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10 Tips for Teaching the One-Shot

10 Tips for Teaching the One-Shot. Adapted T otally plagiarized from the ALA presentation slides and article. #1: Less is More (except for that guy). There will always be too much to cover Not making choices = Bad Choice!

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10 Tips for Teaching the One-Shot

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  1. 10 Tips for Teaching the One-Shot AdaptedTotally plagiarized from the ALA presentation slides and article

  2. #1: Less is More (except for that guy) • 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!

  3. #2 : Most students don’t learn like you do (or each other). • 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)

  4. #3: If you’re not assessing, you’re not teaching 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?

  5. #4: Have a Lesson Plan • 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

  6. #5: Go with Evidence, Not Your Gut • 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

  7. #6: You should not be tired. • 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

  8. #7:Your enthusiasm is contagious • 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.

  9. #8: Faculty are your friends • 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?

  10. #9: Integrated, Not Separated • Make it a part of the course assignment • Have them submit a reflection of a part of the research process • (integrated assessments)

  11. #10: Your Teaching Matters to UWF • SMOOCH SMOOCH LIBRARIANS ARE AWESOME SMOOCH SMOOCH

  12. THE END OF THE PLAGIARISM What works for you?

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