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Flippedand Floundering?Flipped
Strategies for facilitating authentic learner-centered inquiry in the
active library classroom
Jill Markgraf
Flippedand Floundering?Flipped
University of Wisconsin-Eau Claire Periscope 1975
Flippedand Floundering?Flipped
Flipped?Flipped
Who has
XX Improv, Eau Claire, WI
Flippedand Floundering?Flipped
Practical strategies for:• Priming the discussion pump
• Authentic questioning
• Authentic listening
Flippedand Floundering?Flipped Building rapport
…quickly
Christina Wolff, Clear Water Comedy, Eau Claire, WI
Flippedand Floundering?Flipped Phatic communication
Point of origin*
High/low internal familiarity*
Tell stories
Use time before class
Use names
Look for hooks
*Zoller, Kendall, and Claudette Landry, The Choreography of Presenting: The 7 Essential Abilities of Effective Presenters. Thousand Oaks, CA: Corwin Press, 2010.
Flippedand Floundering?Flipped
Students want to know how much you care before they care how much you know
Christensen, C. Roland. Education for Judgment: The Artistry of Discussion Leadership (Boston: Harvard Business School Press, 1991) 111.
Flippedand Floundering?Flipped
?
Flippedand Floundering?Flipped
Activity!
Flippedand Floundering?Flipped
Closed question stemsDo you…Did you…Can you…Will you…Are you…Have you…What are…*
Open question stemsWhat are…*In what way…How…Why…What is there about…How do you know…
Adapted from Dantonio and Beizenherz, Learning to Question, Questioning to Learn, p. 139
Flippedand Floundering?Flipped Core questions
Cognitive operation
Question stems
Comparing/contrasting
How are ___ and ___ differentIn what way is ____ like ___
Observing What did you notice about…What did you observe when…
Recalling What do you recall about…Who is...What did you...
Evaluating How do you determine…
Flippedand Floundering?Flipped
Activity!
Flippedand Floundering?Flipped Outcomes based on ACRL Framework Knowledge
practices
Authority is Constructed and Contextual:Students will be able to define different types of authority, such as subject expertise, societal position, or special experience
Scholarship as Conversation:Students will be able to recognize that a given scholarly work may not represent the only or even the majority perspective on the issue
12
Flippedand Floundering?Flipped
http://researchbysubject.bucknell.edu/frameworkBucknell University
Flippedand Floundering?Flipped
Awesome question…met with silence
Flippedand Floundering?Flipped
The experienced teacher will accept the answer given to an open question and build on itVan Ments, Morry, Active Talk: The Effective Use of Discussion in Learning (New York: St. Martin’s Press, 1990), 78.
Flippedand Floundering?Flipped
Nurturing the conversation
Flippedand Floundering?Flipped
Process Question stemsClarify/focus What do you mean by…
Say more/Explain.../Describe...What’s an example of...Why do you say/think...
Support What evidence do you have…How do you know...What makes you think...
Compare/Connect How is that like/different from…Who else noticed…
Hypothesize What would happen if…
Processing questions
Flippedand Floundering?Flipped Listening
cc image “ear trumpet” courtesy of Eknath Gomphotherium on flickr
Authentic listening
Flippedand Floundering?Flipped
Activity!
Flippedand Floundering?Flipped
“It is the student response, not the teacher question, that illuminates the breadth and depth of student knowledge”
Dantonio, Marylou and Paul Beisenherz, Learning to Question, Questioning to Learn (Boston: Allyn and Bacon, 2001), 43.
Flippedand Floundering?Flipped
SOURCESBrilliant Public Speaking, Films On Demand. 2010. http://digital .films.com/PortalPlaylists.aspx?
aid=4552&xtid=53231
Brookfield, Stephen D. and Stephen Preskill. Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. 2nd ed. San Francisco: Jossey-Bass, 2005.
Dantonio, Marylou, and Paul Beisenherz. Learning to Question, Questioning to Learn: Developing Effective Teacher Questioning Practices. Boston : Allyn and Bacon, 2001
“Framework for Information Literacy for Higher Education (ACRL). “ Bucknell University. Accessed April 29,2016. http://researchbysubject.bucknell.edu/framework.
Markgraf, Jill, Kate Hinnant, Eric Jennings, and Hans Kishel. Maximizing the One-Shot: Connecting Library Instruction with the Curriculum. Lanham, MD: Rowman & Littlefield, 2015.
Schiller, Nicholas. “Finding a Socratic Method for Information Literacy Instruction.” College & Undergraduate Libraries 15, nos. 1-2 (2008): 39–56.
Van Ments, Morry, Active Talk: The Effective Use of Discussion in Learning. New York: St. Martin’s Press, 1990.
Zoller, Kendall, and Claudette Landry, The Choreography of Presenting: The 7 Essential Abilities of Effective
Presenters. Thousand Oaks, CA: Corwin Press, 2010.
Thank you!and speaking of questions…
Jill Markgraf
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