Workshop Planning Organizer

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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

				
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