecting, and self-explaining. These were selected because they seem most applicable to a one-shot setting. For each, I describe models recommended by Lang and demonstrate how they could support increased understanding of Framework concepts. While none of these interventions by themselves may seem revolutionary to experienced instruction librarians, for some they may represent a new approach to intentionally teaching the Framework. While I have chosen to highlight only one Framework concept per category, there are likely ways to connect each strategy with any frame.

Retrieving

The first set of interventions that Lang recommends center around the retrieval effect, which holds that "if you want to retrieve knowledge from your memory, you have to practice retrieving knowledge from your memory."3 Simply, the more times we are forced to practice retrieving knowledge, the better we remember it.

Models-opening and closing questions

According to Lang, opening and/or closing questions are simple ways to incorporate retrieval practice. While opening questions may be challenging in a one-shot context, if you are working with a class multiple times, asking students to write down what was covered in the previous session rather than reminding them is an example of using this strategy. Even if you are unable to incorporate opening questions, most librarians likely have the opportunity to include closing questions, asking students to remember material just learned.

Many librarians already incorporate one-minute papers, muddiest points, or short quizzes. However, these are often completed as the final activity, when students are leaving the room, and are used for assessment rather than as a learning activity. Lang recommends making the retrieval activity the next-to-last activity of the session, to allow time to review responses.

Implementing the strategy-Searching as Strategic Exploration

The Searching as Strategic Exploration frame emphasizes that students need to be familiar with a range of different search strategies and tools, and match the appropriate tools to information needs.

Closing questions could be used to help students retain knowledge of new search strategies, resources, or concepts that were covered during a session. Students could be asked to respond, from memory, to questions such as:

Which Boolean operator would you use to exclude certain words from your results?

Why is it important to change your search strategy depending on your information need?

Students could also be given multiple scenarios in which someone needs information, select which of the resources covered that day would be most appropriate, and explain why. For example:

In each of the following scenarios, indicate the search tool you would recommend. Explain why you think it would be appropriate.

Zoey needs several scholarly articles for her psychology research paper.

Mia wants the most up-to-date information on the presidential election.

Lucky is looking for basic facts about The Great Depression.

Implementation tip

Lang suggests the strategy will be more useful if students are required to actively apply what they learned through short-answer questions, rather than recall basic facts on a multiple-choice quiz. Also, having students give responses in writing can be more effective, as this requires all students to participate.

Predicting

The next set of strategies focus on predicting. The principle is simple: "making predictions about material that you wish to learn increases your ability to understand that material and retrieve it later."4 Lang outlines several reasons why prediction may improve learning. Students who are asked to make a prediction must activate any prior knowledge that they already have to identify an answer. Prediction activities also alert students to what the instructor considers important in the upcoming lesson. In addition, students "are forced to confront the depth of their knowledge, and that confrontation-when it reveals gaps or weaknesses-might spur them to better or more determined learning."5 This may be especially appealing to librarians who frequently encounter students who are convinced they already know everything about research.

Models-pretesting, prediction-exposure-feedback

The opening minutes of a class are ideal times to incorporate a prediction activity, according to Lang. Starting class with a brief pre-test is a one way to encourage students to make predictions. At other points in the session, students can be asked to make quick, informal predictions before being exposed to new material, and then be provided with immediate feedback.

Implementing the strategy-Information Creation as a Process

Information Creation as a Process emphasizes the need for students to be familiar with the variety of information creation processes, as well as the information formats that result from these processes, and to recognize that the creation process and format can impact how the information product is perceived.

To use prediction to help students understand this concept, a librarian could begin the session with a pre-test requiring students to match different information formats to the creation process or to indicate which information formats would be most appropriate for an information need. For example:

Which type of information source is usually created by a researcher over a period of months (or years)? A blog post, a news article, or a scholarly journal article?

Jasper's work assignment is to gather information on public reaction to his company's new product. Which of the following types of information sources would he likely want to use, and why? A book, social media posts, or a scholarly journal article?

