An Approach to Creating and Facilitating Workshops Library Instructor College Fall 2010 Charles...

An Approach to Creating and Facilitating Workshops

Library Instructor College Fall 2010

Charles DershimerErping Zhu

Center For Research on Learning and Teaching(portions adapted from previous work by M. Kaplan & C. Bierwert,

CRLT, & M. Woodford, SSW)

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Goals:• Identify key elements of workshop planning,

facilitation, and assessment• Apply ideas to planning for upcoming library

programs• Gain useful resources through CRLT/Library

collaboration

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Table Introductions• Introduce yourself & where you work in library• Have you taught before and what did you teach?• What are your goals for today?

REPORT OUT- Range of “years of experience” & Summarize 1 goal

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Why use workshops rather than other formats already in use?

Why support a common approach to workshop design?

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What makes a “workshop?”

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What makes a “workshop?”

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Assumptions About Workshops• Provides time for reflection, systematic thinking,

exchange of ideas• Collectively participants can contribute a large

portion of content and wisdom needed• Workshops are successful when participants have

as many opportunities as possible to acquire wisdom themselves

• Participants like workshops best when they learn something they can use tomorrow

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Assumptions About Commonalities• Current instructors have varied experiences• Feelings of Trust and Logic is important for

common ideas to “stick” and be adopted• Workshops will have a variety of differences in

learners who are present and strategies help address this

• Common assessment is necessary and needed for measured success

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Key Workshop ConsiderationsPart 1• Audience & GoalsPart 2• AssessmentPart 3• Sequencing of Activities• Time Management• Facilitation

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Audience Analysis:• Who are they and why are they attending?• What are their expectations?• What do they already know?• What assumptions will they be making?• What resistance might they have?

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Goals:By the end of the workshop…• How should participants be different?• What should they know or be able to do?• What assumptions and practices should they

rethink?• What resources should they have?

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Backwards Course Design & Alignment

Identifydesired results.

Determineacceptable evidence.

Plan learningexperiences

and instruction.

Backward Design Process

Evaluation orAssessment

Methods

Teaching Methods

LearningObjectives

Poor Alignment

Evaluation orAssessment

Methods

Teaching Methods

LearningObjectives

Good Alignment

Alignment

(Wiggins and McTighe, 2005; Tyler, 1949; Diamond, 1998; Walvoord, 1998)

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Assessment“knowledge, through evidence,

about what has changed”

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Bloom’s Taxonomy (Anderson & Krathwohl, 2000)

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Activity 1 – Addressing GoalsExamine goals for a workshop by table:1.Who is the audience?2.How clear are the workshop goals for this audience? 3.How do the workshop goals represent the range in Bloom’s Taxonomy?4.How measureable are the workshop goals?

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Part 2 Assessment:

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Assessment: Why Do it• Feedback on course & practices

Common questions for evaluating workshop effectiveness

• Data for year end reportCommon theme for reporting success

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Assessment: How do it• Formative – Throughout session

“Classroom Assessment Techniques”

• Summative – Capstone activity to check goals

• Programmatic – Last 5 minutes for participant survey

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Activity 2 – AssessmentGroup 1 Review Assessment Handout…•In a small group, discuss which CAT to use, when, and for what reasons.

Group 2 Review Survey Questions…•In a small group “How might these survey questions be useful for formative, summative, or programmatic assessment?” 19

Part 3 Activity Sequencing and Facilitation

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7 Principles for Good Practice 1. Encourage Student-Instructor Contact2. Encourage Cooperation Among Students3. Encourage Active Learning4. Give Prompt Feedback5. Emphasize time on task6. Communicate High Expectations7. Respect Diverse Talents & Ways of Learning

(Chickering & Gamson, 1987)

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Alignment of Goals and Methods• Exposure to new information – Mini Lectures, panels, data presentation, readings

• Develop new skills– Explanation demonstration practice & feedback– Role playing, application activities, see – do - teach

• Problem solving: analysis and evaluation– Case studies, skits, video analysis, brainstorming

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Alignment of Goals and Methods• Reflection– Writing, case studies, skits, self-assessment checklists

• Collaborative Learning– Think-pair share, small group exchanges, discussions

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Sequencing a Workshop• Opening– Set positive tone of trust and interactivity (feel)– Be explicit about goals, assumptions, agenda (logic)

• Body– Provide new information– Provide chances for higher order thinking– Order depends on goal (inductive or deductive)

• Ending– Make opportunities to synthesize and consolidate– Evaluation and Feedback– Next steps

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Time Management• Set realistic timelines – practice• Build in time to think – not just cover topics• Create space – for discussion and learning

from mistakes• Be flexible – but firm about agenda to honor

participants time

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Activity 3 – Pause & ReflectUsing the Lesson Plan..1.Identify steps in the lesson where Active Learning techniques are beneficial to supporting the lesson goals.

2.Identify any other techniques from the active learning continuum that would also help achieve the lesson goals.

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Workshop Facilitation We promote a “learning orientation” with

questioning, responding, involvement

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Workshop FacilitationA “learning orientation” helps participants:• Identify with the topic• Understand why it is important to them• Explore what they already know• Learn new information from others• Integrate the information, skills, or wisdoms

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Workshop Facilitation: Questioning

Individual• Draw out information as needed• Mix both “close-ended” and “open-ended”Group• Invite everyone to participate• Risk involved, support participation

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Workshop Facilitation: RespondingIndividual• Acknowledge input• Stay neutral but correct errors to educateParaphrasing• Key point in your own words• Reinforce contribution, encourage others

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Workshop Facilitation: Involvement

• Keep participants active• Link past and present experiences• Use experiences as learning resources (feel)• Affirm participant’s knowledge and needs

(logic)

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Activity 4 – FacilitationBased on Past Experiences…1.Identify 2 facilitation techniques you have used that were useful and describe why.

2.In a small group, discuss your techniques3.Be ready to share some with the large group

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Overall: Workshop Design

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