Transcript Planning training using a lesson plan - INASP

Planning training using a lesson
plan
IL into the Curriculum Workshop
Day 2 Session 4
“You can't plough a field simply by turning it
over in your mind.” Hinckley, G
Develop a curriculum & lesson plans!
Jonathan Gill, Flickr.com
Learning Objectives
By the end of this session, you will:
1. Learn the process for creating a training /
learning session
2. Practice creating a lesson plan
3. Know the difference between a learning
objective and a learning outcome
Creating a lesson Plan
Bui
1. Assess
2. Design
3. Develop
4. Implement
5. Evaluate
Briho, Wikimedia
IL Curriculum (Programme of Study)
IL Programme
Topic 1
Topic 2
Topic 3
Session 1
Session 1
Session 1
Session 2
Session 2
Session 2
Pre-assessment Methods?
Jkwchui, Wikimedia
Design
– What do I want learners to be able to do?
• Learning Objectives / Outcomes
– What learning methods will I use to impart
knowledge?
• E.g. activities
– What resources will be used?
– How will this training be structured?
Develop a Structure
Ranveig, Wikimedia
Model structure
Element
Starter
Description
Normally 1-3 minutes
Stimulatory
Learning Objectives
Setting expectations
Main Concepts
7-15 minutes
Incremental steps: concept –
activity – concept - activity
Main Activity
Practical application /
reinforcement / reflection
Learning Outcomes & Plenary
Assess learning (Summative )
Starter activity
•
•
•
•
•
An image, quote or activity
Introduce session topic
Thought provoking
Stimulates discussion
Establishes ‘what is known’
Learning Objectives
• ‘what’ will achieve in session
• Explicit and concise statements
• Focus on skills / knowledge
– what you will be able to do
• SMART
A learning objective
“By the end of the training session,
learners
will be able to create a journal reference
using the
Harvard System of Referencing”
Learning outcomes
• ‘how’ you will use the skills & knowledge
• Focus on behaviour, skills or
knowledge you now possess
• Can be applied in other contexts,
subjects…
A learning outcome
“As a result of participating in this
lesson, learners will be able to
explain to their colleagues in a clear
and concise
manner how to use the
Harvard Referencing Standard to cite
journal references in their
assignments”
Learning activities
• Use learning activities most effective and
practical in the training context
• Cover a range of learning preferences
• Create mini-activities & a more substantial
activity
• Focus on higher-order thinking skills
– Evaluating
– Analysing
– Creating
Examples: learning activities
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Interactive lecture
Discussion or debate
Small Group Exercises: 4-6 people
Individual, two & three-person exercises
Case studies
Role-playing
Practicals
Games
Surveys
Quizzes
Short writing exercises
Presentations
Plenary
• Review key learning points
– Ask participant to share ‘what they have
learned’
• Test ‘whether learning has taken place’
• Correct misunderstandings
• Wrap up session
Lesson Plan Components
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Session / topic number
Date & Time
No. of students
Level (e.g. undergraduates)
Session title
Learning Objectives & Outcomes
Activities (+ time)
Assessment activities
Task
Eponimm, Wikimedia
Task: Create a lesson plan from IL Curriculum
Group or Pair activity (20 minutes):
• You have been asked to create a lesson plan for a training
session which helps undergraduate students learn how to
‘identify trusted information resources’
 Design a lesson using a lesson plan format
 Link to the IL curriculum guidelines
 Create learning objectives (from the learning outcomes)
 Show how you will assess the learner
• You have 2 hours to deliver this training session
 Consider the ‘concentration time’
• Set a formal assessment at the end of the session
• Create your plan on a flip-chart
Sample IL Curriculum
Strand 4: Mapping and evaluating the information landscape
Strand content
Learning outcomes
Example activities
Example assessment
Identify trusted
sources
1.
1.
1.
2.
Select appropriate
resources for your
assignment,
discriminating between
good quality academic
sources and other
sources
Develop evaluative
criteria for recognizing
and selecting
trustworthy sources of
academic quality in your
discipline
2.
3.
Students explore a number
of sources ‐ for instance
real and spoof websites
(e.g.
http://www.dhmo.org/) ‐
and consider how they
identify trustworthy
sources
Compare a subject entry in
Wikipedia with an entry in
a non‐current encyclopedia
and discuss their relative
value
Examine monographs,
journals, reports and other
formats
2.
Devise a list of criteria for
assessing trustworthiness
and credibility of source
formats
Students locate a book, a
journal article and a
website not on their
reading list and consider
in pairs the relative value
of what they have found
to their assignment
Excerpt from: A new curriculum for Information Literacy, ARCADIA Project, Cambridge University Library
Summary: Learning Outcomes
By the end of this session, you will be able to:
1. Know the process for creating a training /
learning session
2. Create a lesson plan
3. Know the difference between a learning
objective and a learning outcome
Course materials developed by
Siobhan Duvigneau
Information Literacy manager, IDS
[email protected]
This work is licensed under a Creative Commons AttributionShareAlike 3.0 Unported License.
16/07/2015
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