Managing the Time

Teaching Fundamentals

This section covers some basic concepts and theories behind good teaching practice. By developing your own teaching philosophy and style, and by understanding various learning styles, you will build a solid foundation for effective teaching.

Teaching in Libraries
Teaching Philosophy
Teaching Styles
Teaching to All Types of Learners
Further Reading and Resources

Class Planning

Planning out your session gives you the opportunity to:
  • collaborate with a faculty member on shared goals
  • identify learning outcomes so that you can focus your session
  • build in assessment, if desired
  • develop a personal portfolio so that you can keep track of and improve your teaching

Collaborating with Faculty
Creating a Lesson Plan and Determining Learning Outcomes
Organization and Timing
Further Reading and Resources

Teaching Tools & Technologies

Well-designed teaching tools facilitate the communication of information between you and your audience by identifying the main points of your presentation, clarifying your message, addressing different learning styles, and communicating professionalism.
A combination of different teaching tools can supplement your instruction and make the session more meaningful for your students. This section introduces basic guidelines for designing teaching tools and provides examples and exercises to help you create easy-to-understand tools that will supplement the learning process.

Active Learning


In the Classroom

You've scheduled your session, determined your objectives, and created your activities and course research guide. Now all that is left to do is teach the session. For many people, this is the hardest part. In this section, we will discuss tips and techniques for a successful instruction session.

Evaluation & Assessment

When you hear the words "evaluation" and "assessment," do you start yawning? Do you panic? Do you say to yourself "there is no time"? These are all common reactions to evaluation, yet it is a critical component of instruction. By the time a session is over, you have put a lot of time and energy into preparing for it and teaching it. After all of that work, wouldn't you like to know that it made a difference? Or find out ways to change it for the next time?
In the next two sections, we will explore ways in which you can evaluate your presentation skills and ways in which you can evaluate student learning. Although it is also necessary to evaluate student needs across colleges and departments, and to evaluate entire instruction programs, here we will only focus on smaller-scale methods you can implement easily.

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