This document summarizes key points from a library instruction training session. It outlines goals for librarians to understand instruction principles and gain classroom management ideas. Objectives include recognizing teaching methods, sharing experiences, and discussing anxieties about teaching. The document then covers instructional design models and concepts like backwards design. It also discusses pedagogical approaches such as active learning, constructivism, and learner-centered teaching. Specific techniques are provided, like using videos to demonstrate effective and ineffective classroom management styles.

2. Overarching Goals/Outcomes
O Librarians will understand some of the
primary principles and theories involved in
instruction.
O Librarians will gain some new ideas and
help regarding classroom management.

3. Objectives
O Librarians will recognize teaching
methods and techniques in videos.
O Librarians will identify ways that teaching
methods and techniques are used and/or
could be used in HCC Library’s info lit
instruction program.
O Librarians will share ideas, examples, and
anecdotes about their own teaching.

4. Answer the following question
on a piece of paper:
O“What makes you most nervous,
anxious, uncertain, or confused about
teaching?”
OCrumple up the pieces of paper and
throw them around the room (to one
another) until Gina says stop!
OOpen up the paper you end up with and
read aloud what is written on it.

5. Instructional Design

6. Instructional Design (ID)
O “A method and profession for developing
solutions to learning-related problems.”
O “Instructional systems design” developed
during WWII – training large industrial
workforce.
O Draws on communication studies, systems
design, psychology, information technology,
and educational theory.
(--Char Booth, Reflective Teaching, Effective
Learning.)

7. ID Methods
O ADDIE: Analyze user needs; Design strategy to address
needs; Develop product; Implement; Evaluate
O USER: Understand the problem & scenario; Structure
goals, objectives, outcomes; Engage [create instruction
materials and deliver instruction]; Reflect [assess and
revise]
O “Backwards Design”: Start with “desired results,” and how
they will be assessed, then determine what activities will
lead to those results.
O What should students understand and be able to do
(outcomes)? What evidence will show that goals are met?
O What instruction activities will lead to this assessment
(objectives)?

8. Understanding: Your
topic/research need
determines the kinds of
sources you will need
Obj. 1. Students will develop a
research topic and search terms
(Research Planning Worksheet)
Obj. 2. Students will determine what
sources are needed for background
and in-depth information (Research
Planning Worksheet)
Obj. 3. Students will describe the
differences between scholarly and
popular periodicals (In-class
exercise in groups of 2 or 3)
Understanding: Different
kinds of sources require
different search tools/
resources to find them.
Obj. 4. Students will identify what kinds
of sources can be found using
Google/Web search engines (Orally in
class, Quiz question? )
Obj. 5. Students will select and use
periodical databases to find journal
articles. (Research Planning Worksheet)
Obj. 6. Students will use the Library
Catalog to find books available at HCC
Library (Research Planning Worksheet)

9. Pedagogy

10. Active/Problem-Based
Learning
OInstead of “show and tell” – “facilitate and
question” (see pink handout)
OThe activity leads to the concepts – not the
other way around

11. Constructivism/Discovery
Learning
O Stems from Piaget:
O Learners construct their own meaning.
O New learning builds on prior knowledge
(scaffolding).
O Learning is enhanced by social interaction.
O Meaningful learning through “authentic” tasks.
O Learning depends on cognitive activity –
students “discover” the answer.
O Questions, problems, exercises
(--Cooperstein & Kocevar-
Weidinger)

12. Typical lecture-style/directed teaching example:
“Scholarly Journals vs. Magazines”
Scholarly Journals Magazines
O Report research and
advanced knowledge in
a field.
O Written by experts in the
field
O Audience: Scholars,
students, professors in the
field
O Appearance: Few
illustrations, charts, graphs
O Use for research or to
support a thesis
O Entertain, inform, or
persuade.
O Written by editorial staff
– not necessarily
experts
O Audience: General
public
O Appearance: Glossy
covers, photos,
advertisements.
O Use for general
information

13. Active/Constructive Learning Alternative:
“Scholarly Journals vs. Magazines”
O Exercise:
O In groups of three, look at the copy of the
journal and the copy of the magazine.
O Identify three characteristics that
distinguish the magazine from the journal.

