Week 3: Part 1 - Learning Theories
It's been very interesting reading about learning theories this week. Without knowing much about the various strategies - I see that I have been (instinctually?) using both constructivism and cogntivism theories in my teaching throughout the years. I likely lean toward cognitivism a bit more for its simplicity in 'chunking' the research process into different steps. The hope is that students will remember the step by step approach - rather than be overwhelmed by an assignment or the resulting end point (e.g. 15 page lit review). Knowing where to start is half the battle.
For this week's assignment, I would like to explore two possible in-class exercises that approach constructivism and cognitivism in new ways (to me).
Constructivism - The Reference Interview
Early last week, there was a discussion on ili-l about how to help students focus their research questions. One suggestion by Robert Schroeder is to engage all the students in reference interviewing each other. I was really intrigued by this idea - since it can be somewhat formalized, and ends up providing valuable feedback for all students around their various topics. Everyone would have the chance to analyze their topic, organize their thoughts and evaluate what information they need.
I. The class would start out with me engaging one student (in front of the class) on how to conduct a reference interview.
II. Share with the class the information I wrote down about the student's topic - providing a framework for research, areas to explore and possible directions from there.
III. Have the students work in pairs to interview each other for 5 minutes each.
IV. Come together as a group to discuss how this process may have helped them identify new keywords and concepts to explore - or directed them to a new focus for their research topic.
If I understand constructivism, this exercise could help students understand their topic more clearly simply by having to discuss it with a colleague with a particular defined endpoint. Through the process of describing their topic, they are gaining a more sophisticated view of their current understanding, as well as determining what information they need to move forward.
Cognitivism - Research guideposts and reflection
In this second exercise, I really want to get the students searching a database - rather than having me demo a database for them. But - I feel the need to guide them somewhat with specific tasks so they don't go too far afield.
10 minutes:
5 minutes:
10 minutes:
5 minutes:
I really like Kelly Dagan's post this week - and took some inspiration from that. I know that Kelly is focusing on constructivism. I am having difficulty determining, however, if my own example is cognitivism, constructivism or a combination. I imagine students working through a particular set of problems in a step by step fashion - but then processing the results in a constructivist way. The hope is that the combination of step-by-step activities, sharing as a group, and talking about strategies with peers will enhance the learning experience.
It's been very interesting reading about learning theories this week. Without knowing much about the various strategies - I see that I have been (instinctually?) using both constructivism and cogntivism theories in my teaching throughout the years. I likely lean toward cognitivism a bit more for its simplicity in 'chunking' the research process into different steps. The hope is that students will remember the step by step approach - rather than be overwhelmed by an assignment or the resulting end point (e.g. 15 page lit review). Knowing where to start is half the battle.
For this week's assignment, I would like to explore two possible in-class exercises that approach constructivism and cognitivism in new ways (to me).
Constructivism - The Reference Interview
Early last week, there was a discussion on ili-l about how to help students focus their research questions. One suggestion by Robert Schroeder is to engage all the students in reference interviewing each other. I was really intrigued by this idea - since it can be somewhat formalized, and ends up providing valuable feedback for all students around their various topics. Everyone would have the chance to analyze their topic, organize their thoughts and evaluate what information they need.
I. The class would start out with me engaging one student (in front of the class) on how to conduct a reference interview.
- Have the student describe the topic
- Tease out details about specifics, framing, methodology, etc.
- Identify keywords have they been using
- Identify what information is still needed
- Determine where they are searching for information
- Produce their best articles so far
II. Share with the class the information I wrote down about the student's topic - providing a framework for research, areas to explore and possible directions from there.
III. Have the students work in pairs to interview each other for 5 minutes each.
IV. Come together as a group to discuss how this process may have helped them identify new keywords and concepts to explore - or directed them to a new focus for their research topic.
If I understand constructivism, this exercise could help students understand their topic more clearly simply by having to discuss it with a colleague with a particular defined endpoint. Through the process of describing their topic, they are gaining a more sophisticated view of their current understanding, as well as determining what information they need to move forward.
Cognitivism - Research guideposts and reflection
In this second exercise, I really want to get the students searching a database - rather than having me demo a database for them. But - I feel the need to guide them somewhat with specific tasks so they don't go too far afield.
10 minutes:
- Using the information from the reference interview, search PubMed for your particular topic.
- Find one peer-reviewed article related to your topic
- What keywords did you use? Why is this article relevant?
- Do the Library (and you!) have access to the electronic or print version?
5 minutes:
- Come together to discuss at least one student's search for the class - what worked, what didn't - and how can the search be reframed if needed?
10 minutes:
- Search for your topic again - but don't use any of the same keywords as before.
- Find one peer-reviewed article related to your topic.
- What keywords did you use this time? Did you get better or worse results than before?
5 minutes:
- Take 5 minutes to talk with your colleague about the search process. What strategies did you each use? Was this straightforward - or more challenging than expected?
I really like Kelly Dagan's post this week - and took some inspiration from that. I know that Kelly is focusing on constructivism. I am having difficulty determining, however, if my own example is cognitivism, constructivism or a combination. I imagine students working through a particular set of problems in a step by step fashion - but then processing the results in a constructivist way. The hope is that the combination of step-by-step activities, sharing as a group, and talking about strategies with peers will enhance the learning experience.
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