Massage Therapy 240 - Thursday, June 9, 2011
It was the first time a Massage Therapy class had been to the library, so I created a research guide. Creating the guide meant that I learned alot about the resources we have here at the library. This gave me a sense of ease with the materials, as did going through each of the reference books I pulled so that I could say intelligent things about the sources. I also refined the PowerPoint so that I didn't have as many slides, and I changed a few things about the slides so that it seemed to flow more than usual.
This was one of the best classes I have taught, and it helped that the students and teacher (Deb Keisler) had been together as a group for over 1.5 weeks. It also helped that they asked questions (one gal in particular) and that I had prepared so much and had plenty of time to cover all the materials I had prepared. I also introduced myself to the class as a research expert, but told them that they have done research too, so please interject if they have expertise and ideas they want to share.
The teacher afterwards said that the class surpassed her expectation - she was thrilled with it! Wow this gave me a great feeling and yes, I was rewarded for all the hours (around seven) I spent preparing the library guide, PowerPoint, and aquainting myself with all the various resources.
Monday, June 13, 2011
Monday, June 6, 2011
Too little time - overview vs. teaching tools
Reflections on SPH 101 - Monday 4-5:00 - 6/6/11
To Improve Side - I felt that I didn't get to teaching the tools, i.e. how to search the specific databases the students will eventually need for their persuasive speech. HOWEVER, I got distracted when I was thrown a curve ball finding out they weren't doing the persuasive speech assignment yet. Rather than their persuasive topic they were doing a group project around different parts of the Communication textbook - they were going to break into groups after the library session to discuss those topics. It just seemed that I was rushed, felt scattered, and that things weren't presented in the most logical order.
Positive Side - I did get through the Power Point and cover the research process and the information transfer process. I do think the students now understand that "not all information is created equal," because I spent time showing them where we get our information, i.e. the professors and think tanks are creating information that is then reported on and others read it and pass it along, etc. Also though I didn't get to demonstrating many of the databases, I did show them the "Databases by Subject" area, the "Research Guide" and the assignment help section of the library website. I did show them how to search google in a more "smart" way, but it definitely could have been more thorough.
TO DO - 1) I may need to cut back what I am talking about or just say things on a particular slide and move along faster, as it seems rushed most of the time 2) think of better examples and demonstration i.e. how to demonstrate a better google search strategy, how to cite from one of the databases and keep tracking along the way, 3) read about how to structure a class when have demonstrations in the middle of a powerpoint, cover these during or after the PowerPoint. Perhaps do need to do all the demos for the end, but I am not sure, 4) memorize my inspirational info pieces that are listed below.
My thoughts -
1) “Doing research is a journey which leads you to various resources. You have a series of questions which lead your mind along a meandering path. It is ultimately a very creative endeavor in which you need to tolerate the uncertainty while you learn new ideas and gather up disparate pieces of information.”
2) “The mission of an academic institution is to make its students information literate - meaning having critical thinking and problem solving skills that can benefit them beyond college.”
To Improve Side - I felt that I didn't get to teaching the tools, i.e. how to search the specific databases the students will eventually need for their persuasive speech. HOWEVER, I got distracted when I was thrown a curve ball finding out they weren't doing the persuasive speech assignment yet. Rather than their persuasive topic they were doing a group project around different parts of the Communication textbook - they were going to break into groups after the library session to discuss those topics. It just seemed that I was rushed, felt scattered, and that things weren't presented in the most logical order.
Positive Side - I did get through the Power Point and cover the research process and the information transfer process. I do think the students now understand that "not all information is created equal," because I spent time showing them where we get our information, i.e. the professors and think tanks are creating information that is then reported on and others read it and pass it along, etc. Also though I didn't get to demonstrating many of the databases, I did show them the "Databases by Subject" area, the "Research Guide" and the assignment help section of the library website. I did show them how to search google in a more "smart" way, but it definitely could have been more thorough.
