Learning to teach, teaching to learn - Schmillen, Saines, Wochner, Intrator
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The document describes the development of a microteaching program for librarians at Ohio University Libraries. It details how the program began with discussions around establishing a learning-centered teaching community. This led to a workshop called "Learning to Teach, Teaching to Learn" which provided training in course design and delivering library sessions. The workshop included opportunities for participants to present lesson segments to peers and receive feedback. The program has continued with regular microteaching sessions where librarians practice teaching and reflect on their experiences.
Learning to teach, teaching to learn - Schmillen, Saines, Wochner, Intrator
- 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. 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. Which word is most surprising to you? Why? Does anyone want to talk about their word?
- 4. How did we get here?
- 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. Can/Should we do this? Possible partners? Outside speakers? Optional or mandatory? Where? When? 1-1/2 day too? Shorter? Longer? Learning outcomes?
- 7. Our workshop: “Learning to Teach, Teaching to Learn: Designing and Delivering Effective Information Sessions” We did it!
- 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. Do you experience anxiety when you teach?
- 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. 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. 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. 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. 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. 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. Our Story • History • Current Program • Documents Shared Your Feedback • This is a microteaching session ;) Components • BiggestTakeaways • Your Reflection
- 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!
- 20. Our Story • History • Current Program • Documents Shared Your Feedback • This is a microteaching session ;) Components • BiggestTakeaways • Your Reflection
- 22. 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
- 23. 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
- 24. Would you change your word? Or add?
- 25. Thank you! Discussion/Questions Hanna Schmillen Sherri Saines lorraine wochna Miriam Intrator goo.gl/Dzj7Hb
Editor's Notes
- #2: Welcome thank you Introduced us, part of CoP Excited to share how we developed a mico We will be asking you to participate throughout our session and share ideas with us, as we will be be sharing ideas with you on how you can be successful in your microteaching programs, regardless of where you are
- #3: Here is what we are going today Lorraine with start you off with a reflective question, please get out your devices for participation
- #4: Poll Title: What are the characteristics/components of a good program to train teaching librarians? (one-word answers) https://www.polleverywhere.com/free_text_polls/4rWcdtif2eo0CanhUsMnB As an example of an active learning technique, and because we want you to start thinking about what we are talking about and experience the kind of interaction as a practice for the rest of the session. If you cannot get in, try the URL with WiFi and we can always discuss out loud
- #19: Poll Title: What did the instructor do that pulled you into the lesson? Did that help you learn? What else could they have done to engage you more deeply? https://www.polleverywhere.com/free_text_polls/r7CXOpg3xUJ7b6Fy549a9
- #21: Lorraine started with a reflective poll Miriam gave you some history of our process Lorraine engaged you with more polls to assess our microteaching up until this point Now, I will discuss the components of a good microteaching program, our biggest takeaways
- #22: Poll Title: What are the characteristics/components of a good program to train teaching librarians? (one-word answers) https://www.polleverywhere.com/free_text_polls/4rWcdtif2eo0CanhUsMnB
- #23: Shorten a bit, write script, give examples
- #24: Bonus! What is your first or next action step?
- #25: Poll Title: What are the characteristics/components of a good program to train teaching librarians? (one-word answers) https://www.polleverywhere.com/free_text_polls/4rWcdtif2eo0CanhUsMnB