prompting reflection to enhance learning and teaching

1. prompting reflection to enhance learning and teaching Margy MacMillan Mount Royal College WILU 2009, MontrealMay 25, 2009

2. prompting reflection Reflecting on reflection…. The young girl stepped into the hall of mirrors, by autumn bliss, uploaded to Flickr May 7, 2007 http://www.flickr.com/photos/autumn_bliss/489255330/Creative Commons Attribution-ShareAlike License • Ideas from others – • Students teaching themselves database mechanics (How do you print? Etc.?) • Learning letters • Brainstorming a broad term, searching database, finding four sources--Were results workable? • Paula’s comments had to do with a class she worked with master's level teachers in social studies. They had to write two research papers and at the end of each one, they were asked to reflect on the research writing process and their views of educational research vis a vis educational policies and practice. • (Thanks to Maureen Perry and Paula McMillen for sending me their notes – mine got lost – update: Susie Brier found my usb stick so I have recovered my notes – heartfelt thanks!

3. More ideas from others prompting reflectionmore ideas from the group Notes on reflection • Hard to get them to reflect • Pair classes/discussions/active learning • Start with something controversial – I was searching the internet in 1983… who has never searched google? Who’s searched the databases – search beyond google – they do FIND goods things searching in databases • Worked with Ed. Fac grad studies, writing research papers – developed questions to encourage REFLECTION on research and writing – how things evolve as you get into the lit, what was helpful, what they learned • Data capture sheets – encourage students to record strategies, keep track of info as they go along – why citation? Adapted to include space to think about the article and why it would be useful, beyond a summary • Learning letter – assignment in writing – have them do learning reflections on research as well as writing – used to reflecting, AND make it part of an assignment • Narrowing topics – first year big ones – do a brainstorming session on big words – like alienation– narrow down and then next week search a databases with narrow terms - Ask: will this topic be good for a college research paper? Is the topic workable? Then allow change after finding 4 sources – would you modify your topic? • Teach adult ed –psych class – have students in small groups - write word ‘psychology ‘in middle of paper – free write, word association – talk about what they’ve written, at mid term and at end – review what was on the papers, pick up what was missed

4. prompting reflection • How we did it • What the students gained • What I learned • It changed my teaching! • What you might do with it….

5. prompting reflection - tools The I-SKILLS Résumé Project • 178 journalism students • 5 years • 306 résumés • 16 colours

6. prompting reflection - students Students gained: • Skills in self-assessment • Skills in articulating what they could do • The opportunity to watch their own growth • The opportunity to see and address gaps • The opportunity to integrate knowledge from many sources

7. prompting reflection - students “I would really like a refresher course on research now that i think about it.” Brad Linn “I would really like a refresher course on research now that i think about it.” Brad Linn

8. prompting reflection - students • Students developed in three main areas: • locating information • growth in sophistication, variation • using information • links to professional practice • subject knowledge base • developed through courses, interests, work

9. prompting reflection - students many had skills from ‘leisure’ searching in each cohort 65-84% include books 75-91% include articles 75-93% include web articles and web showed most change over time

10. prompting reflection - librarian I learned a lot of new tools, and: • Students don’t come in as blank slates • Students remember what they use most • There are many other aspects of information literacy than those ‘controlled’ by librarians • Journalists use information in different ways – sources and story ideas are key

11. prompting reflection - changes 2003 needed taught aware of used 2009 aware of teach use need Students are using more, aware of more I’m teaching more of what they need

12. prompting reflection - changes Changes stem from: • I-SKILLS résumés • working with Journalism faculty to develop assignments • working with students to see what they need – emails, senior classes • changes in the information environment

13. prompting reflection - changes • I teach IL from a journalist’s perspective • sources, stories, facts • I’ve added classes to fill gaps • books, citations, statistics • I revise constantly as new tools and needs develop • information management tools • social network search tools

14. prompting reflection - ideas How can we encourage reflection? How can we use reflection to encourage learning? How can we use reflection to improve teaching?

15. prompting reflection • Your thoughts…. • Wish we’d had more time…. – thanks for contributions early in the session – see slides 2 and 3.

16. prompting reflection Thank you! Margy MacMillanmmacmillan@mtroyal.ca Mount Royal College WILU 2009, MontrealMay 25, 2009