Skip to content

Doing it Wrong?

Two students have come to me in the last week saying that they listened and understood while taught how to navigate the MLA International Bibliography, but then when they tried it themselves, nothing seemed to work.

This tells me two things. First, MLA is hard. Second, I’m teaching it wrong.

There are caveats, of course. One of them being that my “research for compsing seniors” instruction session is rapid-fire review of things they’ve hopefully learned in lower level courses, plus advanced techniques they’ll need now more than every before. This is the one class where covering a bunch of stuff quickly matters to me (rather than experimenting and playing with a thing or two in class).

On the one hand, perhaps these and similar caveats really do mean that I should be doing lecture/demo, having them do the “workshop” portion of a hands-on class outside of class, and then wrap up with me one-on-one, just as they’re doing. On the other hand, maybe I’m using this as permission to rely on the less difficult instruction format of lecture/demo when really I should be working at finding an efficient hands-on approach to that session. Or maybe I need to rethink the approach of my lecture/demo.

So many options, so little clarity. All I know is that these students didn’t learn what I wanted them to learn, and that’s got to be at least partly my fault.

Published inIn My ClassroomTeaching and Learning