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Published byMarcelo Basham Modified over 10 years ago
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Adapted Totally plagiarized from the ALA presentation slides and article
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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!
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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)
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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?
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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
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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
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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
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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.
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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?
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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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SMOOCH SMOOCH LIBRARIANS ARE AWESOME SMOOCH SMOOCH
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What works for you?
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