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Using the Learning Cycle in Library Instruction to Engage Students Marcia Rapchak Instruction Librarian Gumberg Library Duquesne University LOEX, Columbus,

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Presentation on theme: "Using the Learning Cycle in Library Instruction to Engage Students Marcia Rapchak Instruction Librarian Gumberg Library Duquesne University LOEX, Columbus,"— Presentation transcript:

1 Using the Learning Cycle in Library Instruction to Engage Students Marcia Rapchak Instruction Librarian Gumberg Library Duquesne University LOEX, Columbus, OH May 5 th, 2012

2  Learning Style Self-Assessment (Kolb’s LSI – sort of)  Introduction to the Learning Cycle and Learning Styles  Discussion of Learning Style Limitations  Example Lesson Plan Using the Learning Cycle  Advantages and Disadvantages of Integrating the Learning Cycle into a Lesson Plan  Q & A What We’ll Cover

3 Learning Style Self-Assessment

4 Total: CE___ RO___ AC___ AE___ What are your top two? If Total: CE 20 RO 12 AC 12 AE 6 = 2 pairs CE/RO and CE/AC If Total: CE 18 RO 18 AC 10 AE 4 = 2 pairs CE/AC and RO/AC Learning Style Self-Assessment

5  Concrete Experience  Reflective Observation  Abstract Conceptualization  Active Experimentation Learning Stages (Kolb, 1984)

6 Learning Stages: Concrete Experience Source: FEMAFEMA

7 Learning Stages: Reflective Observation Escher’s “Hand with Reflecting Sphere” Source: National Gallery of ArtNational Gallery of Art

8 Learning Stages: Abstract Conceptualization Arnold Sommerfield’s Atomic Model Source: Atombau und SpektrallinienAtombau und Spektrallinien

9 Learning Stages: Active Experimentation Source: Tamoshaa2012 (from Wikimedia Commons under Creative Commons Attribution-Share Alike 3.0 Unported licensing): Tamoshaa2012

10  Converger  Diverger  Assimilator  Accommodator Learning Styles (Kolb, 1984)

11 Likes  Thinking and doing  Problem-solving (technical)  Results-focused activities Dislikes  Discussion  Group work  Touchy-feely stuff Converger = AC + AE

12 Likes  Brainstorming  Using their imagination  Concrete examples  Discussion Dislikes  Traditional lectures  “One-answer” tests Diverger = CE + RO

13 Likes  Big ideas and theories  Order and logic  Lists, clear ppts, and lectures  Critiquing and planning Dislikes  Group work  Messy, unplanned activities Assimilator = AC + RO Source: Wikimedia Commons (author unknown)Wikimedia Commons

14 Likes  Learning by doing  Creativity and risk-taking  New experiences  Group work Dislikes  Lectures  Following directions Accommodator = AE + CE Source: Maximilianklein (from Wikimedia Commons under the Creative Commons Attribution-Share Alike 3.0 Unported license.)Maximilianklein

15 Learning Styles Advantages  Discover your likes / dislikes  Awarness Disadvantages  Test not very reliable (Coffield, Moseley, Hall, & Ecclestone, 2004)  Learning styles change  Discovering / teaching to learning style does not create learning (Pashler, McDaniel, Rohrer, and Bjork, 2008)

16 The Learning Cycle Source: Don Clark, 2011Don Clark Diverger Assimilator Converger Accomodator

17 How the Brain Learns Zull’s Model Comparing Experiential Learning and Regions of the Brain Source: Zull, 2002

18 Evaluating Sources Lesson Plan Used in writing, communication, and information literacy courses Associated with a project or paper Students bring in possible sources (1-3) Using Kolb’s Learning Cycle in Library Instruction

19 Concrete Experience

20 Reflective Observation

21 Groups share responses Abstract Conceptualization UseDon’t Use Published in 2012Published in 1987 Author has a Ph.D.Anonymous author

22 Abstract Conceptualization, Cont. Students come up with terms for each row and any other evaluation terms TermUseDon’t Use NewnessPublished in 2012Published in 1987 Expert-supportedAuthor has a Ph.D.Anonymous author

23 Abstract Conceptualization, Cont. TermUseDon’t Use CurrencyPublished in 2012Published in 1987 AuthorityAuthor has a Ph.D.Anonymous author Relevancy Objectivity, etc.

