10 tips for teaching the one-shot

10 Tips for Teaching the One-

ShotAdapted 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!

#1: Less is More (except for that guy)

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)

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

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?

#3: If you’re not assessing, you’re not teaching

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

#4: Have a Lesson Plan

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

#5: Go with Evidence, Not Your Gut

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

#6: You should not be tired.

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.

#7:Your enthusiasm is contagious

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?

#8: Faculty are your friends

Make it a part of the course assignment

Have them submit a reflection of a part of the research process

◦ (integrated assessments)

#9: Integrated, Not Separated

SMOOCH SMOOCH LIBRARIANS ARE AWESOME SMOOCH SMOOCH

#10: Your Teaching Matters to UWF

THE END OF THE PLAGIARISM

What works for you?