Building New Knowledge in the Classroom via Student-Created Materials

•Download as PPTX, PDF•

1 like•244 views

This document discusses the benefits of having students create course materials rather than relying on expensive textbooks. It notes that most students do not purchase or read required textbooks due to high costs. Having students create materials allows them to take ownership over their education, update materials as needed, and share work collaboratively. This benefits both students by saving money and building skills, and educators by gaining flexible materials tailored to each class without dependence on publishers. The education system also benefits from low-cost, customizable, and collaboratively-produced student materials.

Building New Knowledge in the Classroom
via Student-Created Materials
CHIP BAUMGARDNER
PENNSYLVANIA COLLEGE OF TECHNOLOGY
WILLIAMSPORT, PA

Introduction:
• $400 textbook?
• Is it really required for class?
• Is lack of book or material a barrier to education?

DATA FOR REFLECTION
PURCHASING TEXTBOOKS
• 65% OF STUDENT CONSUMERS
HAVE OPTED OUT OF REQUIRED
TEXTBOOK PURCHASES (U.S. Public
Interest Research Group)
READING MATERIALS
• 72% OF STUDENTS RARELY OR
NEVER COMPLETE REQUIRED
READING ASSIGNMENTS (Connor-
Greene)

Textbook costs University of Michigan, Flint
• Per Semester
• Used books or renting will lower
costs
• (Perry, 2015)
Group A
Management $4000
Psychology $3900
Marketing $2000

Benefits of Student-Created Materials
1. save several hundred dollars in not having to purchase required materials
2. take a sense of ownership in their ability to create material for the class.
3. change material on the fly and update it throughout the course.
4. create the ability for the entire class to share, edit, and update the information added to the
material.
5. download electronic copies to smartphones and other devices or print inexpensive copies for
easy distribution.
6. access the growing volume of Open Educational Resources (OER) in contemplating many
sources.
7. enhance communication skills and resumes by writing their own material.
8. become an effective component of Outcomes Assessment (OA).
9. garner feedback and constructive criticism from peers.
10. create new material each semester.
11. gain empowerment by becoming experts in an area of subject matter.
12. avoid the monopolistic power of both publishers and college book stores.
13. replace the textbook decision hated by some educators.

Educator Benefits of Student-Created Materials
 are free from the tyranny of book publishers.
 require students to come to class prepared for activity.
 don’t have to worry about selecting the wrong book or materials.
 earn praise by saving money for students.
 avoid having students inquire of the need to purchase specific materials
 can avoid using the sometimes chaotic supplemental materials.
 eliminate complains of not using a book that costs so much money.
 avoid using outdated materials.
 needn’t look for a book to match the function of the course.
 can witness student growth in knowledge, research, collaboration, and communication
that can be critical to future endeavors.
 don’t have to rush to complete a book order.
 can create rubrics that focus on objectives of course, department, and institution.
 etc.

Education System Benefits of Student-Created Materials
 seeing the ultimate in low cost.
 nurturing a move toward student-centered education.
 offering students a sense of input in material covered in class.
 updating class material on the fly.
 catering to specific students in the class.
 serving specific standards needed for class.
 creating real-time information.
 feeling the easiness of use in conjunction with open source textbooks.
 utilizing numerous open document sharing sources (i.e. Google docs) where students
can build, edit, and change the book as a class.
 seeing that students can download (electronic copy) and print (hard copy) material to
fit individualized education.

Ideas for Student-Created Materials
• Template
• Outcomes Assessment
• Get Students to “buy in”
• Monitor Success
• Free?
• Time
• Groups/Individuals

What's hot

Teaching information literacy with discovery tools

ALATechSource

This document discusses teaching information literacy using discovery tools. It outlines that the presentation aims to help instructors understand the unique qualities of discovery tools to better teach students, learn how to maximize discovery tool features to teach evaluating search results, and understand how discovery tools integrate with subject databases. Some benefits of using discovery tools for teaching include their one-stop shop model, intuitive Google-like interface, facets and limiters, and ability to accommodate broad searches. However, challenges include the overwhelming number of results, lack of controlled vocabulary between databases, and dependency on topic area for interdisciplinary coverage. The document provides best practices for teaching like focusing on keywords, facets, critical thinking, and using the tool as a scaffold to subject databases. It concludes

From tools to transferability: collaborations between first year writing facu...

