Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
101 - Worksheets
from Activities
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
Summary
Worksheets or workbooks are a popular way to assess information skills. Typically given out to complete during the hands-on section of a workshop, worksheets can be a useful framework for learners to work through a series of exercises that practice and reinforce the skills taught in the workshop. They are generally easy to put together – just create a question based on each point made during the workshop. However, worksheets can be very mechanistic and are often pitched at the lowest common denominator, which can make them very easy and unchallenging for the learner.
When writing them:
• Do not write a series of questions – this is a quiz and not a worksheet.
• Write short pieces around each of the questions, which puts them into context.
• Provide answer sheets.
✓ BEST FOR
• hands-on workshops
• reinforcing learning at a distance or after a session
• providing scaffolds for learning.
+ MORE
• Instead of simple question and answer sheets, have missing words or phrases (drag and click, if online) or flow charts that lack key elements. The key is having a contextual base for the exercise and, like all forms of assessment, making it relevant and worth the time of both learner and teacher.
• A worksheet can also take the form of a writing frame – a handout given to learners in order to guide the creation of a required piece of work, such as an essay. A writing frame provides prompts and gives a suggested structure for the learner's work. Depending on the amount of help you wish to provide the learner, the writing frame can be detailed or simple. A writing frame is an example of scaffolded learning where you do not expect the learner to do everything for themselves – you provide a scaffold which the learner can use to build on. You may also hear writing frames referred to as ‘writing scaffolds’.
: WATCH OUT
• Worksheets are easy to produce and often easy to complete. Learners need to be challenged for real learning to take place so be careful to make sure that your worksheets are valued by the learners – do they represent a value for the time given up by the learner to complete them?
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 255 - 256Publisher: FacetPrint publication year: 2011