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Learning to teach, teaching to learn - Schmillen, Saines, Wochner, Intrator

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Presented at LILAC 2019

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Learning to teach, teaching to learn - Schmillen, Saines, Wochner, Intrator

  1. 1. Learning to Teach, Teaching to Learn: A Librarian Community of Practice Cultivates a Microteaching Program Hanna Schmillen, Sherri Saines, lorraine wochna, Miriam Intrator Ohio University Libraries - U.S.A.
  2. 2. Our Story • History • Current Program • Documents Shared Your Feedback • This is a microteaching session, interactive • You will need your devices (phone, tablet, laptop, etc.) Components • BiggestTakeaways • Your Reflection Mini Microteaching
  3. 3. Which word is most surprising to you? Why? Does anyone want to talk about their word?
  4. 4. How did we get here?
  5. 5. Where it all began… Ohio University • Alden Library Teaching Librarians & Archivists • Learned- Centered Teaching Community of Practice The McGill article • “Walking the walk, talking the talk: A learning- centered approach to the design of a workshop on teaching for McGill librarians” goo.gl/Dzj7Hb
  6. 6. Can/Should we do this? Possible partners? Outside speakers? Optional or mandatory? Where? When? 1-1/2 day too? Shorter? Longer? Learning outcomes?
  7. 7. Our workshop: “Learning to Teach, Teaching to Learn: Designing and Delivering Effective Information Sessions” We did it!
  8. 8. How we (tried) to make it special & relevant  Framed it as a retreat  Selected an off-site venue  Provided food and drink!  Looked for expertise beyond the library  Conducted and shared a pre-workshop survey
  9. 9. Do you experience anxiety when you teach?
  10. 10. Rank the importance of the following to your teaching practice (1=not at all important; 5=very important): Minimum Maximum Mean Student engagement 3.00 5.00 4.63 Learning theory 1.00 5.00 3.16 Instructional design 1.00 5.00 3.00 Assessment 1.00 5.00 3.32 Your own presentation style 3.00 5.00 4.21
  11. 11. About ourWorkshop Learning Objectives 1. Become familiar with learning- centered course design. 2. Apply these principles to the design of a library session. 3. Deliver a segment of the session and get feedback from peers. 4. Use feedback and reflection to improve teaching and learning. Components 1. Pre-workshop preparation 2. One-day workshop (off-site with catered lunch) 3. Half-day workshop (back atAlden Library) 4. Post-workshop submission
  12. 12. Format for Microteaching  Set the Stage (2 minutes)  Who are the learners (undergrads, etc.) and what is the context (an assignment, etc.)?  Is there a desire for feedback in a specific area (e.g. a particular strategy, delivery, or exercise)  Deliver the Lesson (10 minutes)  The participants role-play as learners. Reflect (3 minutes)  Reflect (3 minutes)  The presenter quietly reflects on how things went and completes a form with set questions.  The participants quietly complete a different feedback form with set questions.  Discuss (5 minutes)  The presenters and participants discuss how the session went.
  13. 13. Microteaching 2.0 Determine the Lesson Category  Active learning strategy  Assessment of student learning  Experimental teaching technique  Lecture  One-on-OneTeaching/small group  Tool teaching  Other (provide brief description) Share with the group  Session’s Intended Audience  Overall course/session topic or theme (topic coverage)  Specific assignment/paper/project  Learning outcomes  Any assumptions or further context needed for us to understand the microteaching session goo.gl/Dzj7Hb
  14. 14. Post-Microteaching self-reflection  Summarize notes/observations from the session and post-microteaching group discussion  What were the successes of session?  How did the session evolve differently than planned?  What will you do differently next time you present this session?  Reflect on attendee responses to your selected feedback questions
  15. 15. Question bank  21 possible open-ended questions  24 possible rated questions 5-StronglyAgree 4- Agree 3- Neither Agree nor Disagree 2-Disagree 1-Strongly Disagree  Optional-write your own question
  16. 16. Our Story • History • Current Program • Documents Shared Your Feedback • This is a microteaching session ;) Components • BiggestTakeaways • Your Reflection
  17. 17. Now we get Meta lorraine started you off with a poll about reflecting on components Miriam spoke about our story and how we got here Shared our documents Time for two feedback polls!
  18. 18. Our Story • History • Current Program • Documents Shared Your Feedback • This is a microteaching session ;) Components • BiggestTakeaways • Your Reflection
  19. 19. Other than ‘Feedback’, what do you think are other components to be considered? (Think-pair-share) Collaboration Good Teaching & Learning Time Assessment & Sustainability Institution Support Change Feedback Our 6 Components of a Good Microteaching Program
  20. 20. Reflection Which is (or would be) the most challenging component in your library? What excites you the most about what we’ve talked about? Collaboration Good Teaching & Learning Time Assessment & Sustainability Institution Support Feedback
  21. 21. Would you change your word? Or add?
  22. 22. Thank you! Discussion/Questions Hanna Schmillen Sherri Saines lorraine wochna Miriam Intrator goo.gl/Dzj7Hb

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