In this activity, students have to draw upon what they already know about different information formats, their creation processes, and their (perceived) value or use. Reviewing their responses, you would gain insight into whether or not students are familiar with different information formats, and any student who struggles with the exercise would recognize a gap in their knowledge.

Implementation tips

Lang notes that it is important to be sure that students have at least some prior knowledge they can draw upon before asking them to make predictions. Asking a class of first-year students to predict which of 100 databases will be most useful for their research, when they don't have knowledge of any of the databases, will not be effective. It is also important that you correct inaccurate predictions fairly quickly, otherwise there is a risk that the incorrect response may become what is remembered.

Connecting

Connecting strategies are based on the fact that learners retain information better when they are able to connect new pieces of information with existing knowledge. Helping students to build comprehension involves "helping them forge rich, interconnected networks of knowledge-ones that enable each existing piece of information in our content area to connect with lots of other information, concepts, and ideas."6 These networks are what allow students to "see the bigger picture, make meaning, apply what they have learned into novel contexts, and more."7

Model-The Minute Thesis

One option for helping students forge connections is an activity Lang calls the Minute Thesis. In this activity, students are asked to articulate connections between different concepts or themes. For example, in his literature courses, Lang provides students with a list of themes and a list of novels. Students must select one theme and write a brief thesis explaining how that theme is connected to two of the novels.

Implementing the strategy-Scholarship as Conversation

The Scholarship as Conversation concept is focused on the need for students to understand that scholars are engaging in ongoing debates and that through this process certain ideas may be accepted, expanded, or rejected.

A variation of the Minute Thesis activity could be a way to help students connect research activities that they are learning with Scholarship as Conversation. For example, you could show students a video or give a brief lecture explaining the concept. You could then provide them with a list of actions that they undertake as part of a research project, including developing a research question, conducting a literature review, and providing citations. Students could select one of the specific activities, and be given a minute to come up with a quick explanation for how that action is related to the idea of scholarship as an ongoing conversation. Reviewing a few of the responses could help students understand how different activities are all part of the bigger process of engaging in the scholarly debate.

Implementation tip

Lang emphasizes that our role as instructors is to create an environment in which students can make these connections, not make the connections for them. Telling them about the connections is not enough, but we can facilitate their ability to make the connections on their own.

Self-explaining

Another set of strategies described by Lang are focused on self-explaining, which emphasizes that "learners benefit from explaining out loud (to themselves or others) what they are doing during the completion of a learning task."8 Requiring students to describe what they are doing, and why, can encourage students to more critically consider their own actions and to "make connections between their knowledge and their skills."9 One reason why self-explaining may be effective is that it can help learners and instructors to identify the flawed understandings that may be driving certain actions.

Models-Peer instruction, think aloud

Putting this strategy into practice can be as simple as asking a question, giving students time to develop a response, having students justify their response to a peer, and providing feedback. Another way to incorporate self-explaining is to ask students to think aloud as they attempt a specific task. Again, this requires students to connect actions to knowledge, and gives you a chance to recognize where students might be going wrong with their reasoning.

Implementing the strategy-Authority is Constructed and Contextual

The Authority is Constructed and Contextual concept emphasizes that information sources have different levels of authority, that this authority is based (at least in part) on the expertise of the creator, and that context helps determine what types of sources (or who) may be considered authoritative.

Self-explaining could be used as a way for students to demonstrate their understanding of what makes a source authoritative. For example, you could ask students to consider two different types of sources and select the one they think would be more authoritative within a specific context. Students could share their response with a classmate, and provide an explanation for their viewpoint. The instructor could ask a few pairs to share and provide feedback to the group.

Or, after a lecture in which students are provided with guidance on evaluating sources, students could be given a specific source and be encouraged to talk through their evaluation process, explaining what they are thinking at each stage. They would need to articulate the steps they take to evaluate the source, and explain why they think the source would, or would not be, authoritative within the context.

