These teaching essentials have been developed from the paper 296101 Adult Teaching and Learning.
These can be used as a guide for structure or planning a class or as inspiration for experimenting with class content.
What I hear, I forget.
What I hear and see, I remember a little.
What I hear, see, and ask questions about or discuss with someone else, I begin to understand.
What I hear, see, discuss, and do, I acquire knowledge and skill.
What I teach to another, I master.
Silberman, M. L. (1996). Active learning: 101 strategies to teach any subject.
Boston: Allyn and Bacon
Guide and Guard the process of learning (rather than direct, or lecture to students)
Ask the lecturer
What should students be able to do after the library session?
What do they need to know how to do for upcoming assessments?
What are the learning outcomes?
Only include 2-3 outcomes
e.g. 1. Identify ways to refine a search
Remember - keep content relevant to the needs of the students. Remind students why its relevant to them!
How is this different to the outline?
An outline lists what is covered in the session (chapters of the session)
Set up class and be ready to go (when you can)
- have generic logins ready
- test equipment
- plan your timing
The 'plumbing' or set up shouldn’t be noticed, so is seamless for participants
Use colour to highlight different points/parts of workshop
Anticipate questions that might be asked
Remember: Classes start on the hour in the morning (10am-10.50am), ten minutes past the hour in the afternoon (12.10pm - 1pm)
Outline should be visible (whiteboard or poster)
Explain learning outcomes of workshop (use cognitive objective verbs e.g. identify two different search techniques)
Housekeeping (when appropriate)
Introduce yourself, help establish comfort (who you are, what you do)
Include an Activity
Include places people can go for help e.g. online tutorials, Help Desk
Review/Recap what has been covered
Reflect! What was great? What can you do next time?
- explain we will keep class going, they may want to attend another workshop, or contact a Liaison Librarian
Off on tangents
- keep to timing
- keep to outline
- allow for some organic and relevant discussion but pull in if diverts too much! Suggest discuss at end of class, or arrange an appointment (if appropriate).
- clearly state outcomes at the beginning of class
- set expectations at beginning of class. State if complex, and check with group of each section of workshop.
Blank faces, facebooking, twittering
- try some engaging techniques/activities, e.g. pair activities
Equipment & technology failure
- test prior to workshop
Some things are out of our control! But we can do our best to minimise the difficulties.