Sponsored by LIRT (Library Instruction Round Table).

Although the presenters were from academic libraries, I believe much, if not all, of their content can be applied to any teaching situation—whether presenting workshops for library users, or staff, or at a conference.   Speakers:  Monika Antonelli, Minnesota State University; Lisa Hinchliffe, University of Illinois-Urbana; Beth Woodard, University of Illinois-Urbana.

See http://fleetwood.baylor.edu/lirt/program.html for their handout, powerpoint, and other supportive materials.  I’ll share some of the points I took away.

Assessment:

• Assessment for the purpose of improvement—improving learning through assessment.
• Students need feedback early and often.  Otherwise, they assume they’re getting it right.
• Assessment doesn’t require any special training.

Think about:

• what do you want the student to be able to do?  (outcome)
• what does the student need to know?  (curriculum)
• what is the learning activity?  (pedagogy)
• How will the student demonstrate they’ve learned?  (evidence, assignment)
• How will the teacher know the student has learned to do it well?  (criteria)

A common mistake is to start with the third bullet.  I couldn’t help but relate this to the way I teach public  library directors how to prepare and get their budget.  A common mistake is to start with the budget, rather than the library’s strategic plan (the desired outcomes).

Library classes, workshops, presentations cover way too much.  Consequently, learners learn very little.

Students have different learning styles.  Workshops must try to convey information using different styles, but we must also help students stretch their styles.

Kolb’s Experiential Learning Cycle:  Concrete Experience, Reflective Observation, Abstract Conceptualization, Active Experimentation.  You need all 4 in order to have a good experience.

Learner-Centered Teaching:  Get the students involved in their own learning.  Give more feedback.  Move students to new places.  Give them authentic activities related to things they would normally do.

Teaching is a performance!  Pay attention to your body, voice, and stage.

Body:  You can stand on a chair.  You can sit on the floor.  You can move around.  Don’t talk while you’re moving.  Do these things with purpose, to make points, not just to do them.

Voice:  Relax your throat.  Use silence, rather than “um” and “uh.”  Vary your voice like a musical instrument.

Stage:  consider props, music, dress the part.