Implementation tip

As with other strategies, it is important to note that self-explanations are most effective when students receive timely feedback.

Conclusion

The small teaching approach emphasizes that minor, but deliberate, changes in the way we teach and engage with students can have an impact on student learning. Incorporating a few of Lang's strategies could help librarians make the most of our limited time with students and help them better connect with Framework concepts.

Notes

1. "Framework for Information Literacy for Higher Education," (Chicago: ACRL, 2015).

2. James M. Lang, Small Teaching: Everyday Lessons from the Science of Learning (Jossey-Bass, 2016).

3. Ibid., 20.

4. Ibid., 43.

5. Ibid., 51.

6. Ibid., 96.

7. Ibid., 96.

8. Ibid., 138.

9. Ibid., 139.

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No need to go big: Teaching Framework concepts with small teaching | Hammons | College & Research Libraries News

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No need to go big: Teaching Framework concepts with small teaching

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I second Small teaching by James Lang. great book.

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When you stand alone in front of the class, being in command of your content is only the first step. Knowing how to engage students’ participation in ways that foster “ownership” ensures that learning is both active and lasting. In this guide, Oehrli shares tried and tested techniques honed from 20 years of practice in both traditional and nontraditional settings. Drawing from educational research, she applies these techniques to the learner-centered teaching of information literacy topics. In this book, which is organized for quick access to techniques at your point of need, you will learn

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Students come to universities with identities, knowledge, and lived experiences that contribute to their success. They offer unique viewpoints and enrich the spaces they inhabit through their differences. However, educators often default to deficit thinking, an unintentionally harmful mindset that aims to support students by attempting to "fix" their perceived shortcomings. Dismantling Deficit Thinking in Academic Libraries weaves theory, practice, and reflection to introduce deficit thinking and provide alternative strategies and educational principles that have the power to transform our work with students.

In this book, readers will explore the history of deficit thinking in higher education and how it has negatively impacted student learning, particularly for marginalized students. A discussion of pedagogical models that recognize students' prior knowledge and experiences, such as funds of knowledge, culturally relevant pedagogy, and open pedagogy, culminates in a series of principles for anti-deficit teaching. This is followed by an exploration of practical application of these principles in various academic library environments. Additionally, between sections or weaved within them, we have included reflections from critical information literacy educators who are actively engaged in anti-deficit education. Complementing each section of the book are reflective exercises that encourage readers to consider how their own experiences, privileges, and perspectives influence their positionality. This reflective work will unearth internalized deficit thinking and inspire ideas for applying alternative pedagogical models.

Dismantling Deficit Thinking in Academic Libraries serves as a guide for librarians interested in the challenging but crucial work of reconceptualizing the academic library to honor the knowledge, experiences, and strengths students bring to the university community.

Bios

Chelsea Heinbach is a teaching and learning librarian at the University of Nevada, Las Vegas where she works to create meaningful learning experiences for undergraduate students. Chelsea is a co-founder and editor of The Librarian Parlor (#libparlor), a community for librarians interested in conducting research. Her research interests include dismantling deficit approaches to students, critical pedagogy, and the intersection between civic engagement and information literacy education.

Rosan Mitola is the interim head of Educational Initiatives for the University of Nevada, Las Vegas, where she leads the library instruction program and provides leadership for the Libraries' educational role on campus. Rosan also designs co-curricular learning experiences for students and oversees the Mason Undergraduate Peer Research Coach program. Her research interests include peer learning, student employment as a high-impact practice, and dismantling deficit thinking in academic libraries.

Erin Rinto is the learning and research librarian at the University of Cincinnati. She received an MLS and an MA in History from Indiana University Bloomington and a BA in History from Wittenberg University. Her primary research interests include information literacy instruction and assessment in first year writing courses, peer-assisted learning, and the integration of high impact practices into library services.

