Overarching Goals/Outcomes

O Librarians will understand some of the

primary principles and theories involved in

instruction.

O Librarians will gain some new ideas and

help regarding classroom management.

Objectives

O Librarians will recognize teaching

methods and techniques in videos.

O Librarians will identify ways that teaching

methods and techniques are used and/or

could be used in HCC Library’s info lit

instruction program.

O Librarians will share ideas, examples, and

anecdotes about their own teaching.

Answer the following question on a piece of paper:

O“What makes you most nervous,

anxious, uncertain, or confused about

teaching?”

OCrumple up the pieces of paper and

throw them around the room (to one

another) until Gina says stop!

OOpen up the paper you end up with and

read aloud what is written on it.

Instructional Design

Instructional Design (ID)O “A method and profession for developing

solutions to learning-related problems.”

O “Instructional systems design” developed

during WWII – training large industrial

workforce.

O Draws on communication studies, systems

design, psychology, information technology,

and educational theory.

(--Char Booth, Reflective Teaching, Effective

Learning.)

ID MethodsO ADDIE: Analyze user needs; Design strategy to address

needs; Develop product; Implement; Evaluate

O USER: Understand the problem & scenario; Structure goals, objectives, outcomes; Engage [create instruction materials and deliver instruction]; Reflect [assess and revise]

O “Backwards Design”: Start with “desired results,” and how they will be assessed, then determine what activities will lead to those results.

O What should students understand and be able to do (outcomes)? What evidence will show that goals are met?

O What instruction activities will lead to this assessment (objectives)?

Understanding: Your topic/research need determines the kinds of sources you will need

Obj. 1. Students will develop a research topic and search terms (Research Planning Worksheet)

Obj. 2. Students will determine what sources are needed for background and in-depth information (Research Planning Worksheet)

Obj. 3. Students will describe the differences between scholarly and popular periodicals (In-class exercise in groups of 2 or 3)

Understanding: Different kinds of sources require different search tools/ resources to find them.

Obj. 4. Students will identify what kinds of sources can be found using Google/Web search engines (Orally in class, Quiz question? )

Obj. 5. Students will select and use periodical databases to find journal articles. (Research Planning Worksheet)

Obj. 6. Students will use the Library Catalog to find books available at HCC Library (Research Planning Worksheet)

Pedagogy

Active/Problem-Based Learning

O Instead of “show and tell” – “facilitate and

question” (see pink handout)

OThe activity leads to the concepts – not the

other way around

Constructivism/Discovery Learning

O Stems from Piaget:

O Learners construct their own meaning.

O New learning builds on prior knowledge

(scaffolding).

O Learning is enhanced by social interaction.

O Meaningful learning through “authentic” tasks.

O Learning depends on cognitive activity –

students “discover” the answer.

O Questions, problems, exercises(--Cooperstein & Kocevar-

Weidinger)

Typical lecture-style/directed teaching example: “Scholarly Journals vs. Magazines”

Scholarly Journals MagazinesO Report research and

advanced knowledge in a field.

O Written by experts in the field

O Audience: Scholars, students, professors in the field

O Appearance: Few illustrations, charts, graphs

O Use for research or to support a thesis

O Entertain, inform, or persuade.

O Written by editorial staff – not necessarily experts

O Audience: General public

O Appearance: Glossy covers, photos, advertisements.

O Use for general information

Active/Constructive Learning Alternative: “Scholarly Journals vs. Magazines”

O Exercise:

O In groups of three, look at the copy of the

journal and the copy of the magazine.

O Identify three characteristics that

distinguish the magazine from the journal.

Typical lecture-style/directed teaching example: “Evaluating Websites”

O Evaluation Criteria:

O Relevance: Does the source contribute to answering my research question?

O Currency: Is there a publication date? Is the date appropriate for my topic?

O Credibility: Who is the author? Does he/she qualified to write on this topic?

O Objectivity: What is the purpose of this source? Is the information biased or objective

O Quality: Do you trust the accuracy of this source? Did the authors provide evidence to back their claims?

Active/Constructive Learning Alternative: “Evaluating Websites”

O In groups of three, look at these three sites. Which one would be most reliable for a college paper? Why?

Ohttp://www.globalissues.org/issue/178/climate-change-and-global-warming

Ohttp://earthobservatory.nasa.gov/Features/GlobalWarming/page6.php

Ohttp://www.buzzle.com/articles/global-warming-and-water-cycle.html

Learner-Centered Teaching (LCT)

O Not a set of methods or techniques, but a set of beliefs/philosophy about teaching and interacting with learners.

O Collaboration, Participation, shared Responsibility (CPR)

O Focus on helping learners become self-sufficient, self-directed, life-long learners.

O Listen to, engage, and inspire learners

O “Less is more” as opposed to “coverage”

O Shifting balance of power; providing choices in how students interact with material; belief in learner potential

(--Joan R. Kaplowitz, Transforming Information Literacy Instruction Using Learner-Centered Teaching)

Traditional Teaching v. LCT

Traditional teachers

use words like

Learner-centered

teachers

use words like

O Teaching

O Cover

O Inform

O Present/deliver

O Learning

O Investigate/explore

O Facilitate

O Experience/interact

“Flipped Classroom”

O Instructor as “facilitator of learning”

O http://www.youtube.com/watch?v=r2b7GeuqkPc

Differentiated Instruction

OAccommodating learning differences

OFormats

OModes of delivery

OOptions/flexibility in learning activities

O“Reading” your audience, meeting

them where they are

OHaving a place for students to refer

back to

Is this an effective teaching style?

O http://www.youtube.com/watch?v=uhiCFd

WeQfA

O Why or why not?

O http://www.youtube.com/watch?v=xpxd3p

ZAVHI

(start at :50)

Assessment/Reflecti

on

Reflective Teaching

OSelf-evaluation of effectiveness

O“Metacognition” – awareness of what skills/strategies/information you have, and when and how to use them

Do you already use reflective or metacognitive thinking in instruction? If so, how?

Formative Assessment

O “Understand and react to a learning dynamic as

you teach.”

O “Read” audience – observe body language and

facial expressions for comprehension and

engagement. Assess level of students.

O Can use worksheets, think-aloud exercises,

questioning, observing group work, polls, etc.

O Re-focus lesson and make changes based on

student feedback.

(--Char Booth, Reflective Teaching, Effective

Learning.)

Summative Exercise

O Think of some examples where our IL

lessons use any of the methods or

strategies talked about today.

O In what other specific ways could you

use any of the methods or strategies

talked about that you are not currently

doing right now?

Classroom

Management

What’s wrong with this classroom management style?O http://www.youtube.com/watch?v=X54qDd

aACh4

Classroom Management

OTeaching to a range of abilities

OKeep lesson moving/read audience

OResponding to “incorrect” answers.

ODealing with “bad behavior.”

O“Pitch and persona,” showing

authority

OHave high expectations, but treat

students with respect.

Shared Techniques,

Examples, Anecdotes