Step 1. Worksheet

For this instruction scenario, I refer to an EN 2020 one shot session last week.

1. Specific Context of the Teaching/Learning Situation

  1. How many students are in the class?
    1. 15
  2. Is the course lower division, upper division, or graduate level?
    1. En 2020, students are mostly sophomore or junior
  3. How long and frequent are the class meetings?
    1. Their regular class meeting 2x a week for 1 hour and 20 minutes.
    2. They will have one meeting with me for 1 hour and 20 minutes.
  4. How will the course be delivered: live, online, or in a classroom or lab?
    1. In the library research room that is equipped with 8 workstations and 8 laptops
  5. What physical elements of the learning environment will affect the class?
    1. The maximum of students in the library research room is 16.
    2. Once there are more than 10 students in, space gets tight
    3. What happened last Monday was that half of the class walked in 30min late due to the fact that they did not know where the library is or they had forgotten that there was a library session
  1. General Context of the Learning Situation
  1. What learning expectations are placed on this course or curriculum by: the university, college and/or department? the profession? society?
    1. The professor expects the students to do academic research with regard to an assignment for the following session
    2. She wants the student to be aware of library resources
    3. She wants the student not to use websites
    4. She wants students to use MLA format
    5. The university expects that a graduate student knows how to express and write well – the education has to be of quality
    6. Society expects educated citizens

3. Nature of the subject

  1. Is this subject primarily theoretical, practical, or a combination?
    1. Theoretical
  2. Is the subject primarily convergent or divergent?
    1. Convergent
  3. Are there important changes or controversies occurring within the field?
    1. Everything is changing

I am not sure to have totally understood the question about theoretical or practical + convergent or divergent subject J

  1. Characteristics of the Learners
  1. What is the life situation of the learners (e.g., working, family, professional goals)?
    1. All students are full time students, either sophomore or junior standing
    2. The age group is 19-23
    3. Many times, students come from a wealthy economic background
    4. All of them have decided on their academic mayors but I am not sure to what extent they know what they will do after their undergraduate studies
  2. What prior knowledge, experiences, and initial feelings do students usually have about this subject?
    1. Students have written research papers already
    2. Basically, there are two groups of students – group one are students that started at AUP and took already three to four library session during their Freshman experience called “Frist Bridge”
    3. Group two are students who are either transfer students or part of a coop program with University of Washington – this group of students came in late to the one-shot session – they have not used the AUP library homepage so far but they have heard of JStor already
    4. The assignment is somehow clear to them; the good thing is that the professor is present during the one-shot session and clarifies the assignment and can answer questions
  3. What are their learning goals, expectations, and preferred learning styles?
    1. They want to get a good grade
    2. EN 2020 is part of a requirement that they have to take, so it is not really fun for them
    3. I am not sure if students at that age had already a conversation about what is their preferred learning style or in general a discussion on how to learn at university

5. Characteristics of the Teacher

  1. What beliefs and values does the teacher have about teaching and learning?
    1. I do not know – I hardly know her
    2. My own beliefs and values are : the class room is theirs; students should speak up and discussion should be in the center with regard to the subject that leads/centers the discussion
  2. What is his/her attitude toward: the subject? students?
    1. I do not know – I hardly know her
    2. My attitude to our students: this is a smart generation as all generations before and after us – it is about giving them the opportunity and to dare to voice what they think.
  3. What level of knowledge or familiarity does s/he have with this subject?
    1. She is an expert as far as I could see during the EN 2020.
    2. I did an MLIS four years ago and I know the AUP Library for 10years now
  4. What are his/her strengths in teaching?
    1. Maybe connecting with students and encouraging discussion but I do not know her too much. I have never attend a class session with her before
    2. I blieve my strenghts is in asking questions

Step 2. Worksheet

Questions for Formulating Significant Learning Goals

“A year (or more) after this course is over, I want and hope that students will have the ability to find useful, trustworthy information for whatever informational needs they have .”

Foundational Knowledge

  1. What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.) is/are important for students to understand and remember in the future?
    1. Find, use, evaluate and look critically at information
    2. I want students to understand the idea of the deep web, how search engines work and where trustful places of information are
    3. I want them to understand that information is not ‘free’ today and that there are lots of political and economic issues out there
  2. What key ideas (or perspectives) are important for students to understand in this course?
    1. To understand that their professor will not accept websites (i.e. Wikipedia or sparknotes) for the assignment
    2. To understand that memory institutions such as libraries provide academic information
    3. That they can find good information on MLA online (purdue owl)
    4. That the document that they find has to be evaluated/looked at carefully (who is the author, is there a bias, are their references, where it is published, peer-reviewed, when was it published)

Application Goals

  1. What kinds of thinking are important for students to learn?
    1. Critical thinking, in which students analyze and evaluate
    2. Creative thinking, in which students imagine and create
    3. Practical thinking, in which students solve problems and make decisions
  2. What important skills do students need to gain?
    1. Research skills – define, find, select evaluate, use, information
  3. Do students need to learn how to manage complex projects?
    1. Yes, I think so. What is a ‘complex’ project?

Integration Goals

  1. What connections (similarities and interactions) should students recognize and make…:
    1. Among ideas within this course?
      1. Not sure …
    2. Among the information, ideas, and perspectives in this course and those in other courses or areas?
      1. You can look at one topic from different perspectives
      2. To focus and narrow questions to be as specific as possible in your answers
    3. Among material in this course and the students’ own personal, social, and/or work life?
      1. You can look at one topic from different perspectives
      2. The EN 2020 section should help them to express them clearly and focused in life
      3. The library session should remind them of trustful information places

Not sure if my answers make sense 🙂

Human Dimensions Goals

  1. What could or should students learn about themselves?
    1. They have a voice and they should start to learn to back it up with good arguments; information literacy is part of this process
  2. What could or should students learn about understanding others and/or interacting with them?
    1. There might be different ways of reaching the goal (concept of second best solution)
    2. Professors might learn from them
    3. Learning to listen to an argument and learn how to argue against it

Caring Goals

  1. What changes/values do you hope students will adopt?
    1. Understand that research is important – deep understanding
  2. Feelings?
    1. Deep understanding is gratification
  3. Interests?
    1. Go further
  4. Ideas?
    1. Dare new ideas

“Learning-How-to-Learn” Goals

  1. What would you like for students to learn about:
    1. how to be good students in a course like this?
      1. Is to start researching, getting feedback from the professor, have a conversation about the topic, getting engaged, and continue reading, researching and writing (with the help of others) – learning is not (only) about sitting alone in a corner
    2. how to learn about this particular subject?
      1. That it might be something specific but they should learn to link the particular to the general or/and other topics
    3. how to become a self-directed learner of this subject, i.e., having a learning agenda of what they need/want to learn, and a plan for learning it?
      1. YES : that it takes more than youtube videos and sparknotes to get a good understanding of a topic and to counter the information overload