Learning goals specify student habits of mind, intellectual capacities, and personal qualities—in essence what students will know, what they can do, and what they will be like.
The two learning theories I would incorporate to achieve the learning goal are: Gagne’s theory of instruction and Constructivism.
Learning goal: The student will analyze the credibility of sources and the information from those sources. Students learn to think critically about their choices of Web sites for research by using an evaluation checklist that discusses the key characteristics of trustworthy sites.
Objectives
Compare and contrast the reliability of resources available on the Web to those in a library.
Interpret the criteria on a Web site evaluation checklist.
Apply an evaluation checklist and reach a conclusion about the usefulness of a Web site for research.
Research and Information Fluency
--locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
--evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
--process data and report results.
Critical Thinking, Problem-Solving & Decision-Making
--collect and analyze data to identify solutions and/or make informed decisions.
Gagne’s theory of instruction:
1. Gain attention - Inform students that libraries and reference librarians are trained to select high-quality resources for students. The resources selected for use in the library—print and electronic—go through many stages of development, involving authors, editors, fact checkers, expert reviewers, copyeditors, designers, proofreaders, and publishers. For this reason, librarians can be fairly sure that these well-regarded resources contain accurate, useful information.
2. Identify objective - Pose question: How is the way information is published on the Web different from reference library resources? Students may know that anyone can author and publish a Web site, while traditional publishing has many layers of approval, including editing and fact checking.
3. Recall prior learning - Have students brainstorm a list of questions they might ask themselves about each source they find when doing online research. Record this list, without commenting.
4. Present stimulus - Point out that the Web has many high-quality sources of information, but the challenge and responsibility of sorting the good sources from the not-so-good sources lies with the student. Have the class spend a few minutes classifying the list of questions into broad categories.
5. Guide learning- Distribute student evaluating online resources worksheet. Assign individuals or groups to one of the selected informational sites. Have students use one set of student sheets to evaluate each site, recording the URL of the site at the top of the first sheet. Encourage them to support their answers in the "Details and Comments" column.
6. Elicit performance - Have students or groups report on each of the Web sites they evaluated and reach a conclusion about whether they would use the site for research or not.
7. Provide feedback – Monitor students or groups
8. Assess performance-
--Ask: What is the difference between information found on the Web and in a reference library? (Anyone can publish material of any quality on the Web, while library materials are reviewed by experts.)
--Ask: Which of the questions in the checklist do you think are most important when making research decisions? Why? Students should support their answers.
--Ask: How will using a checklist to evaluate sites make you a better researcher?
(It may prevent students from using poor-quality sites and getting inaccurate information.)
9. Enhance retention/transfer - Have students apply the checklist from this lesson to evaluate Web pages that discuss whether students should be allow to use Wikipedia or not.
Constructivism:
Standards:
Research and Information Fluency
--locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
--evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
--process data and report results.
Critical Thinking, Problem-Solving & Decision-Making
--collect and analyze data to identify solutions and/or make informed decisions.
Concepts:
--Compare and contrast the reliability of resources available on the Web to those in a library.
--Interpret the criteria on a Web site evaluation checklist.
--Apply an evaluation checklist and reach a conclusion about the usefulness of a Web site for research.
Essential Question: How is the way information is published on the Web different from reference library resources?
Resources: Computers and student evaluating online resources worksheet
Management: Distribute student evaluating online resources worksheet. Assign individuals or groups to one of the selected informational sites. Have students use one set of student sheets to evaluate each site, recording the URL of the site at the top of the first sheet. Encourage them to support their answers in the "Details and Comments" column.
Engage: Point out that the Web has many high-quality sources of information, but the challenge and responsibility of sorting the good sources from the not-so-good sources lies with the student. Have the class spend a few minutes classifying the list of questions into broad categories.
Explore: Have students brainstorm a list of questions they might ask themselves about each source they find when doing online research. Record this list, without commenting.
Explain: Have students or groups report on each of the Web sites they evaluated and reach a conclusion about whether they would use the site for research or not.
Elaborate: Have students apply the checklist from this lesson to evaluate Web pages that discuss whether students should be allow to use Wikipedia or not.
Evaluate: Rubric
No comments:
Post a Comment