Follow this video with a Think Pair Share activity. Possible questions:
Look in the shared logins file on the shared drive to find the SFCC login.
A concept map can help students begin to think about their topic and create a search strategy. Concept maps include the key concepts associated with your topic, alternative terminology for these concepts, and the relationships between the various aspects of the topic.
Procedure:
1. Write down your topic. Briefly describe your topic in a broad sentence or question.
2. Identify the main words and concepts in each question. These are your keywords.
3. Identify alternative words and concepts for your keywords. Make a list of other words (synonyms) that could be used in place of your keywords. Keep in mind that people who write or talk about the same topic may not use the same terminology. As you search for information using these words in various combinations will provide different sets of results.
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A Jigsaw is a cooperative active learning exercise where students are grouped into teams to solve a problem or analyze a reading. These can be done in one of two ways – either each team works on completing a different portion of the assignment and then contributes their knowledge to the class as a whole, or within each group, one student is assigned to a portion of the assignment (the jigsaw comes from the bringing together the various ideas at the end of the activity to produce a solution to the problem). In a jigsaw the activity must be divided into several equal parts, each of which is necessary to solving a problem, or answering a question. Example activities include implementing experiments, small research projects, analyzing and comparing datasets, and working with professional literature. The advantages of the jigsaw include the ability to explore substantive problems or readings, the engagement of all students with the material and in the process of working together, learning from each other, and sharing and critical analyzing a diversity of ideas.
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These assignments are created with faculty participation. If faculty provide librarians with a copy of their research assignment well in advance of the instruction date, there may be opportunity to recreate the class assignment on a small scale to be completed in a one-shot session. These activities give students the chance to jumpstart their research assignment by allowing students to encounter possible roadblocks during a low-stakes library instruction version of the class assignment. This provides students, faculty, and librarians the chance to assess student understanding. Do the students understand their assignment, the tools, and the process they need to be successful in their research? Mini assignments can help answer those questions.
These are activities that prompt students to write a response to an open question and can be done at any time during a class. Writing activities are usually 1-2 minutes, and can focus on key questions and ideas or ask students to make predictions. These activities give students the opportunity to organize their own thoughts, or can be collected by the teacher to gain feedback from the students. Advantages include developing students’ abilities to think holistically and critically, and improving their writing skills.
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This type of activity introduces students, who may be new to the library (FYSS, READ, ESL, HSE/GED), to our physical resources as an interactive alternative to a library tour. Students are asked to locate various materials, sometimes bringing them back to the classroom for later use in another activity, or to interact with library staff in order to answer questions. It encourages students to meet library staff outside of the instruction classroom, and to discover the scope of materials available to them. Scavenger hunts are especially successful when they are tailored to the class. For example, students are asked to find a section of books relevant to their assignment so that they may check them out after class. It's a great way to mix up class and keep students engaged.
This type of activity first asks students to consider a question on their own, and then provides an opportunity for students to discuss it in pairs, and finally together with the whole class. The success of these activities depends on the nature of the questions posed. This activity works ideally with questions to encourage deeper thinking, problem-solving, and/or critical analysis. The group discussions are critical as they allow students to articulate their thought processes.
The procedure is as follows:
1. Pose a question, usually by writing it on the board or projecting it.
2. Have students consider the question on their own (1 – 2 min).
3. Then allow the students form groups of 2-3 people.
4. Next, have students discuss the question with their partner and share their ideas and/or contrasting opinions (3 min).
5. Re-group as a whole class and solicit responses from some or all of the pairs (3 min).
Advantages of the think-pair-share include the engagement of all students in the classroom (particularly the opportunity to give voice to quieter students who might have difficulty sharing in a larger group), quick feedback for the instructor (e.g., the revelation of student misconceptions), encouragement and support for higher levels of thinking of the students.
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