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Don’t Blink, Or You’ll Miss It. Opportunities in Information Literacy Mary Claire Vandenburg & Nathalie Soini Queen’s University WILU 35. OUTCOMES. Recognize good teaching skills Reflect good teaching skills in your job Apply information literacy skills to your career.

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don t blink or you ll miss it

Don’t Blink, Or You’ll Miss It

Opportunities in Information Literacy

Mary Claire Vandenburg & Nathalie Soini

Queen’s University

WILU 35

outcomes
OUTCOMES
  • Recognize good teaching skills
  • Reflect good teaching skills in your job
  • Apply information literacy skills to your career
malcolm gladwell blink
Malcolm Gladwell- Blink

Chapter 1 – Theory of Thin Slices – How a little bit of knowledge goes a long way.

“Thin-slicing” refers to the ability of our unconscious to find patterns in situations and behavior based on very narrow slices of experience (p.23).

Gladwell, M. (2005). Blink : The power of thinking without thinking (1st ed.). New York: Little, Brown and Co.

ambady thin slicing
Ambady – Thin Slicing
  • Videotaped 13 graduate teaching fellows as they taught.
  • Compiled random 10sec. clips, combined them into one 30sec. clips.
  • Showed the clip to students who were strangers to teacher.
  • Ratings highly correlated teachers own students evaluations.

Nalini Ambady, Robert Rosenthal, “Half a Minute: Predicting Teacher Evaluations from Thin Slices of Nonverbal Behavior and Physical Attractiveness,” Journal of Personality and Social Psychology 64, no.3 (1993):431-441.

slide5
…don’t let’s forget that the little emotions are the great captains of our lives, and that we obey them without knowing it.

Vincent van Gogh.

Letter 603.

St.-Rémy, 1889.

what is a good teacher
What is a good teacher?

Think of at least 3 traits that would make a good teacher

(Think-Pair-Share)

good teaching
Good Teaching

7 Important Traits

  • Student-centered/receptive
  • Knowledgeable
  • Effective Presenter
  • Flexible/Creative
  • Organized
  • Enthusiastic
  • Motivational

Arnold, J. (1998). “I know it when I see it”: Assessing good teaching. Research Strategies, 16(1), 1-28.

good behaviour
Good Behaviour
  • Approachability
  • Genuine Interest
  • Listening/Inquiry
  • Follow-up

Arnold, J. (1998).

the amygdale response
The Amygdale Response
  • Internal: fear, anger and aggression
  • External: via posture, voice, expression, breathing pattern -Coping: Googlefight.com

Romantics vs. Modernists, Behaviorist vs. Cognitive

  • Connect and keep the class
competencies skills
Competencies/Skills
  • Presentation Skills
  • Organizational Skills (good lesson plan, organized presentation)
  • Communication Skills
  • Assessment and evaluation skills

Proficiencies for Instruction Librarians Task Force. (2006). Proficiencies for instruction librarians and coordinators.

enabling professional practice
Enabling Professional Practice
  • Center for Teaching and Learning
  • Videotaping exercise – micro-teach
  • Theory of Teaching & Learning
  • Objectives
  • Set, Body, Closure
  • Feedback
  • Additional Resources
set body closure
Set-Body-Closure
  • Set – preview & connect
  • Body - communicate main concept

70-90%

  • Closure – review & connect
slide13
Set
  • Preview of session
  • State learning objectives
  • Motivate, i.e. appeal to aspirations
slide15
Body
  • Passion for material = Enthusiasm
  • Body language should read well
  • Talk with your audience
  • Humour
  • Manage your time
  • Remember to breathe!
closure
Closure
  • Summarize the major points
  • Relate to the Instructional set
  • Provide a sense of achievement
  • No new material
ice model of student learning
Ice Model Of Student Learning

IDEAS CONNECTIONS EXTENSIONS

Basic facts Among basic concepts Applying learning

Elemental concepts to what learner already knows to new situations

☻ ☻ ☻ ☻ ☻

☻ ☻ ☻ ☻ ☻

☻ ☻

Fostaty, Y.C.S. (2000). Assessment & Learning: The ICE Approach. Winnipeg: Peguis.

slide18

www.hsci.cas.ou.edu

History of Science at University of Oklahoma.

desk set 1957
Desk Set 1957
  • ICE and Desk Set

(it’s not just in Katharine Hepburn’s veins)

teaching objectives
Teaching Objectives

Think of 2-3 objectives/goals you think are paramount when teaching Information Literacy

teaching objectives22
Teaching Objectives:
  • Give students a positive feeling about the library and librarians.
  • Introduce students to the tools to access and use the resources of the library.
  • Help students to begin to think critically and to evaluate information resources.

McDermott, D. (2005). Library instruction for high-risk freshmen. Reference Services Review, 33(4), 418-437.

Association of College and Research Libraries (2000). Information Literacy Competency Standards for Higher Education.

teaching for deep learning
Teaching For Deep Learning
  • Make learning goals explicit
  • Encourage interaction
  • Cooperation
  • Make links with what students already know
  • Link topic to student lives
example boolean logic
Example: Boolean Logic
  • Limit Library Jargon
  • The "Brangelina" Boolean Diagram

A=Angelina

AND

B=Brad

A B

thinking like a student
Thinking Like A Student

“ Literacy is a culturally situated phenomenon based in the way communities construct meaning and belonging”

-Norgard

Norgard, R. (2003). Writing Information Literacy: Contribution to a Concept. In J. Elmbourg (2006). Critical Information Literacy Implications for Practice. The Journal of Academic Librarianship, 32(2).

credibility reliability libel
Credibility, Reliability & Libel

Critical Thinking skills using three examples

  • 1. Globe & Star: Titanic reporting
  • 2. Wikipedia: Web authoring
  • 3. Yesmen: Internet identity theft
recap
RECAP
  • Thin slicing
  • Good teaching
  • Good behaviour
  • Competencies/Skills
  • Teaching objectives/Deep learning
  • Critical thinking
percent attending
Percent Attending

100%

0%

60 min.

0 min.

Elapsed Time of Lecture (min.)

McLeish, J. The Lecture Method. Cambridge: Cambridge institute of Education 1968

ideal attending
Ideal Attending

100%

Elapsed Time of Lecture (min.)

60 min.

0 min.

Vandenburg, Soini 2006

teaching techniques
Teaching Techniques
  • Vary the stimulus
  • Use visual aids
  • Repeat and clarify
  • Organize clearly (mini S.B.C.s)
  • Engage the learner
teaching strategies and retention
Teaching Strategies And Retention

Dole, E. (1969) Audio Visual Methods in Teaching. (3rd Ed) New York: Holt, Reinhart & Winston.

thinking like a student32
Thinking Like A Student
  • Reflect on an instance when you were information literate
  • And also a time when you were not
    • How did it feel?
    • What motivated you?
information is power
Information Is Power

“Statistical thinking will one day be as necessary for efficient citizenship as the ability to read and write.”

H.G. Wells.

tools and resources
Tools and Resources
  • Faculty of Education
  • Professional Development/Associations (eg: Education Institute- Partnership of OLA and other Associations)
  • ACRL Standards
  • Centre for Teaching and Learning
  • T.A. Training/Learning Strategies Development
  • Mentoring
  • Evaluation
recap38
RECAP
  • Recognize good teaching skills
  • Reflect good teaching skills in your job
  • Apply information literacy skills to your career and everyday life
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