Once you have identified your learning outcomes and know how much time you have with students, you can plan your session accordingly. Parsing the class into manageable chunks helps keep student attention and allows them to actively engage with the material immediately.
| Introduction |
ex: Introduce yourself and what you do in the library; go over the agenda and goals for the session; point to the course guide |
3:00-3:05
|
| Learning Outcome 1 |
ex: Find opinions and editorials in newspapers
Demo LexisNexis and Opposing Viewpoints in Context
|
3:05-3:15 |
| Comprehension Check or Active Learning |
ex: Students have a chance to search in the above databases; ask questions and discuss results |
3:15-3:30 |
| Learning Outcome 2 |
|
Time |
| Comprehension Check or Active Learning |
|
Time |
| Learning Outcome 3 |
|
Time |
| Comprehension Check or Active Learning |
|
Time |
| Wrap-up |
|
Time |
| Assessment |
|
Time |
| Notes/things to remember for next time |
|
|
Adapted from Megan Oakleaf, "Lessons for the Librarian: 10 Tips for Teaching the One-Shot Instruction Session"
