Category Archives: Curriculum ideas

Apprentice Adventures 5:

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Events of this past week have dramatically shown meĀ  the need to shift what my apprentice does up a pace. The challenge is to get her into a more productive pattern that provides mutual benefit. tomorrow we meet again and here’s what we’ll do.

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Family Lore from Heritage Books, Mug Books and Local Histories

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Genealogy teachers and lecturers often tell people about the marvellous discoveries awaiting in heritage books, mug books and local /county history books. They less often teach how to use those effectively. In an excellant article by Connie Lenzen, “Heriage Books and Family Lore: The Jackson Test in Missouri and Idaho” she teaches some key points I’d like to emphasize.

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Using Recorded Genealogy Lectures to Supplement Classes

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My friend Pat Ryan was telling me about a six lecture series she is doing at Regina Public Library. As I thought about similar courses I had taught I recalled how often I wished there was time to explore more aspects of these lassons. Here is one idea to supplement the regulr course classes.

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What Can You Learn from an Old Program Brochure? Gen Ed @ the Library

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Today I stumbled on an old program brochure from a series of genealogy lectures I organized at Regina Public Library a few years ago.Neither the series offerings nor the brochure text are perfect. Therefore they are a good place to start in thinking about a similar lecture series. As you read this, realize this is a lecture series, not a class. Consider the following questions:

  1. Do the lectures fit into a logical progression/?
  2. Is the redundant information useful or a distraction?
  3. Do the titles reflect content as described?
  4. Do the topics fit the series for beginners? for intermediate learners?
  5. Would you attend? Continue reading

Item Analysis for Genealogy Teachers

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Is there a difference between genealogy teachers and those other folks who talk at the front of the class?

One critical difference is that teachers evaluate student learnig and student performance carefully to discover learning needs. We front of the room talkers need help with that.

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What Do You Include in Your Handouts and Syllabus Material?

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My thoughts on this are quite basic. My handouts contain an outline of my lecture, copies of any critical charts/figures, and a references or further readings list.

Not all see things my way. Look at any recent FGS/NGS conference syllabus and count the number who do not use outlines. Look at who they are. They are an impressive lot. Some people feel outlines invite people to steal the lecture. Frankly, if you can steal my lectures you are pretty impressive. I use very little script. Most of my illustrative anecdotes are spontaneous, and my humor makes the heavy content load palatable. None of it goes in the handout. OK, sometimes I include boxed quotations of my profound generalizations.
I often explain that the outline is there so the learner can see where she should arrive at the end.

Some lectures include sections in the handout for people to write down key definitions. or to fill in blanks. Done well, within an outline I like that. G. David Dilts AG did a presentation once that had a handout consisting of summary paragraphs for each section pf his lecture, with blanks for many key words for learners to fill in. I wondered how well that worked.
I insist everyone at my lecture have one for free, and do not allow them to be sold by my host to those not attending.. Nor will I permit them to publish it in their newsletter/journal/website.

I stipulate in my contract that I own copyright to the handout and the host may print sufficient copies for those attending. I usually collect the extras.

What do you think?

1. Reading, Transcribing and Abstracting: Resources for Learning.

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There he sits, the determined genealogist at the microfilm reader pondering marks in a page with a microfilm that states photocopies, even for personal use, cannot be made. The Genealogist obviously needs some skills to handle this situation.

Where can he turn?

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