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Lesson Plans are Your Flight Plan

Lesson Plans are Your Flight Plan. Andria Burton Tulsa Community College Library Manager, Metro Campus. Goals. Greater consistency among Metro Campus instruction librarians Differentiate instruction among the courses we teach Integrate student centered activities

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Lesson Plans are Your Flight Plan

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  1. Lesson Plans are Your Flight Plan Andria Burton Tulsa Community College Library Manager, Metro Campus

  2. Goals • Greater consistency among Metro Campus instruction librarians • Differentiate instruction among the courses we teach • Integrate student centered activities • Tie lesson objectives to the ACRL standards • Go beyond the “one shot” information literacy session

  3. Laying the Groundwork • Build individual ownership • Open dialog among librarians • Individual “homework” and group meetings • Flexible schedules allow for inclusive meetings • Become well-acquainted with the ACRL standards • Which standards specifically relate to the audience of TCC?

  4. Laying the Groundwork • Initial Brainstorming Sessions • Individual ideas about what elements are vital to information literacy instruction • What are the essential concepts we teach? • LC classification system, key word searching, how to use the catalog, how to access and use the databases, website evaluation, citing sources, etc. • Which concepts should be paired with… • Academic Strategies? • Comp I? • Comp II?

  5. Laying the Groundwork • More Brainstorming… • Student centered learning activities that are meaningful and can be applied to real-life needs • Evaluation methods • Promoting additional contact with students

  6. Crafting the Ideal Lesson • Initial lesson planning focused on Academic Strategies classes • Individually authored a model lesson • Conducted a side-by-side comparison • Group discussion and consensus • Combined ideas into one plan • Repeat process for Comp I and Comp II classes • Confirm all identified ACRL standards are met and make adjustments, if necessary

  7. Elements of an Effective Lesson • Madeline Hunter’s lesson plan template used as a guide • Duration of Lesson • List of Materials • Anticipatory Set/Hook: activate prior knowledge, spark interest • Questions to pique curiosity • Visuals: video, pictures • Quotes • Objectives: Communicate what students will know/be able to do by the end of the lesson • Tie each objective to ACRL Standard(s) • continued

  8. Who Said it? Can you identify who said or is most closely associated with these quotes?

  9. Who Said it? • Homer Simpson “D’oh!” Image by The34Truth, deviantART

  10. Who Said it? • Steve Urkel “Did I do that?”

  11. Who Said it? • Will Rogers • in Alex Ayres , ed., The Wit and Wisdom of Will Rogers Rogers, Will, and Alex Ayres. The Wit and Wisdom of Will Rogers. New York, N.Y: Meridian, 1993. Print. “People ask me where I get my jokes. Why, I just watch Congress and report the facts.” Photo in public domain, accessed through Wikimedia Commons

  12. Who Said it? • Adolf Hitler • Mein Kampf (1925) ch. 3 The art of leadership…consists in consolidating the attention of the people against a single adversary and taking care that nothing will split up that attention. Photo accessed through Wikimedia Commons, attrib. Heinrich Hoffmann

  13. Adding Citations… • Lets the audience know where the information comes from, so they can evaluate the context of the information presented to them from the original material. • Lets you share interesting info with others • Helps you avoid plagiarism • Makes it easy for people after you to use your research

  14. Elements of an Effective Lesson • Instructional Input/Modeling: what and how will knowledge be communicated to the students • Lecture, tours, demonstrations, videos, readings, tutorials, etc. • Check for Understanding: questions and examples should be purposeful and meaningful • Ensure questions require higher level thinking (refer to Bloom’s Taxonomy) • Guided Practice: learning activities students perform under supervision • Integrate activities that require students to be actively engaged with the material • See list of activities

  15. Elements of an Effective Lesson • Closure: recap of what was learned, make connections to future learning • See list of activities • Independent Practice: reinforce what students have learned • Interactive worksheet to be completed using a pertinent research guide (such as the Amazing Library Race) • Collected and graded by course instructor • Info Lit Instruction METRO\Metro Academic Strategies Lesson Plan 6-24-13.docx

  16. Continue Contact with Students/Instructor • Short follow-up sessions in the classroom • Participation in online discussion boards • Mini-workshops • Promote one-on-one reference appointments • Publicize how to contact a librarian • Information desk • Virtual chat • Email • Phone

  17. Where do we go from here? • Seek feedback, reflect, and adjust if necessary • Routinely survey studentsand instructors • Continue to regularly review lessons: • What is being taught? • When is it being taught? • How is it being taught? • Does it meet the changing needs of the course? • Communicate value of instruction to administration • Lesson plan is something concrete that directly ties to college mission statements

  18. Lesson Plans are Your Flight Plan! • Questions??

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