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
62 - Checklists
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
A checklist is an informational aid, listing a series of activities to do or questions to answer in order to complete a task. It helps to ensure consistency and completeness in carrying out a task. In many contexts the purpose of checklists is to reduce the risk of failure by listing all the routines that need to be completed rather than relying on human fallibility. Examples of such checklists include those used pre-flight or pre-landing in aviation or in many clinical contexts.
Checklists are an invaluable approach to planning a learning and teaching event. You could draw up a list of all the things you need to consider in planning a session and then use the list to ensure you do not miss anything important out. You can focus on practical issues (room layouts, etc.; see Practical preparation), but you can also use checklists to audit content plan, as in example 54.1, or plan your evaluation strategy.
At De Montfort University, The Information Source Evaluation Matrix (Towlson, Leigh and Mathers, 2009) (see example 62.1) is a self-assessment tool or checklist used by learners to evaluate resources.
✓ Best for
• Any training event, especially new or important events.
• Most learning contexts, especially encouraging independent learning and the development of critical thinking.
+ MORE
• Other ways of using checklists with learners include the provision of more interactive guidance with referencing, in devising prompts for peer or self-assessment (turning the learning outcomes into easily understandable assessment criteria) or in providing structured handouts for a literature search and review.
• As indicated above, checklists are used in many clinical settings including evidence-based medicine (EBM). EBM starts from the premise that using and applying the results of health sciences research can improve medical practice. It draws on a range of techniques and approaches, including the use of randomized controlled trials, riskbenefit analysis, meta-analysis and systematic review of the literature. Key to systematic review is critical appraisal. This is ‘the process of carefully and systematically examining research to judge its trustworthiness, and its value and relevance in a particular context’ (Burls, 2009). A number of different critical appraisal training courses are available to develop the necessary skills to review the validity, results and relevance of scientific research.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 168 - 171Publisher: FacetPrint publication year: 2011