Presentation on theme: "Adapted Totally plagiarized from the ALA presentation slides and article."— Presentation transcript:
Adapted Totally plagiarized from the ALA presentation slides and article
There will always be too much to cover Not making choices = Bad Choice! Decide what is essential and worthy of “uncoverage” during class time Offload the rest!
There are so many learning preferences. You can’t cover them all. ◦ But, some discomfort with some types of learning help students build skills. ◦ So, use a variety: Active Experimentation (by doing) Concrete experience (by experiencing) Reflective observation (by reflecting) Abstract Conceptualization (by thinking)
Designing a class: What do you want the students to learn? ◦ (only 1-2 outcomes needed!) How will you know they learned it? What activities will help them learn, and at the same time, provide assessment data?
What do you want them to learn? How will they learn it? How will you know? Consider breaking class into time-chunks, teaching one outcome, having an activity that teaches and assesses, and then another. See handout
Consider conducting a needs assessment at the beginning of class: ◦ Poll the class (clickers / raise of hands)– What do you know? Not Know? Need to Know / Want Out of the Session? Then, have some flexibility and cover what they need covered
Get into active learning and let go of your fear (it is scary– but that person sleeping in the front row... Just as bad.) Consider using Case Studies – turn pairs or groups loose looking for information for a scenario and then de-brief and have them teach each other
Why does my time with these students matter? What about me as a person can relate to this content and these students? It also supports risk-taking.
Nah, I don’t believe it! Have ongoing conversations Integrate the instruction into their course What IL skills are they covering already? How can you help?
Make it a part of the course assignment Have them submit a reflection of a part of the research process ◦ (integrated assessments)
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