24 Active Experimentation

25 Learning Cycle Advantages  Aids in planning  Covers all learning preferences  Matches how the brain learns (Duman, 2010; Zull, 2006).  Includes active learning (but also)  Allows some “traditional” instruction (Kirschner, Sweller, & Clark, 2006)  Forces a focus  Emphasizes process Disadvantages  Time consuming (Frierson, 2010)  Can be “risky”  Not all learning works with learning cycle

26 Tips

27 Marcia Rapchak Instruction Librarian Gumberg Library Duquesne University rapchakm@duq.edu Contact Info

28 Bodi, S. (1990). Teaching effectiveness and bibliographic instruction: The relevance of learning styles. College & Research Libraries, 51(2), 113-119. Clark, D. R. (2011). Kolb's learning styles and Experiential Learning Model. Retrieved April 23, 2012 from http://nwlink.com/~donclark/leader/leader.htmlhttp://nwlink.com/~donclark/leader/leader.html Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. London: Learning & Skills Research Centre. Retrieved March 21 st from http://www.LSRC.ac.ukhttp://www.LSRC.ac.uk Duman, B. (2010). The effects of brain-based learning on the academic achievement of students with different learning styles. Educational Sciences: Theory and Practice, 10(4), 077-2103. Retrieved from http://www.edam.com.tr/kuyeb/en/default.asphttp://www.edam.com.tr/kuyeb/en/default.asp Frierson, E. (2010). Making it their idea: The Learning Cycle in library instruction. In The Library with the Lead Pipe, 1-6. Retrieved from http://www.inthelibrarywiththeleadpipe.org/2010/making-it-their-idea-the-learning-cycle-in-library-instruction/ http://www.inthelibrarywiththeleadpipe.org/2010/making-it-their-idea-the-learning-cycle-in-library-instruction/ Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. doi:10.1207/s15326985ep4102_110.1207/s15326985ep4102_1 Kolb, D. A. (1984). Experiential Learning: Experience as the source of learning and Development. Englewood Cliffs, NJ: Prentice-Hall. Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest. 9(3), 103-119. doi: 10.1111/j.1539-6053.2009.01038.x 10.1111/j.1539-6053.2009.01038.x Zull, J. E. (2006). Key aspects of how the brain learns. New Directions for Adult and Continuing Education, 110, 3-9. doi: 10. 1002/ace.21310. 1002/ace.213 References and Further Reading

29 Clark, D. R. (2011). The Learning Cycle. Kolb's learning styles and Experiential Learning Model. Retrieved April 23, 2012 from http://nwlink.com/~donclark/leader/leader.html http://nwlink.com/~donclark/leader/leader.html Escher, M.C. (Artist). (1935). Hand with Reflecting Sphere [Lithograph]. National Gallery of Art. Retrieved April 26, 2012 from http://www.nga.gov/fcgi-bin/timage_f?object=47949&image=10886&c=ggescher http://www.nga.gov/fcgi-bin/timage_f?object=47949&image=10886&c=ggescher Lynch, Patsy (Photographer). (2010). FEMA administrator talks about Katrina recovery [Photograph]. FEMA Photo Library. Retrieved April 26, 2012 from http://www.fema.gov/photolibrary/photo_details.do?id=45183http://www.fema.gov/photolibrary/photo_details.do?id=45183 Maximilianklein (Photographer). (2011). Collaborating to solve the Wikipedia puzzle [Photograph]. Retrieved April 26, 2012 from http://commons.wikimedia.org/wiki/File:Collaborating_To_Solve_the_Wikipedia_Puzzle.JPG http://commons.wikimedia.org/wiki/File:Collaborating_To_Solve_the_Wikipedia_Puzzle.JPG Sommerfield, Arnold (1921). Atomic model. Atombau und Spektrallinien. Retrieved April 25, 2012 from http://archive.org/details/atombauundspekt00sommgoog http://archive.org/details/atombauundspekt00sommgoog Tamoshaa2012 (Photographer). (2011). School of Pharmacy, International Campus [Photograph]. Retrieved April 23, 2012 from http://commons.wikimedia.org/wiki/File:School_of_Pharmacy,_International_Campus_%281%29.JPG http://commons.wikimedia.org/wiki/File:School_of_Pharmacy,_International_Campus_%281%29.JPG Zull, J.E. (2002). Model comparing Experiential Learning and regions of the brain. The art of changing the brain: enriching the practice of teaching by exploring the biology of learning. Sterling, VA: Stylus Publishing. René Descartes [Painting]. (1800). Retrieved April 26, 2012 from http://en.m.wikipedia.org/wiki/File:Ren%C3%A9_Descartes.jpghttp://en.m.wikipedia.org/wiki/File:Ren%C3%A9_Descartes.jpg Image Credits

30 To Deanna Sellnow, Director, Division of Instructional Communication at the University of Kentucky, who introduced me to the Learning Cycle Special Thanks


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