Organization and Timing


Think about making a template like this (adapted from Megan Oakleaf, "Lessons for the Librarian: 10 Tips for Teaching the One-Shot Instruction Session" found here):

course title  
instructor name  
date of session  
materials provided by instructor (syllabus, assignments)  
materials provided by students (questions, pre-assessment, surveys, research summaries, papers)  
materials needed for class online course guide, screenshots or videos for course guide, worksheets, surveys or forms
desired learning outcomes (ex: will be able to identify the elements of a citation; will be able to identify bias in an op-ed piece)
assessment of outcomes (ex: quiz sent through Google forms asking students to identify citation elements; in class Google form asking students to identify bias in article read in class)


Once you know how much time you will have with the students and have identified your learning outcomes, begin planning the session. Parsing the class into manageable chunks means keeping your students’ attention and allowing them to actively engage with the material immediately.
You may want to use a form like this (adapted from Oakleaf, here):

Introduction ex: introduce yourself and say what you do in the libraries, explain what you will be going over today and any goals you have for the session (ex. you want students to leave with one useful source for their papers), point to course guide


Learning Outcome 1 ex: Find opinions and editorials in newspapers
(Demo LexisNexis and InfoTrac)
Comprehension Check or Active Learning ex: allow time for searching, ask questions about viewpoint articles:
1) What is the author's argument?
2) What evidence does he use to support his argument?
3) Who is the author and how does his background influence his viewpoint? What's at stake for him?
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
Things to remember for next time   Time