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Dismantling Deficit Thinking in Academic Libraries | Litwin Books & Library Juice Press

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Students come to universities with identities, knowledge, and lived experiences that contribute to their success. They offer unique viewpoints and enrich the spaces they inhabit through their differences. However, educators often default to deficit thinking, an unintentionally harmful mindset that aims to support students by attempting to "fix" their perceived shortcomings.

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Reflective Teaching, Effective Learning : Instructional Literacy For Library Educators | WorldCat.org

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Whether or not “instruction” appears in their job titles, librarians are often in the position of educating their users, colleagues, and peers to successfully locate and evaluate information. Because

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I have not yet read the updated edition.

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Praise for How Learning Works ” How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified

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I'm reading this one now and love it!

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Free Resource: Helps you identify which activities and instructional strategies actually grow students and which hinder students growth. Tip: Lecture actually reduce student learning :)

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The Adjunct Professor's Complete Guide to Teaching College Paperback (2023) 
by Anthony D Fredericks

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The Adjunct Professor's Complete Guide to Teaching College Paperback (2023) 
by Anthony D Fredericks

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Super helpful as a first time adjunct. I even used some of the practices with younger grades as a substitute.

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There are more than 700,000 adjunct professors in over 4,200 institutions of higher education. Many lack a practical resource and formal pedagogical training on how to teach and evaluate college students. With that information they can have the confidence and training that they can be effective instructors-no matter their discipline or experience. The Adjunct Professor's Complete Guide to Teaching College provides an illuminating look into collegiate instruction, how to actively engage students and the proven techniques that enhance learning. This book is for everyone who has ever wanted to teach a college course, but were unsure of where and how to start.

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The Adjunct Professor's Complete Guide to Teaching College

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There are more than 700,000 adjunct professors in over 4,200 institutions of higher education. Many lack a practical resource and formal pedagogical training on how to teach and evaluate college students. With that information they can have the confidence and training that they can be effective i...

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assn. for supervision & curriculum development

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curriculum-based assessment - united states

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education / teaching methods & materials / general

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Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. ...

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Teach from the heart and just be yourself, and that really stuck with me as a teacher.

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Applying Science of Learning in Education: Infusing Psychological Science into the Curriculum (2014)

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Applying Science of Learning in Education: Infusing Psychological Science into the Curriculum (2014)

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This edited book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings. Most of the work described in this book is based on theory and research in cognitive psychology. Although much, but not all, of what is presented is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service. Authors wrote their chapters with nonexperts as the target audience – teachers who may have little or no background in science of learning, research-based approaches to teaching and learning, or even general principles of psychological science. The book is organized in three sections. The 14 chapters in Part 1 address important concepts, principles, theories, and research findings, and applications related to the science of learning. The four chapters in Part 2 focus on preparing faculty to apply science of learning principles in their courses. Finally, the six chapters in Part 3 provide examples of research that have been done in real academic settings and that have applied one or more science of learning principles.

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Table of Contents

Acknowledgments and Dedication

About the Editors

Table of Contents

Introduction
Victor A. Benassi, Catherine E. Overson, and Christopher M. Hakala

Part 1: Science of Learning - Principles and Approaches

Prior Knowledge is More Than Content: Skills and Beliefs Also Impact Learning
Susan A. Ambrose and Marsha C. Lovett

When and Why Introducing Difficulties and Errors Can Enhance Instruction
Courtney M. Clark and Robert A. Bjork

Expertise Reversal Effect and Its Instructional Implications
Chee Ha Lee and Slava Kalyuga

Using Feedback to Promote Learning
John A. C. Hattie and Gregory C. R. Yates

Research-Based Principles for Designing Multimedia Instruction
Richard E. Mayer

Generating Active Learning
Sharon Bertsch and Bryan Pesta

Test-enhanced Learning
Mary A. Pyc, Pooja K. Agarwal, and Henry L. Roediger, III

Supporting Self-Explanation in the Classroom
Jennifer L. Chiu and Michelene T.H. Chi

