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SAMPLE LESSON PLAN TEMPLATE
CLASS DETAILS (adapt headings in this section to suit your learning / teaching context)
Programme / Course Title :
Research Degrees at Royal Conservatoire of Scotland
Project / Topic Lesson is linked to (if relevant):
Learning Outcome Lesson is linked to:
Doctoral and MPhil Students
Level (eg: P5 / S1) or context (Intergenerational..)
SCQF Levels 11-12, Masters and Doctoral Degrees.
No. of students in Session
Venue / Room:
Research Lab, Royal Conservatoire of Scotland
Learning Materials / Resources
Online databases (RCS subscriptions and others that are freely available)
2 x PCs, and students’ own laptops
Various interactions with online databases
LESSON DETAILS/ PLANNED ACTIVITIES:
Research and Bibliographic Skills
Annual seminar providing instruction on research and bibliographic skills to the research students at the Royal Conservatoire of Scotland, Monday 19th May, 6-7 pm. Although one of a series of evening events run for our research community, this particular session is not publicly advertised, but is offered to students engaged in research. It is stand-alone, insofar as it does not fit into a formal curriculum or structured series of classes.
Lesson Learning Outcomes*The verbs used to describe the learning outcome should be appropriate to the level and stage of development of the learners the lesson is for (Use CfE Outcomes / SCQF level descriptors or other Indicators as appropriate).
SCQF Characteristic 2 (PRACTICE: APPLIED KNOWLEDGE, SKILLS AND UNDERSTANDING) requiresstudents at Levels 11 and 12 to demonstrate competence ‘in applying a range of standard and specialised research and/or equivalent instruments and techniques of enquiry.’The research students will explore some key databases and bibliographic tools, and learn to exploit them as techniques of enquiry and documentation.
By the end of this session students should be able to:
Recognise key research resources and freely available bibliographic citation software
Devise search strategies to retrieve relevant research literature
Compile a bibliography suitable for scholarly writing.
Recognise these research capabilities as essential for a future academic career, but also as employability skills in the wider sense.
Tutor will email research students in advance of the seminar, advising them of the topics to be covered, and inviting them to come prepared to discuss web applications and methodologies that they have already encountered.
Estimated Time for Completion
Introduction to the learning outcomes and structure of the seminar
Overview of some key sources
Tutor moves between pairs, inviting students to use computers as appropriate to demonstrate resources they already know
Students discuss in pairs: share with each other one research database you find useful; the steps you have taken to begin your bibliography; any concerns about using e-resources
PCs and laptops
Tutor calls group back, inviting each pair to introduce each other’s favourite web resource and bibliographic methodology, and any concerns about e-resources
Students describe each other’s favourite web resource and bibliographic methodology, and any concerns about e-resources
PCs and laptops
Tutor picks up and addresses issues arising from the discussion.
Students’ earlier observations direct the nature of the discussion. Students are invited to suggest topics for demo searches
PCs and laptops
Tutor demonstrates her own use of Mendeley as a bibliographic tool, and introduces Zotero. Also Diigo; and a low-tech alternative to online technologies for bibliography.
Any student using Zotero invited to demo how they use it.
Summary: recap on topics covered in this session.To conclude, explain that tutor will email all students to follow-up this session; further training can be arranged if requested directly or via Research Lecturer.
Students invited to identify which of these resources they might find worthy of further exploration.Any questions?
* Your Lesson structure should include:
Time to introduce tasks/activities to the group
Time for students to engage in the activities (either independently, or in groups).
Time for formative assessment/feedback (to check learning and understanding).
Time to link lesson to other activities and time to set out any independent learning tasks learners are expected to engage in before your next session with them.
I'm a musicologist disguised as a librarian. I've been writing this blog as part of my PG Certificate in Teaching and Learning in Higher Arts Education, at the Royal Conservatoire of Scotland Teaching Artist short course, Spring 2014