Elizabeth Dolinger

AASL 21st Century Learning

judhenning

Changes in Social Studies Program

NassauSLS

The document summarizes changes to the New York State social studies curriculum framework. It outlines that the major content areas remain the same as the previous 1998 framework but now focus more on literacy skills and an inquiry-based approach. The new framework incorporates 10 unifying themes and 6 social studies practices from kindergarten through 12th grade. It is based on developing questions, applying concepts, evaluating sources and communicating conclusions. The document describes resources available online to help teachers implement the framework through inquiry-based lessons and units aligned with its key ideas, understandings and skills.

Students, Teachers, Librarians: Collaboration for a Deeper Understanding

skoeppen

This document discusses the importance of collaboration between students, teachers, and librarians to support inquiry-based learning. It provides examples of guided inquiry projects conducted in a school library that allow students to develop research skills and deepen their understanding of topics. These projects typically involve brainstorming criteria, applying the criteria to examples, ranking or defining sources, and engaging in discussion. The role of the librarian is to work with teachers to design carefully structured inquiry experiences and provide guidance and resources to students.

Why you need to know your school librarian

corrado2003

This document discusses the roles and benefits of school librarians and collaboration between librarians and teachers. It begins by explaining how school librarians have evolved from "shushing" figures of the past to instructional partners and resources for the entire school community. The document then outlines the American Association of School Librarians' standards for 21st century learning. It describes tools and services librarians provide students and teachers, including resources, instruction, and professional development. The final sections discuss benefits and challenges of collaboration, providing examples of effective partnerships between librarians and other educators.

Evidence-based Practice for School Libraries

NassauSLS

This document discusses evidence-based practice for school libraries. It begins by focusing on concepts, research findings, and strategies related to evidence-based practice. The presenter discusses how the idea of evidence-based school librarianship began in 2001 with a paper on the topic. Research has shown positive impacts of school libraries on student learning outcomes when led by qualified teacher-librarians. Developing the capacity for evidence-based practice is recommended. Evidence-based practice involves using research evidence, practitioner observations, and student feedback to inform decision making and continuous improvement. Tools for gathering evidence locally include analyzing student work and bibliographies.

Evaluating Articles Using Active Learning Techniques

Kristin Henrich

This document discusses the use of active learning techniques to teach students how to evaluate scholarly articles. The librarians at the University of Idaho implemented an activity where they divided students into groups and each group analyzed a different article. This revealed that students had difficulty identifying components of citations and distinguishing between scholarly, popular and trade publications. Student feedback showed that the hands-on activity helped emphasize the lesson and apply their knowledge compared to more passive instruction. The benefits of active learning were that it reinforced concepts and critical thinking skills while addressing student confusion between articles and websites. Challenges included the class time needed and strong instructor cooperation required.

Using Libraries to Maximize Student Achievment

NassauSLS

This document discusses the role of school librarians and school library systems in supporting student achievement through the Common Core Learning Standards. It provides examples of how school librarians help students develop research, writing, speaking, and literacy skills. School librarians are shown leading activities like author visits, research projects, technology workshops, and discussions to engage students in inquiry-based learning. Studies have found that well-staffed school libraries are linked to higher test scores. New York held a library summit to develop a plan for ensuring students have access to strong school library programs.

Nf Collection Development

Keswick High School

Social Media for Teaching & Learning

Keswick High School

5970 powerpoint

rachel stewart

This document discusses the benefits of incorporating curriculum into makerspaces. It argues that having curriculum can help students learn to think more creatively and give teachers guidance on facilitating student-led projects. Key concepts discussed include using curriculum to guide lessons and define learning objectives. Examples provided of curricula that could be used include Club or Camp Invention kits and lessons found on Pinterest or Teachers Pay Teachers. The document concludes that while there is research on makerspaces, more study is needed on the impact of curriculum within makerspaces. It encourages readers to start developing curriculum to help students learn by making.

Modern Learning Environments - where's the innovation?

