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With large groups I find engagement to be the key.

Along the lines of Heather's comment about interactivity, I've taught large classes successfully using the Cephalonian method.  You can review more about it here: http://www.cardiff.ac.uk/insrv/educationandtraining/infolit/cephalonianmethod/index.html  

This is a chance for students in the audience to ask questions you have "planted," and for you to provide the answers in your PowerPoint.  It is color coded, you can add music, and use humorous pictures.  The week before I gave this presentation, the faculty member required the students to come to class with two written questions of their own about the library.   If they asked one of their own questions out loud during my talk, then the student was awarded a bonus point.  

If you aren't given the opportunity to partner with the faculty in designing instruction targeted toward a particular research goal, you might try this.  It is a good method for getting everyone's feet wet, and I find it a lot of fun to teach.  

Sarah


Date:    Mon, 1 Aug 2011 18:34:53 -0400
From:    Work <[log in to unmask]>
Subject: Library Instruction for Freshman

Hi All,

I have been wrestling with an effective method of providing library
instruction to our mandatory Freshman Seminar class - 140 students. In
the past it has always been that the librarian visits the class and
talks about the library in a very generic fashion. I followed this
model last year (my first year at Montserrat) and found it very
lacking and repetative since I also visit the Art History and English
classes. I have made numerous suggestions for different approaches to
library instruction for this class but they have all been shot down by
the faculty who teach the freshman course.

Does anyone have any ideas for how to best engage 140 freshman and
resist the 'this is how it has always been done' inertia?

How do you teach your intro. courses?

Cheers,

Sylvia

Sent from my iPhone

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