Library Gazette

Teaching Teaching in Spring 2012

Friday, December 16, 2011 10:53 am

Last week we wrapped up Teaching Teaching for the fall semester. It was a good review of content we had covered in the very first go around. We’ve since decided to make it a regularly occurring event, so I’ve been thinking about different types of content, different types of presentations, and new ways of sharing out what we’re doing. We have big plans, and I’m looking forward to future iterations!

NC-LITe

First up, not specifically focused on WFU, but very relevant for those who teach, NC-LITe will be meeting after the break.

The twice-annual meeting of NC librarians interested in educational technology and instruction will be at WFU on January 6th. Please let us know if you’d like to attend (and if you have something you’d like to share)!

If you’d like more information about what we’ll do that day, please see the wiki.

Of course, we’re open to suggestions if you’d like to make sure we do anything in particular.

We’re currently working on topics relating to Teach Better Tomorrow: Sharing Quick Tips for Library Instruction & Instructional Technology, though as always, if you have something to share that doesn’t fit that category, we can still make sure you have the opportunity to share.

Book Club: The Shallows

Next, we’re going to have a discussion of a book for those who want to play along with a little winter reading. From the email announcement:

At our last Teaching Teaching, we got sidetracked a bit discussing The Shallows: What the Internet is Doing to Our Brains. Roz could vouch for the speediness and interestingness of the read, and we all thought that this book would help us understand our students better. We also thought that this book in particular would be interesting to read as librarians: people who help our users find specific points of data as well as navigate the context of the information they need.

So, several of us are planning to read it over the break and get together before classes start to discuss over a warm cup of Starbucks. If you’d like to join us, here’s the plan:

What: Discussion of The Shallows
Where: Starbucks 203A
When: 1/11/2012, 10:00am-12:00

We might not take the full 2 hours, but I didn’t want to underestimate the time we’d want to have.

If you’d like to find the book, here it is on Worldcat, Amazon, and Barnes & Noble. You’re welcome to come without reading it ahead of time as well.

Teaching Strategies (proper)

Next semester we’re going to change the time to 10am to make it easier for more people to attend. We’ll continue meeting in 476.I’ll post the schedule as soon as it’s finalized, but after talking with many of the regular Teaching Teaching participants (and especially after a good conversation with Joy), we’ve come up with a format that should be really useful and interesting for this iteration.

The plan is to go through the topics we cover in LIB100 throughout the entire semester. For example, on the first day, we’ll talk about how people structure their course (the arc of the content, what they choose to keep and leave out, etc). Then we’ll have a day for the research process, a day for reference sources, a day for searching on the web, etc. As people have begun adapting their courses over time, we have a lot of really interesting approaches, and this will be a chance for us to find out how the class has evolved.

I’ll be looking for 2-4 people to give 5-10 minute presentations on each topic, so if you think you’re doing something that’s really useful or really unusual, please consider contacting me so that we can get you on the schedule. Otherwise, I might be contacting you. :)

Learning Styles

Sunday, October 30, 2011 1:10 pm

This week we addressed Learning Styles. It’s a topic that I’ve grown more fond of over time. The major controversy amongst folks in higher ed is “should you adapt your teaching to learning styles?” Some research suggests it doesn’t make a big difference. Some suggests it really does. Some faculty will point out that once working in a job, your boss isn’t going to adapt their training for your style, others point out that college students have to cram a lot more into their head in a shorter period of time than an employee would.

So with a discussion of that, we dove into a discussion of learning styles. We used the free test from NCSU that is an index of learning styles, and this is what we came up with:

Learning Styles

We then had a group-wide discussion of the different styles, methods we used within our own style to learn better, and talked about how that knowledge could impact our design of a class session or course. Here’s the down and dirty:

  • Active learners learn best when they’re doing something with the information. Active students should seek out study groups and explain information to each other.
  • Reflective learners learn best when they think quietly about it first. They shouldn’t attempt to just memorize anything. They should think of questions/applications and write their own summary.
  • Sensing learners like facts and following established methods. They are more practical and prefer real-world connections. They should ask professors for these specific connections to the world and brainstorm connections with friends.
  • Intuitive learners like possibilities, relationships, innovation, and abstractions. They should ask for theories that link the facts covered in class.
  • Visual learnerslike pictures, diagrams, flowcharts, timelines, film, and demos. They should make concept maps of class and color code their notes.
  • Verbal learners like written and spoken words. They should write summaries of class in words and talk with friends.
  • Sequential learners are linear and like logical patterns. They should ask for steps that are skipped to fill in the blanks and make sure their notes take a logical order.
  • Global learners need to make large jumps and have “aha” moments. These students need to skim a chapter before class takes place. Rather than studying a little bit each day, they need to take several hours at once to take a “deep dive” into the material.

