Location

Room 1002

Type of Presentation

Workshop (1 hour and 15 minutes)

Target Audience

Higher Education

Abstract

In a workshop filled with collaboration, reflection, activity, and discussion the presenters will explore Dr. Paul Vermette’s (2009) ENGAGING framework to make meaningful classroom experiences. Whether you teach face-to-face, online, or develop online tutorials, this workshop will help you hone your teaching skills and prepare you for your instructional needs. By exploring evidence-based practices that maximize student learning, participants will leave the session with teaching strategies to incorporate into library instruction and a framework for designing future sessions. Help your students have more fun, learn more and maybe even change their perceptions about what information literacy instruction can accomplish.

Outline of 75 minute workshop:

3 minutes: Introduction of presenters and warm-up activity finding commonalities of pairs in the room

7 minutes (Vermette): Gronk activity in pairs (aka: A teaches B draws)

15 minutes (Moore): Debrief Gronk with the essential question, “Why did the learning happen during this activity”

6 minutes (Langridge): Enticing Effort – Building relationships using sentence starters

- I hope the instructor…

- I need to learn this because…

- I will work hard if…

8 minutes (Moore): Negotiating Meaning – modeling 3 more thinking activities (thinking that causes learning)

- Graphic Organizers – Use a T chart to compare…

- True/True test (the participants are provided a true statement about information literacy instruction and they hypothesize why it is true)

- Short article/paragraph – participants create questions they have about the passage

3 minutes (Vermette): Group Wisely – Why do we group in classes? How were you grouped for this session and how did the grouping have an impact on the conversation?

8 minutes (Moore): Active Learning – Participants make a list of activities we have done in the session to promote or entice learning (session facilitators will then share their list)

2 minutes (Langridge): Graphic Organizers – Linking back to the negotiating meaning activity and showing graphic organizer options in handout packet

2 minutes (Moore): Intelligence Interventions – Share 100 products that students can produce (1 page handout for participants to take with them)

5 minutes (Langridge): Note Making – Participants choose one phrase they have written down during the session and answer the question, “Why did you write it down” (promotes metacognition and reflection)

5 minutes (Moore): Grading Wisely – How can we incentivize students especially if the instructor of the course is not allocating points to the activities being done in the library.

10 minutes (Vermette): Closing and questions – Participants take a team ENGAGING quiz where they work to apply the framework to their own instructional needs

Presentation Description

By attending this workshop, participants will: -Hone their teaching skills in the constructivist framework -Explore evidence-based practices that maximize student learning -Leave the session with teaching strategies to incorporate into library instruction and a framework for designing future sessions

Publication Type and Release Option

Presentation (Open Access)

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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Sep 25th, 10:00 AM Sep 25th, 11:30 AM

Revitalize your Research Instruction!: Applying the ENGAGING Constructivist Framework in the Library Instruction Classroom

Room 1002

In a workshop filled with collaboration, reflection, activity, and discussion the presenters will explore Dr. Paul Vermette’s (2009) ENGAGING framework to make meaningful classroom experiences. Whether you teach face-to-face, online, or develop online tutorials, this workshop will help you hone your teaching skills and prepare you for your instructional needs. By exploring evidence-based practices that maximize student learning, participants will leave the session with teaching strategies to incorporate into library instruction and a framework for designing future sessions. Help your students have more fun, learn more and maybe even change their perceptions about what information literacy instruction can accomplish.

Outline of 75 minute workshop:

3 minutes: Introduction of presenters and warm-up activity finding commonalities of pairs in the room

7 minutes (Vermette): Gronk activity in pairs (aka: A teaches B draws)

15 minutes (Moore): Debrief Gronk with the essential question, “Why did the learning happen during this activity”

6 minutes (Langridge): Enticing Effort – Building relationships using sentence starters

- I hope the instructor…

- I need to learn this because…

- I will work hard if…

8 minutes (Moore): Negotiating Meaning – modeling 3 more thinking activities (thinking that causes learning)

- Graphic Organizers – Use a T chart to compare…

- True/True test (the participants are provided a true statement about information literacy instruction and they hypothesize why it is true)

- Short article/paragraph – participants create questions they have about the passage

3 minutes (Vermette): Group Wisely – Why do we group in classes? How were you grouped for this session and how did the grouping have an impact on the conversation?

8 minutes (Moore): Active Learning – Participants make a list of activities we have done in the session to promote or entice learning (session facilitators will then share their list)

2 minutes (Langridge): Graphic Organizers – Linking back to the negotiating meaning activity and showing graphic organizer options in handout packet

2 minutes (Moore): Intelligence Interventions – Share 100 products that students can produce (1 page handout for participants to take with them)

5 minutes (Langridge): Note Making – Participants choose one phrase they have written down during the session and answer the question, “Why did you write it down” (promotes metacognition and reflection)

5 minutes (Moore): Grading Wisely – How can we incentivize students especially if the instructor of the course is not allocating points to the activities being done in the library.

10 minutes (Vermette): Closing and questions – Participants take a team ENGAGING quiz where they work to apply the framework to their own instructional needs