14. Typical lecture-style/directed teaching example:
“Evaluating Websites”
O Evaluation Criteria:
O Relevance: Does the source contribute to answering
my research question?
O Currency: Is there a publication date? Is the date
appropriate for my topic?
O Credibility: Who is the author? Does he/she qualified
to write on this topic?
O Objectivity: What is the purpose of this source? Is
the information biased or objective
O Quality: Do you trust the accuracy of this source?
Did the authors provide evidence to back their
claims?

15. Active/Constructive Learning Alternative:
“Evaluating Websites”
O In groups of three, look at these three sites.
Which one would be most reliable for a college
paper? Why?
Ohttp://www.globalissues.org/issue/178/cli
mate-change-and-global-warming
Ohttp://earthobservatory.nasa.gov/Feature
s/GlobalWarming/page6.php
Ohttp://www.buzzle.com/articles/global-warming-
and-water-cycle.html

16. Learner-Centered Teaching (LCT)
O Not a set of methods or techniques, but a set of
beliefs/philosophy about teaching and interacting with
learners.
O Collaboration, Participation, shared Responsibility
(CPR)
O Focus on helping learners become self-sufficient, self-directed,
life-long learners.
O Listen to, engage, and inspire learners
O “Less is more” as opposed to “coverage”
O Shifting balance of power; providing choices in how
students interact with material; belief in learner
potential
(--Joan R. Kaplowitz, Transforming Information Literacy
Instruction Using Learner-Centered Teaching)

17. Traditional Teaching v. LCT
Traditional teachers
use words like
Learner-centered
teachers
use words like
O Teaching
O Cover
O Inform
O Present/deliver
O Learning
O Investigate/explore
O Facilitate
O Experience/interact

18. “Flipped Classroom”
O Instructor as “facilitator of learning”
O http://www.youtube.com/watch?v=r2b7GeuqkPc

19. Differentiated Instruction
OAccommodating learning differences
OFormats
OModes of delivery
OOptions/flexibility in learning activities
O“Reading” your audience, meeting
them where they are
OHaving a place for students to refer
back to

20. Is this an effective teaching
style?
O http://www.youtube.com/watch?v=uhiCFd
WeQfA
O Why or why not?
O http://www.youtube.com/watch?v=xpxd3p
ZAVHI
(start at :50)

21. Assessment/Reflecti
on

22. Reflective Teaching
OSelf-evaluation of effectiveness
O“Metacognition” – awareness of what
skills/strategies/information you have,
and when and how to use them
Do you already use reflective or
metacognitive thinking in instruction?
If so, how?

23. Formative Assessment
O “Understand and react to a learning dynamic as
you teach.”
O “Read” audience – observe body language and
facial expressions for comprehension and
engagement. Assess level of students.
O Can use worksheets, think-aloud exercises,
questioning, observing group work, polls, etc.
O Re-focus lesson and make changes based on
student feedback.
(--Char Booth, Reflective Teaching, Effective
Learning.)

24. Summative Exercise
O Think of some examples where our IL
lessons use any of the methods or
strategies talked about today.
O In what other specific ways could you
use any of the methods or strategies
talked about that you are not currently
doing right now?

25. Classroom
Management

26. What’s wrong with this
classroom management style?
O http://www.youtube.com/watch?v=X54qDd
aACh4

27. Classroom Management
OTeaching to a range of abilities
OKeep lesson moving/read audience
OResponding to “incorrect” answers.
ODealing with “bad behavior.”
O“Pitch and persona,” showing
authority
OHave high expectations, but treat
students with respect.

28. Shared Techniques,
Examples, Anecdotes