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10 Effective Strategies for Engaging One-Shot Classes

This guide offers 10 practical tips for teaching one-shot classes that emphasize focused learning. Discover the importance of prioritizing content to enhance understanding, utilizing diverse teaching methods to cater to various learning preferences, and actively assessing student learning throughout the process. With an emphasis on planning, flexibility, and enthusiasm, these strategies will help you create a dynamic classroom environment. Learn how to integrate information literacy into existing courses, fostering collaboration with faculty and enhancing student engagement.

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10 Effective Strategies for Engaging One-Shot Classes

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  1. 10 Tips for Teaching the One-Shot AdaptedTotally plagiarized from the ALA presentation slides and article

  2. #1: Less is More (except for that guy) • There will always be too much to cover • Not making choices = Bad Choice! • Decide what is essential and worthy of “uncoverage” during class time • Offload the rest!

  3. #2 : Most students don’t learn like you do (or each other). • There are so many learning preferences. You can’t cover them all. • But, some discomfort with some types of learning help students build skills. • So, use a variety: • Active Experimentation (by doing) • Concrete experience (by experiencing) • Reflective observation (by reflecting) • Abstract Conceptualization (by thinking)

  4. #3: If you’re not assessing, you’re not teaching Designing a class: • What do you want the students to learn? • (only 1-2 outcomes needed!) • How will you know they learned it? • What activities will help them learn, and at the same time, provide assessment data?

  5. #4: Have a Lesson Plan • What do you want them to learn? How will they learn it? How will you know? • Consider breaking class into time-chunks, teaching one outcome, having an activity that teaches and assesses, and then another. • See handout

  6. #5: Go with Evidence, Not Your Gut • Consider conducting a needs assessment at the beginning of class: • Poll the class (clickers / raise of hands)– • What do you know? • Not Know? • Need to Know / Want Out of the Session? • Then, have some flexibility and cover what they need covered

  7. #6: You should not be tired. • Get into active learning and let go of your fear (it is scary– but that person sleeping in the front row . . . Just as bad.) • Consider using Case Studies – turn pairs or groups loose looking for information for a scenario and then de-brief and have them teach each other

  8. #7:Your enthusiasm is contagious • Why does my time with these students matter? • What about me as a person can relate to this content and these students? • It also supports risk-taking.

  9. #8: Faculty are your friends • Nah, I don’t believe it! • Have ongoing conversations • Integrate the instruction into their course • What IL skills are they covering already? How can you help?

  10. #9: Integrated, Not Separated • Make it a part of the course assignment • Have them submit a reflection of a part of the research process • (integrated assessments)

  11. #10: Your Teaching Matters to UWF • SMOOCH SMOOCH LIBRARIANS ARE AWESOME SMOOCH SMOOCH

  12. THE END OF THE PLAGIARISM What works for you?

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