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Workshop Planning Organizer Timing Agenda Topics Materials Needed Responsibility & &/or Presenter Pacing 15% of Ice Breaker or Energizer: Here is a list of You may decide allotted describe the activity to get participants engaged in the topic commonly needed to list the person time activity should be related to the workshop topic materials for a workshop. responsible for the activity should be short – watch the amount of time required TV/DVD/VCR for arranging for the to complete the activity video clips workshop support Chart paper & materials in Intro.: Where have We Been: stand italics and the To Set a brief review of events, activities that have brought participants Markers person presenting the together for the workshop, if applicable Masking tape the specific Tone Post its section in bold and Where are we going: List the workshop Objectives Extension chord Frame no more than three workshop goals or objectives Data projector what is state clearly so participants will know exactly what they will learn Laptop being by the end of the session Overhead learned the participants must be “captured” in this introductory section projector otherwise participant engagement opportunity is diminished Handouts Learning activity templates Parking Lot for ideas that come up during the session 80% of Theory: List needed materials by Show the Theory allotted Usually a short mini lecture to frame the workshop context each activity in the Body and Activity time Provide relevant, current ideas from the literature – research and of the Workshop – being presenter(s) application over-organized is crucial names by each May present helpful articles, texts for participants to review at a to a smooth running activity in this BODY later time session section of Might choose to have a mini lecture between activities to extend Developed by Jacki Oxley August 2004 WKSP the learnings and take participants to next level; however, plan transitions carefully Allot about 20% of time in this section to set the context as an opener and for transitions between activities Activities: Ideally, the activities should model the learnings, e.g. if activity- based learning is a topic, then using Open Space or Carousel strategy demonstrates an activity-based strategy for participant sharing about activity-based learning. Modeling for Accountability is key! A number of workshop activity strategies are described in the last section Post on chart paper the name of the strategy you used for each activity – this provides a running list and is helpful for quick review during closure section (Strategies’ List) Allot about 80% of time in this section 5% of Closure: allotted Review the workshop objectives again and point out the various time strategies used to accomplish the learnings (Strategies’ List) Where do we go from here? – this lets participants know that there will be follow-up Evaluation &/or Feedback Form: there are a variety of ideas you may want to use to gather information about your workshop Using the What I Liked, What I Learned, What more do I Need and What am I prepared to do NOW (builds commitment), gives presenters a good idea of how things went and Next Steps. A Few Ideas about Designing a Workshop Room Layout: Depending on the type of movement required for an activity, number of participants in the workshop, you may choose to arrange tables in a horseshoe arrangement, random style table groupings, or use a theatre style arrangement, etc. Developed by Jacki Oxley August 2004 Transitions: Transitions can be a challenge to manage unless you have a strategy that you introduce in the Opening section. For example, you might say to the group “When I ring the wind chimes, this is the signal for all of us to stop our conversations as we’re moving to the next section.” The Transition Noise Maker should not have a “jarring” (blast of a whistle) sound but be audibl e enough to capture attention. Other strategies include holding the hand up, brief flicker of the lights, using a Teacher Timer (a digital clock that is placed on overhead projector and counts down the time for the activity), etc. Presenting Theory: There are a variety of ways of presenting the theoretical parts of a workshop. Some examples include the mini lecture, demonstration, role play, viewing a video clip, listening to an audio clip, to name a few. Activity Strategies: Here are some activity strategies. Remember, the strategy chosen should match as closely as possible the key activity learning, e.g. if teaching the cooperative group learning strategy of Jigsaw, you might use an article about how to use the Jigsaw in the classroom and use the Jigsaw strategy as the activity by establishing home and expert groups. This is modeling for accountability. Whatever activity is chosen, the directions for the participants to carry out the activity should remain on the overhead proj ector or powerpoint for the duration of the activity so participants can refer to it for clarification. A few activity strategies include the following: Cooperative Group Strategies: Think/Pair/share, Jig Saw, Round Robin, etc. Brainstorming and Categorizing Ideas Movement around the room: Open space activity requires participants stand up and move as a small group from one station or chart paper posting around to room to the next to complete a group task or share information about the topic. The Carousel is a variation on the Open space activity. An excellent activity to get everyone up and moving after a lunch break. Wall of Wonder: an activity that promotes best practices sharing. Participants or table groups decide on one activity or exemplar that best exemplifies the topic, write the details on paper and post in one section of wall space labeled Wall of Wonder. Participants are invited during breaks to read some of the best practices. Final Word: table groups read a passage (from text or an article) and each person decides on one key point that captured their attention or imagination; group chooses one person to share their point and go around the table with each commenting on that Developed by Jacki Oxley August 2004 point, person who started gets the Final Word – if time permits, process can be repeated several times until each table member has the Final Word. 1-2-6: one person develops an idea (1), shares with partner and they decide using consensus which idea to share with table group(2); table group members (6 or 8) then reach consensus about which idea to share with large group; one person at table is chosen by table group to present to large group. Role Playing: a very effective strategy for imbedding a learning; however, it is important to know your group as many adults are uncomfortable having to “perform” in a role playing activity with strangers. Final Thought: Designing a workshop is like designing a lesson. You spend three or four hours, at a minimum, preparing a 1 hour workshop. The consultants in your board can provide you with excellent resources for ice breakers, energizers, workshop activities and presentation strategies. Do a Google search using the words “workshop activities” and a wealth of websites are displayed. One example of workshop activities to promote dialogue and stimulate inquiry about learning communities is http://www.nwrel.org/scpd/scc/natspec/wksplc.shtml. Developed by Jacki Oxley August 2004
"Workshop Planning Organizer"