Potent Techniques to Improve Learning from Text
Khuyen Nguyen and Mark A. McDaniel

Learning From Worked Examples: How to Prepare Students for Meaningful Problem Solving
Alexander Renkl

Spacing and Interleaving of Study and Practice
Shana K. Carpenter

How Accuracy in Students' Self Perceptions Relates to Success in Learning
Joyce Ehrlinger and E. Ashley Shain

Metacognition and Instruction
John Girash

Operation ARA: A Serious Game that Combines Intelligent Tutoring and Learning Principles to Teach Science
Keith Millis, Arthur C. Graesser, and Diane F. Halpern

Part 2: Preparing Faculty to Apply Science of Learning

Assessing the Impact of Instructional Methods
Regan A. R. Gurung

Applying the Science of Learning: The Cognition Toolbox
Victor A. Benassi, Elizabeth M. Tappin, Catherine E. Overson, Michael J. Lee, Edward J. O'Brien, Barbara Prudhomme White, Jennifer J. Stiegler-Balfour, and Christopher M. Hakala

Applying Evidence-Based Principles of Learning to Teaching Practice: The Bridging the Gap Seminar
Debra Swoboda

Helping Students to Get the Most Out of Studying
Stephen L. Chew

Part 3: Putting the Science of Learning into Practice

The Effects of Memory Retrieval, Errors and Feedback on Learning
Nate Kornell and Janet Metcalfe

Applying Multimedia Principles to Slide Shows for Academic Presentation
Catherine Overson

Student misconceptions: Where do they come from and what can we do?
Annette K. Taylor and Patricia Kowalski

Examining the Benefits of Cumulative Exams
Natalie K. Lawrence

Intervening on Behalf of Low-Skilled Comprehenders in a University General Chemistry Course
Samuel Pazicni and Daniel T. Pyburn

The Influence of Guiding Questions on Skilled- and Less-Skilled Readers' Understanding of Written Discourse
Jennifer J. Stiegler-Balfour, Victor A. Benassi, Heather Tatsak, and Andrea Taatjes

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You may print multiple copies of these materials for your own personal use, including use in your classes and/or sharing with individual colleagues as long as the author's name and institution, and a notice that the materials were obtained from the website of the Society for the Teaching of Psychology (STP) < http://teachpsych.org/> appear on the copied document. For research and archival purposes, public libraries and libraries at schools, colleges, universities and similar educational institutions may print and store in their research or lending collections multiple copies of this compendium as a whole without seeking further permission of STP (the editors would appreciate receiving a pro forma notice of any such library use). No other permission is granted to you to print, copy, reproduce, or distribute additional copies of these materials. Anyone who wishes to print, copy, reproduce, or distribute copies for other purposes must obtain the permission of the individual copyright owners. Particular care should be taken to seek permission from the respective copyright holder(s) for any commercial or "for profit" use of these materials.

Suggested Reference Format

We suggest that the overall text be referenced in this fashion:

Benassi, V. A., Overson, C. E., & Hakala, C. M. (2014). Applying science of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/asle2014/index.php

Individual chapters may be referenced in this fashion:

Ambrose, S. A., & Lovett, M. C. (2014). Prior knowledge is more important than content: Skills and beliefs also impact learning. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/asle2014/index.php

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Society for the Teaching of Psychology - asle2014

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Acknowledgments and Dedication About the Editors Table of Contents Introduction Victor A. Benassi, Catherine E. Overson, and Christopher M. Hakala Prior Knowledge is More Than Content: Skills and Beliefs Also Impact Learning Susan A. Ambrose and Marsha C. Lovett When and Why Introducing Difficulties and Errors Can Enhance Instruction Courtney M.

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Presents a multifaceted model of understanding, which is based on the premise that people can demonstrate understanding in a variety of ways

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In this revolutionary, comprehensive, and accessible guide on how the brain learns, discover how to study more efficiently and effectively, shrug a…