"Polishing Diamonds" is a tool for fostering professional development in teaching excellence. It is a non-evaluative self-assessment through reciprocal peer observation. They ran a parallel program for librarian teachers under the FTLC (equivalent).
Time commitment=1.5 hours/week for 7 weeks.
- 4 people/group ("diamond")
- only 1 observer/instruction session
- make only positive observations, not judgments--reflect on things you saw which you could use to improve your own teaching (don't comment on the librarian's teaching!).
3A: "From active learning to activity: Getting beyond busy work and into deep learning." Wendy Holliday, Utah State University
Students were engaging shallowly with information in writing classes & perceived their assignments as busy work. Activity theory--deep learning requires a contradiction or bind in which your current tools don't work. Learning is a social/joint activity.
4B: "Sources as social acts: Using Genre Theory to transform information literacy instruction." Joel Burkholder, York College of Pennsylvania.
Use social purposes to define & classify:
- language used by a community to accomplish tasks
- guidelines for participating in community.
5A: "From pre-defined topics to research questions: An inquiry-based approach to knowledge." Michelle Allen & Benjamin Oberdick, Michigan State University
"Cephalonian" method. Inquiry-guided learning. First-year writing students "read" & regurgitate without processing material in any fundamental way when doing traditional research papers.
- questions, problems, issues
- investigate, create new knowledge (this is the model Wendy Nelson used)
- show a 1-2 minute YouTube video to spark curiosity or show a picture (e.g., Climatechallenge.gov.uk)
- have students write a question during the video & volunteer them ("those are all great questions")
- get to the researchable questions; pick one
- tell students to use this process to analyze & develop their own research questions
- give a few minutes to search however they want to
- each group sends 1 person to demonstrate on the instructor pc/display
- ask: what can we learn from this (article, etc.)--access, evaluation--then guide them to parallel library resources