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Lesson Plans are Your Flight Plan

Lesson Plans are Your Flight Plan

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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??