You are on page 1of 3

Tutor: Caroline Cash Course title: PGCHE Session title: Micro-teach Search strategy Group Level:

Postgraduate

Date:
16/02/11

Time:
15 mins 5 mins for Qs

Number in group:
16

Location:
Woodlane Seminar Room A

PART ONE - Planning Aim:


The aim of this session is to share ideas about creating a search strategy which can be adopted whenever there is an information need.

Intended learning outcomes as a result of the session each student should be able to:
A) B) C) D) Identify search terms Use appropriate search techniques Recognise the need for a search strategy Understand where and how search strategies can be incorporated in the research process

PART TWO - Rationale Why was specific session content chosen?


The aim of the micro-teach is to give participants an insight into my subject specialism and the way in which I teach it. I decided instead of, for example, focusing on a specific database to instead give a broader overview of the importance of being able to develop a search strategy and how to go about this. This is because, during my short experience of teaching, I have moved away from providing specific teaching on the use of databases and other online resources and instead trying to develop skills that can be adapted for use in any catalogues, databases, web search engines etc. I think it is more valuable to develop skills students can use beyond the academic environment so they can appreciate its continuing relevance to them.

How does this fit into the wider curriculum?


Understanding how to conduct research and find appropriate resources to meet a standard suitable for academic work. All university courses require students to develop and demonstrate research skills in order to produce assignments which contain good quality secondary source material to justify arguments and develop knowledge the subject area. However these skills are life skills as seeking information is something that will be continued throughout life.

How will participants understanding be measured?


By asking if they understand and if they have any questions Looking for evidence of understanding through non-verbal communication Making participants feel at ease and give them the encouragement to ask questions at any time Enquiry-based learning by getting students to work in groups and have a go at selecting search terms and using search techniques. Kolbs Cycle of Experiential Learning I tried work through this cycle where by the students have a go, we reflect together, I suggest other ways of doing it and other situations it could be used, students are encouraged to experiment further.

Models of practice or theoretical foundations:


Blooms taxonomy certainly the first 3 elements were covered knowledge>comprehension>application. The session was too short to progress through the other stages. Biggs Constructive Alignment my aim of the session was to continue to link back to the intended learning outcomes, and to encourage learning by getting students actively involved in identifying research terms and using search techniques. Assessment methods used to ensure learning outcomes are met. Curriculum alignment identifying where research skills fit within the curriculum design of the course and also considering the skill requirements of future employers.

PART THREE - Activities Timing


14:00 14:02

What I do
Introduce the session and the aim of the session Indicate why search skills are important. Ask students to look at their research questions (laid out in front of them) and to pull out the words they may use as search terms. Ask students to identify any relevant synonyms. Introduce some search techniques and why/ when these can be useful. Share more useful techniques. Explain how search terms and techniques can be used in conjunction, reviewing what the session has covered. Any questions?

What students do

Students to identify search terms in the questions in front of them (2 mins)

14:06 14:07

14:09 14:11

Share thoughts together in groups (1 mins) Ask students to play around with the search techniques on the tables in front of them Again, ask students to play

14:15

Students to ask questions

What I need to have prepared:


Example questions printed, cut out and arranged on tables Search techniques printed, cut out and arranged on tables PowerPoint presentation Handouts printed out

List of resources required:


PC Projector Memory stick

PART FOUR - Reflection Reflection on the session:


I was very nervous about doing this micro-teach as I often am about doing any teaching sessions. I think this prevents me from being able to think clearly about the flow of the session and to remember what I want to cover during it.

I also realise that I lack confidence in myself and the content of the session I was concerned that I would be teaching something that was already known. This, however, was not the case and I found the feedback at the end really gave me the encouragement I needed. During the session I felt as if I should have let people feedback responses and share ideas more and I know I find facilitating this quite difficult. I think this is because I cant prepare for the students questions and therefore I dont feel in control. I need to learn to feel more relaxed about improvising and a bit surer of my own knowledge. In terms of the timing of the session I dont think I covered too much, however it would have been good to spend a bit more time discussing why people chose certain keywords for their search terms from the example questions. Having the questions laid out in front of the students was to encourage enquiry-based learning without having to use PCs which I felt would have been too much for such a short session. I feel strongly that enquiry-based learning works well when teaching research skills, however I need to overcome my personal reservations about facilitating this type of learning.