(I used color to pair the spectrum, see what I did there, Visual learners?!)

There are a lot of different thinkers out there reflecting on learning styles, and we only had time to focus in on this one interpretation. But you can see immediately how you can pull in techniques for each learner. For example, when discussing the catalog you can tie it into a larger discussion of databases and search theory as well as demo how you can use this to find a specific book your faculty member has told you to find. That alone would hit on sensing, intuitive, visual, verbal, and sequential.

Next week Roz will be addressing Teaching Styles. It’ll be a fun pair to the Learning Styles class!

Educational Psychology

Wednesday, October 19, 2011 9:19 am

Last week’s Teaching Teachers focused on the briefest of overviews of Educational Psychology. We went through the PowerPoint from the last class, and talked about it’s application to our own classes. This is always a fun class to cover because there’s so much information (an entire graduate degree’s worth, in fact) that we can touch on a lot of different relevant ideas and draw connections to our own classes. Fun day!

Teaching Taxonomies

Friday, September 30, 2011 10:05 am

Today a group of us got together to talk about teaching taxonomies designed to help us think about where the students we teach and how to get them to where they need to be. I used Prezi as a way to show a slate of tools, rather than a linear talk that implies a specific relationship between theories. Good conversation and some fun new insights! (I’m looking at you, Kate, and Perry’s Stages of Intellectual and Ethical Development!)

Instructional Design Models

Monday, September 26, 2011 2:32 pm

Like last time, we used group work to explore various instructional design models. This time, I adapted the approach to look at different models and to explore the topics more deeply. The models were: ADDIE, Fink’s Significant Learning Experiences, Design, and System Thinking. Here’s what we did:

  • I named the four topics and folks moved to the corners of the room for the topic they were most interested in.
  • Each group was given a book to start with, but continued searching online, to familiarize themselves with the model.
  • Specific instructions: 20 minutes (though we went just past 25 minutes) to define the model, dive deep into some aspect, and develop a presentation.
  • Each group presented their information and we had discussion around each topic.

My overarching goal for the day: to ensure everyone was exposed to some useful models that might help in creating their courses as well as to demonstrate the power of slightly structured group work and ownership of specific topics.

If you’re interested in the books, I’ve added basic bibliographic information on the readings page.

Bonus: a Prezi on Significant Learning!

Class 1 & 2

Wednesday, September 14, 2011 4:02 pm

We kicked off Teaching Teaching last Friday with an overview of Instructional Design. I used the very same powerpoint from the first class, which you can see here:

What is Instructional Design?

I am scheduled to be out of town on Friday, so we also discussed how to use the next session. Some were interested in comparing notes about their classes. Others were interested in a journal reading group. I promised to send out some reading and people can show up at 9:00 and divide up depending on their interest.

So, here’s the reading:

7 Principles for Good Practice in Undergraduate Education

This piece is often referred to by the author’s names: “Chickering and Gamson,” so much so that when I first heard of it I was looking for something written by “Chickeringamson!” It’s a bit dated, but still good background and many parts are still quite relevant.

I’m not sure I’m 100% enough for the traveling we were planning to do, so I might see you on Friday. Either way, I hope it’s a good session and we’ll return to regularly scheduled meetings the next Friday!

Teaching Teaching take 3!

Wednesday, September 7, 2011 10:53 am

We’re about to embark on another round of Teaching Teaching at Wake Forest University. We’ve had some new folks join us and we’ve had some folks who have been here for some time request we do the series again, so it seemed that it was time to reinstitute it.

This class will follow the same curriculum as the first “section” of Teaching Teaching. You can see the schedule on the website. And if you can’t come, but are interested in what we cover, you can find that on the website, too.The class is designed so that you can miss sessions and come as you’re able. It’s also designed to model the types of things we’ll discuss, so come prepared to participate!

I’m also beginning to think about what to offer in the spring “section” of Teaching Teaching. I have several ideas, but if you have an instruction topic you’re particularly interested in learning more about, let me know and I’ll add it to the schedule!

Wrap-Up

Tuesday, December 1, 2009 11:29 pm

After 2 semesters of weekly meetings, we are taking a break from Teaching Teaching. We’ll offer a few teaching workshops over the next few months, and when there is interest, energy, and time, we’ll offer another series of workshops again. Please be sure to let us know if you’re interested!!

For the new instructors, Roz is running a series of workshops introducing the LIB100 curriculum. If you’re interested in seeing the work she’s doing there, you can find it in her LibGuide.

