Below is the 3-hour lesson plan as it has been currently developed for the second day of collection for LIBR 580. I chose to use a real-life situation because it helped me fully conceptualize my teaching.
A lesson plan for me tells us 1) what we are going to accomplish by the end of the 3-hour class and 2) how we will accomplish this goal.
Since part of the goal of graduate education is to produce future leaders who will need to in turn teach others as part of their supervisory duties, I also include information whenever I can to explain the decisions I have made when planning this unit.
The structure of all my Units follows the IRMA Curriculum Mapping Approach. I = Introduce - Introduce through 1) prior assigned readings and 2) Focusing Activity R = Reinforce - Reinforce through Lecture M = Mastery - Give an opportunity to gain mastery through an in-class Activity A = Assessment - Assess student learning through one of two means, and sometimes both (like in this lesson)! 1) Learning Consolidation by either a) an assignment to be evaluated as a stand-alone mark in the gradebook or b) online discussion in the LMS to contribute to overall Participation marks. 2) Check-InActivity as a Formative Assessment to assess how well my teaching is going in relation to student learning.
The timings given below for the various parts of the lesson are intentionally given in a range instead of a specific set time. I find that advanced adult learners benefit as much from the process of learning as reaching the destination. Therefore, I intentionally allow for those times where students need more time to grasp the concepts being learned. Alternatively, less time may be used when the prior knowledge of students in a particular cohort do not require as much time as other cohorts.
This flexibility based on the specific cohort of
students each semester allows for tailoring my teaching in the moment
using the Emergent Design Pedagogy, without being worried I may deviate
too far from the course learning outcomes at the big picture level.
During my in-person interview, I expressed my desire to grow as a researcher and writer to include works on theory and theoretical development. I see this as a natural fit to my future as a teaching-stream faculty member. For this reason, I have also chosen to do this lesson to demonstrate how my teaching and writing will work together as a teaching-focused faculty member.
Specifically, the part on the Theory of Contestation (see below)
can and will be used as part of my submission to the follow Call for
Proposals. CFP: Special Collections as Sites of Contestation Editor: Mary Kandiuk Publisher: Library Juice Press Deadline: June 1, 2018 http://libraryjuicepress.com/blog/?p=5734
the purpose and core elements of a collection development policy, and its role
as both a guiding and constraining framework for collection management [3.2]
the broder context in which collection management takes place, and how
intellectual freedom challenges, the global economy, the nature of parent
organizations, publishing trends, etc. impact collection practices and policies [1.4, 5.1]
Unit 2 slide deck (PDF)
Slide deck on flashdrive or preloaded to laptop
Litten, A. (2008). We're all in this together: Planning and leading a retreat for teaching librarians. Journal of Library Administration, 36:1-2, 57-69, DOI: 10.1300/J111v36n01_05
Read the lesson plan and come to class prepared to actively participate
Focusing Activity = 20-30 minutes Activity: Heuristic Ideation Technique 1. First, the Instructor introduces the Three Heuristics (rules) that will be used for this activity: a) A new collection can be formed by remixing the attributes of an existing collection. b) A new collection is best understood by describing two essential attributes that make it distinct from the general collection. c) A new collection will be especially compelling when the combination of two existing attributes are more different or more surprising.
2. Working in groups of 6-8, students choose two categories of attributes to use in their matrix. For example, a type of collection could be Reference (Print Encyclopedia, Online Encyclopedia, Dictionary, Phone Books, Directories, etc.) and the type of Questions these resources answer (Local Garden Supply Stores, Provincial Tax Rate, When women got the vote, etc.)
3. Group members then use these lists to complete the matrix (aka a table), to create a variety of new combinations. For example - What do you get when you combine Phone Books and When Women Got the Vote? Maybe an online interactive website where dialing numbers on the interactive old-fashioned phone on the front page takes you to different jurisdictions around the country and world to explain how and when various women's groups got the vote. - What do you get when you combine Online Encyclopedia and Local Garden Supply Stores? Maybe, a WWII-themed Victory Garden LibGuide?
4. After progressing as far as the group can, the matrices are posted around the classroom. Students are encouraged to move about the classroom and see if there are any blank spots on the tables to which they could contribute more ideas.
5. Finally, groups re-form and a Spokesperson from each group presents their work and results.
6. This discussion then is used to transition into a lecture about the various theories we can use to then assess and evaluate the ideas generated.
Source: Gray, D., Brown, S., & Macanufo, J. (2010). Gamestorming: A playbook for innovators, rulebreakers, and changemakers. Sebastopol, CA: O'Reilly Media, Inc. pg. 98-99.
Original Source: Tauber, E. (1972). HIT: Heuristic Ideation Technique, A systematic procedure for new product search. Journal of Marketing, 36: 58-61.
Activity = Examining More Exercises for Creative and Innovative Thinking Note: For this activity, students can work in pairs or solo 1. Using the materials provided (books, printed articles, etc.) and any online tools students can access through their devices, the new groups should discuss and decide what activities they want to use for a day-long staff retreat. 2.
Lecture = Making meaning from data
Lecture = Identifying and anticipating gaps
Check-in Activity: Tweet-style Exit Slips As a way to tell me how today's class went, use one of the provided slips of paper to tell me something I should know. It is like tweeting at me, but offline. Like tweeting, it allows everyone to share their voice. Tweets may include information on what is working or isn't working for you in the course. It will also tell me what information I may need to include in the LMS (Moodle) or in the next in-person class. Formative assessments helps us work as a team together in helping everyone succeed this semester! Source: https://www.nbss.ie/sites/default/files/publications/exit-entry_slip_-_comprehension_strategy_handout_copy_2_0.pdf
Learning Consolidation DUE - In-Class Assignment #1 - Plan for Innovative Thinking Staff Retreat To be submitted within 48 hours by one group member to the Assignment #1 Folder in the LMS.