1. LEARNING ACTIVITIES: THE APPLICATION OF LEARNING THEORIES AND BACKWARD INSTRUCTIONAL DESIGN Lua Gregory and Shana Higgins SCIL/IE LEADS, Library Instruction 101 University of California, Riverside GREGORY AND HIGGINS, 2013

2. HOW DO PEOPLE LEARN? Learning Theories:  Behaviorism (Doing)  Cognitivism (Thinking)  Humanism (Feeling)  Constructivism  Critical theories: Feminist, Race, Social Justice GREGORY AND HIGGINS, 2013

3. INFORMATION SEARCH PROCESS  Carol Kulthau: GREGORY AND HIGGINS, 2013

4. Learning Styles:  David Kolb’s model/LSI: Accommodating, Converging, Diverging, Assimilating  Neil Fleming’s VARK model: Visual, Auditory, Reading/Writing, Kinesthetic GREGORY AND HIGGINS, 2013 HOW DO PEOPLE LEARN?

5. YOUR PREFERRED LEARNING STYLE Complete the VARK Questionnaire! GREGORY AND HIGGINS, 2013

6. CREATING LEARNING ACTIVITIES… Deb Gilchrist’s “5 Questions for Assessment Design”: 1. “What do we want students to be able to do?” (Outcome) 2. “What does the student need to know in order to do this well?” (Curriculum) 3. “What activity will facilitate learning?” (Pedagogy) 4. “How will the student demonstrate the learning?” (Assessment) 5. “How will I know the student has done this well?” (Criteria) GREGORY AND HIGGINS, 2013

7. CREATING LEARNING ACTIVITIES… Deb Gilchrist’s “5 Questions for Assessment Design”: 1. “What do we want students to be able to do?” (Outcome) 2. “What does the student need to know in order to do this well?” (Curriculum) 3. “What activity will facilitate learning?” (Pedagogy) GREGORY AND HIGGINS, 2013

8. “WHAT DO WE WANT STUDENTS TO BE ABLE TO DO?” Deb Gilchrist’s method to creating outcomes: Verb phrase + “in order to” + impact phrase Example: “Develop topic relevant vocabulary in order to search databases with maximum flexibility and effectiveness” GREGORY AND HIGGINS, 2013

9. “WHAT DOES THE STUDENT NEED TO KNOW IN ORDER TO DO THIS WELL?” Designing curriculum includes:  Considering context!  Delivering content (knowledge transmitted).  Pedagogical concerns (the thinking and action taking place in classroom/lab to achieve desired outcome).  Addressing learning styles of your students.  Praxis? GREGORY AND HIGGINS, 2013

10. “ WHAT ACTIVITIES WILL FACILITATE LEARNING?” Types of Learning Activities*:  Content delivery  Interaction  Reflection (self-reflection, peer-review, etc.)  Production (visual, textual, auditory, etc.)  Problem based learning *From IUPUI’s Center for Teaching & Learning GREGORY AND HIGGINS, 2013

11. YOUR TURN!  1. Read the class scenario with your group. (Ex: course syllabus, faculty email, assignment description).  2. Ask yourself, “What do you want students to be able to do?” A. Identify and write out a couple learning outcomes. B. What content will you teach? How will you teach it? C. What activities will facilitate learning?  3. Share your group findings with the rest of the class. GREGORY AND HIGGINS, 2013

12. Thank you! GREGORY AND HIGGINS, 2013