TO DO - 1) I may need to cut back what I am talking about or just say things on a particular slide and move along faster, as it seems rushed most of the time 2) think of better examples and demonstration i.e. how to demonstrate a better google search strategy, how to cite from one of the databases and keep tracking along the way, 3) read about how to structure a class when have demonstrations in the middle of a powerpoint, cover these during or after the PowerPoint. Perhaps do need to do all the demos for the end, but I am not sure, 4) memorize my inspirational info pieces that are listed below.
My thoughts -
1) “Doing research is a journey which leads you to various resources. You have a series of questions which lead your mind along a meandering path. It is ultimately a very creative endeavor in which you need to tolerate the uncertainty while you learn new ideas and gather up disparate pieces of information.”
2) “The mission of an academic institution is to make its students information literate - meaning having critical thinking and problem solving skills that can benefit them beyond college.”
Thursday, June 2, 2011
NEW & IMPROVED Powerpoint & handout
Thursday, June 2, 2011 - SPH 101 - Blythe 4:00 & 8:30 classes
I redid my powerpoint once again and it has 8 slides - it has slides that are really mainly filler or reminders to me to mention something to the students, i.e. a page that says think about your speech topic and one that has 3 main points about information literacy. I also redid my handout so that it has sections for the students to jot down the "8 research tips," keywords, questions they want to answer about their topic, etc. The handout also has a back side so that the students have three citation examples from Diane Hacker's online guide. Overall I think it is a good handout that follows the PowerPoint, but it is very difficult to get through everything in just one hour. . .
What went well - 1) Liked the PowerPoint slides especially on the ISP and the Info Transfer Process which shows the circles of where information is created. . . 2) I was in a positive frame of mind and smiled most of the time. I know that God is in control of my life and the Revive our Hearts" radio show with Nancy Leigh DeMoss was so uplifting today and all this week. I just happened to find it while driving into work this week, 3) students appeared to be writing on the handout and many had good eye-contact until the end, 4) there was at least some interaction with the students re: topics chosen and one guy even mentioned an article that says Wikipedia is as accurate as Encyclopedia Britanica. (found article mentioned on enet. Says in Nature a study was done which looked at entries from both on a variety of subjects and that both had errors, with Britanica having a few less overall, but still some!)
What can improve - 1) memorize my blurbs about a) research as a journey and b) information literacy being the mission of acadmic institutions, 2) have more time to look at the databases, but make sure to still focus on savy searching and concepts rather than just the tools themselves, 3) figure out a way to have everyone do the search with me and not go off and do their own thing . . . 4) potentially have more stories so that it captures the students' attention.
I redid my powerpoint once again and it has 8 slides - it has slides that are really mainly filler or reminders to me to mention something to the students, i.e. a page that says think about your speech topic and one that has 3 main points about information literacy. I also redid my handout so that it has sections for the students to jot down the "8 research tips," keywords, questions they want to answer about their topic, etc. The handout also has a back side so that the students have three citation examples from Diane Hacker's online guide. Overall I think it is a good handout that follows the PowerPoint, but it is very difficult to get through everything in just one hour. . .
What went well - 1) Liked the PowerPoint slides especially on the ISP and the Info Transfer Process which shows the circles of where information is created. . . 2) I was in a positive frame of mind and smiled most of the time. I know that God is in control of my life and the Revive our Hearts" radio show with Nancy Leigh DeMoss was so uplifting today and all this week. I just happened to find it while driving into work this week, 3) students appeared to be writing on the handout and many had good eye-contact until the end, 4) there was at least some interaction with the students re: topics chosen and one guy even mentioned an article that says Wikipedia is as accurate as Encyclopedia Britanica. (found article mentioned on enet. Says in Nature a study was done which looked at entries from both on a variety of subjects and that both had errors, with Britanica having a few less overall, but still some!)
What can improve - 1) memorize my blurbs about a) research as a journey and b) information literacy being the mission of acadmic institutions, 2) have more time to look at the databases, but make sure to still focus on savy searching and concepts rather than just the tools themselves, 3) figure out a way to have everyone do the search with me and not go off and do their own thing . . . 4) potentially have more stories so that it captures the students' attention.
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