Lesson Planning Conversation Circle - 2017 IPAL IL Interest Group
- Do you create structured lesson plans? What format do you use? What about outlines?
- How often do you update or change your plans/outlines? Are they written for your sake or to aid others who may have to teach the course?
- What do you do to begin your lesson preparation? Do you meet with the instructor? Do you collect assignment information or the syllabus from the instructor?
- What sorts of interactive activities have you found work best, depending on the course?
- How do we evaluate sources? Do we still use the C.R.A.P. test? Most feel it’s outdated, and that it takes too much to remember what it the acronym means. “Use the network” -- take the elements of the source and collect more background information. Have students make their own list of what might make something trustworthy. Opens up a dialogue about why students think sources are legitimate.
- Directory of Open Access Journals
- Look at “tricks of the brain”
- Backfire effect -- that reinforces what someone already believes, despite evidence to the contrary; present info in the right way and in the right time, a sequenced way of presenting information
- Dunning-Kruger effect -- the less you know, the more sure you are about what you think
- What have you found so far?
- House analogy. You’ve lived in the house your whole life and it has always been functional. Now, as an adult, we’re looking how it’s built, and the components. You’ve believed something for a long time, what are the reasons why you believe, and then evaluate those reasons
- Lesson Planning:
- Annah writes out a series of questions to help her with the lesson plan. She also writes down what she wants to accomplish in that session. She’ll also have the students go into the stacks to find something and give reasons why they chose it and how they would use it.
- Carla has used a scavenger hunt with mixed results. Some students fly through it and others get stuck. But it keeps them active and working.
- What do you do if the professor can’t or doesn’t want to be there? Some say that it’s a sign of disrespect and they need to be there.
- How do you handle disrespectful students? It’s a tough situation because it’s not your class. Do you rely on the professor to react to it?
- What about giving points for library sessions? It depends on one-shots v. embeddeds. Embeddeds allow for assignment design with the faculty whereas one-shots are tougher because you have less time and maybe less of a relationship with the professor.