Derek Wenmoth

E Principals2009

Derek Wenmoth

The document discusses the evolution of pedagogical approaches in virtual learning environments. It outlines key drivers of change including student volume, technology development, and learner choice. It contrasts traditional teacher-centered learning with new student-centered approaches using multi-sensory and collaborative learning. It proposes a framework for online learning that focuses on learning activities, resources, and supports rather than location. It also discusses tools for content creation, packaging, and delivery in virtual environments.

CVA presentation, Melbourne

Derek Wenmoth

The story of GAeL (Graduate Attributes eLearning): embedding information lite...

CONUL Conference

1. Maynooth University implemented a new curriculum focused on developing critical skills in students and embedding information literacy. 2. The library saw this as an opportunity to collaborate more broadly by developing resources to teach key information literacy competencies across disciplines. 3. Through projects like developing Wikipedia tutorials and assessments, the library embedded information literacy in the curriculum to help students become independent learners and develop skills for life and work as outlined in Maynooth's graduate attributes.

Gales secondary resources for NOVELny the basics and more

NassauSLS

The document outlines resources from Gale that can be used for research, including Opposing Viewpoints in Context, Kids InfoBits, General OneFile, Academic OneFile, and InfoTrac Newsstand. It provides examples of how these databases can be used for lessons and student projects at different grade levels. The document also describes how content from Gale databases can be integrated into Google platforms like Drive, Classroom, and Chrome to support student research and learning.

Mle readiness pub

Derek Wenmoth

The document provides an overview of a meeting to discuss modern learning environments (MLEs) and readiness for change. The intentions of the meeting are to contribute to a vision for future schooling, build relationships among schools facing similar challenges, and introduce frameworks to assist with MLE planning. Key drivers of change discussed are ubiquity, agency, and connectedness. A vision for managing change over two years is presented, moving from visioning to implementation. Facilitated school visits and action planning meetings are scheduled next steps.

Free, Pre-designed Interactive Learning Objects: An Exploration of Open Educa...

Lynn Lease, PhD

This document summarizes a presentation about free, pre-designed interactive learning objects from open educational resources (OERs). It defines OERs and interactive OERs, discusses types of student interaction and outcomes from interaction. It provides examples of interactive OERs and guides the audience through the critical phases of locating, selecting, implementing and evaluating OERs. The presentation concludes with an interactive task for partners to explore OER repositories, select an interactive object, discuss implementation and evaluation plans, and share with the group.

Session 12 2019

Beth Carey

This document provides an agenda and materials for a class on community and connections in education. The agenda includes course evaluations, reviewing topics, discussing Dewey's Pedagogic Creed, creating their own pedagogic creed, reviewing grades, making a globe, networking, and parking lot discussion topics. Students will discuss their developing philosophies of education and create their own creed integrating course discussions. They will have a break and then collaborate on an inquiry-based lesson about a current event. Finally, students will represent themselves through words or symbols on paper strips to form a globe. The class aims to discuss educational theories and foster ongoing connections between students.

What's hot (20)

Teaching information literacy with discovery tools

From tools to transferability: collaborations between first year writing facu...

AASL 21st Century Learning

Changes in Social Studies Program

Students, Teachers, Librarians: Collaboration for a Deeper Understanding

Why you need to know your school librarian

Evidence-based Practice for School Libraries

Evaluating Articles Using Active Learning Techniques

Using Libraries to Maximize Student Achievment

Nf Collection Development

Social Media for Teaching & Learning

5970 powerpoint

Modern Learning Environments - where's the innovation?

E Principals2009

CVA presentation, Melbourne

The story of GAeL (Graduate Attributes eLearning): embedding information lite...

Gales secondary resources for NOVELny the basics and more

Mle readiness pub

Free, Pre-designed Interactive Learning Objects: An Exploration of Open Educa...

Session 12 2019

Viewers also liked

Victor Malagon - Responsibility: The New Key for Competitiveness in the Globa...

Building New Knowledge in the Classroom via Student-Created Materials

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (13)

Similar to Building New Knowledge in the Classroom via Student-Created Materials

Similar to Building New Knowledge in the Classroom via Student-Created Materials (20)

More from ACBSP Global Accreditation

More from ACBSP Global Accreditation (20)

Recently uploaded

Recently uploaded (20)

Building New Knowledge in the Classroom via Student-Created Materials