Embedded Librarianship

Tuesday, November 24, 2009 11:14 pm

Susan, embedded in Deep South course and co-wrote chapter on embeddedness

  • also discussed virtual-only embedded in course
  • allows to lurk and jump in to conversation
  • teach online
  • can hold physical or virtual office hours
  • must have to have professor on board
  • another example of embedded librarianship is the business center
  • could also develop a first year seminar and reach out to faculty
  • embeddedness as more useful to students than BI
  • can include technology support/innovation as well as and reference

Megan, embedded in History of the Book course

  • liaison to the subject area, also provides information about the special collection
  • dependent on professor (history of book)
  • professor designed course assignment and then librarian came; it could be better if involved earlier in the process
  • the course has developed over time; librarian is more and more involved
  • is a lot like co-teaching
  • students knew who she was and asked questions once the semester was over
  • the big question: how get on the syllabus
  • librarian and professor have different roles: professor has more subject knowledge, more teaching

Kate, embedded in legal research and writing

  • is extreme version
  • run own classes
  • law librarians also have subject knowledge
  • work some in course management system
  • law review, work closely with students to find citation

Kaeley and Sharon, embedded in graduate religion course

  • sat in on all sessions
  • taught 1/2 senior project class (5 sessions)
  • looked through syllabus, reordered
  • introduce other database than atla
  • next spring students will be writing, maybe librarians involved?
  • students had to write bibliography and extended outline
  • in leiu of lib100, 2 hour classes
  • would love to do this in first year of program

Sarah: has folder in a few science BlackBoard courses; puts LibGuide in them

Ellen M: perhaps, by getting on subcommittees can connect with faculty and let them know of services

Carolyn: can ask about sit in on classes in order to learn about program and how fit in

Classroom Management

Thursday, October 22, 2009 11:06 pm

Getting quiet students to participate in discussion

  • homework ahead of time
  • pair work
  • calling them by name
  • iphone app to call on random students
  • grading each statement
  • asking the right question
  • Craig’s hands on project, so their project is very different from other classes
  • Kaeley’s BI that started with just conversations with students, asked what they want to know about the library, and ended up covering most of what Kaeley had planned

Even if you miss a little something, they won’t remember enough to know. Most recall basic information.

Pros and Cons of having professor in the room

  • can feel safer, like they’ll do disciplinary stuff
  • but can’t do everything you’d think of

Q: When is a good place to stop facebooking, etc?
A: When it’s distracting to others in the class; also, it’s good to be upfront about your own behavior.

  • Intentional conversations before class with students to help them learn about you and see commonalities can help conversations.
  • Having a sense of humor and being honest when it’s not as exciting makes students more comfortable

Q: How does the fuzziest point work?
A: Have the students let you know what they’re most confused about at the end of class. They can do this on paper or by email.

What to do with students who are disciplinary problems or won’t turn in assignments?

  • put in syllabus that assignments a week late will get a zero
  • keep paper trail, though might not be able to speak with parents because of FERPA

Learning Disabilities

  • could put a sentence in syllabus about the office
  • would get a letter from the main LD office

Late students

  • Once, might ignore
  • Follow up, see if there’s a reason
  • Will ask people to leave if they come too late (one person in law school)
  • Quizzing to keep students in class on time

Anything unusual

  • will talk to student one-on-one and ask if everything is okay, let them volunteer information. If not fixed, more serious conversation.

Perry’s developmental model

  • how they act in class
  • behavior changes

faculty ethics on facebook


Pages
About
Categories
Archives
Awards
Events
General
Instruction
Outreach
Staff
Technology
Tags
Archives
September 2014
August 2014
July 2014
June 2014
May 2014
April 2014
March 2014
February 2014
January 2014
December 2013
November 2013
October 2013
September 2013
August 2013
July 2013
June 2013
May 2013
April 2013
March 2013
February 2013
January 2013
December 2012
November 2012
October 2012
September 2012
August 2012
July 2012
June 2012
May 2012
April 2012
March 2012
February 2012
January 2012
December 2011
November 2011
October 2011
September 2011
August 2011
July 2011
June 2011
May 2011
April 2011
March 2011
February 2011
January 2011
December 2010
November 2010
October 2010
September 2010
August 2010
July 2010
June 2010
May 2010
April 2010
March 2010
February 2010
January 2010
December 2009
November 2009
October 2009
September 2009
August 2009
July 2009
June 2009
May 2009
April 2009
March 2009
February 2009
January 2009
December 2008
November 2008
October 2008
September 2008
August 2008
July 2008
June 2008
May 2008
April 2008
March 2008
February 2008
January 2008
December 2007
November 2007
October 2007
September 2007
August 2007
July 2007
May 2007
April 2007
March 2007
February 2007
January 2007
December 2006
October 2006
September 2006
August 2006
May 2006
April 2006
February 2006
January 2006
December 2005
October 2005
August 2005
July 2005

Powered by WordPress.org, protected by Akismet. Blog with WordPress.com.