2016 part 2. effective workshops aip red
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Part 2 of Effective Workshops. A trianing run in Islamabad January 2016
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2016 part 2. effective workshops aip red
- 1. Running Effective Workshops Part 2 of 2 • Mark Bell • A workshop run in Islamabad, January 2016
- 2. 2 ahhhhh! What did I do yesterday? Did I learn anything?
- 3. 3 Wait! I'm still confused! What do we mean by "Effective"?
- 4. 4 i.e., People enjoy, learn and intend to apply! "Effective" – you could also say "successful"
- 5. Recap of Day 1
- 6. Class structure Introduction 1. Why Communicate and How 2. Building trust 3. Making your message compelling 4. Designing a workshop (Started) Activity: Mini-workshops and engaging activities
- 7. Objectives (p 3) 1. Be able to recall TIGRS and be able to build trust 2. Recall AID - ways to make your message compelling 3. Recall ways to make your workshops more engaging 4. Design and implement a more effective (mini) workshop
- 8. Objectives (p 3) 1. Be able to recall TIGRS and be able to build trust
- 10. Objectives (p 3) 2. Recall AID - ways to make your message compelling
- 12. Doable. Provide information people can easily test. Interesting. Make your information interesting to the audience. Available. Make your information easily available.
- 13. A note on good learning Objectives Good objectives can be measured. E.g., Participants will learn to give an effective workshop.....? Measurable? Or.... Participants will be able to design a workshop that engages participants and shows the 9 elements of a typical workshop.
- 14. Class structure Introduction 1. Why Communicate and How 2. Building trust 3. Making your message compelling 4. Designing a workshop Activity: Mini-workshops and engaging activities
- 15. Class structure 4. Designing a workshop Implementation elements Adult learning How engage Dealing with crocodiles Activity: Mini-workshops and engaging activities
- 17. Practice The why - Elements 1-4 1. Title (Short, sharp, clear) 2. Background (why?) 3. Participants (Profile interests) 4. Objectives and outputs
- 18. Class structure 4. Designing a workshop Implementation elements Adult learning How engage Dealing with crocodiles Activity: Mini-workshops and engaging activities
- 19. Principles of adult learning See Table.
- 20. Principles of adult learning Fill in Table. Relevance Limit Engaged Remembers Boring
- 21. People learn more when they have __________ and are _____________ I hear and I ____________. I see and I _______. I do and I _______ Engaged Forget RememberFun Learn Engaged Forget Remember Fun Learn
- 22. Class structure 4. Designing a workshop Implementation elements Adult learning How engage Dealing with crocodiles Activity: Mini-workshops and engaging activities
- 23. Ways to engage. In groups, make a list of possible methods to engage learners. (This list can dramatically change how you teach.)
- 24. • Stories • Handouts • Pictures • group activities/exercises • Energizes/ice breakers • video, • drawing, • question • listen • reflection, • filling sheet, • brainstorming, ........
- 25. Activity 1. Design how you would teach people to make a cup of tea (or other common activity)
- 26. 1. Think about a workshop or class you will soon give, 2. Identify one of the points you want to teach 3. How can you make learning that point more engaging. 4. We will share some ideas with the group
- 27. "The largest struggle for teachers is not learning new approaches to teaching but implementing them." Next class, try at least one thing new!
- 28. Objectives (p 3) 1. Be able to recall TIGRS and be able to build trust 2. Recall AID - ways to make your message compelling 3. Recall ways to make your workshops more engaging
- 29. Supporting elements - 5-9 5. Date and time 6. Logistics 7. Daily schedule 8. Materials and resource team 9. Contact
- 31. 1. Overall. Achievement of objectives 2. Components. Rate by topic or class: • Content • Usefulness • Presentation 3. Support factors 4. Follow-up
- 32. Class structure 4. Designing a workshop Implementation elements Adult learning How engage Dealing with crocodiles Activity: Mini-workshops and engaging activities
- 34. 1. Make a list of common challenges in delivering a workshop 2. Choose the ones of particular interest and discuss ways to overcome 3. Class discussion
- 35. Class structure Introduction 1. Why Communicate and How 2. Building trust 3. Making your message compelling 4. Designing a workshop Activity: Mini-workshops and engaging activities
- 36. Key points 1. Who: Audience 2. What: Objectives and Outputs 3. How: Engage! Prepare (ASK ME)
- 37. Work on page 9. In groups, you will 1) prepare and present a workshop overview - Title, Audience, Background, Learning objectives (5 minutes) and 2) Present a mini engaging activity (5 minutes). You will teach us something!
- 38. Practice 1) Prepare: Elements 1-4 1. Title (Short, sharp, clear) 2. Background (Problem and need - why?) 3. Participants (Profile interests) 4. Objectives and outputs 2) Present a mini engaging activity (5 minutes)
- 39. Objectives (p 3) 1. Be able to recall TIGRS and be able to build trust 2. Recall AID - ways to make your message compelling 3. Recall ways to make your workshops more engaging 4. Design and implement a more effective (mini) workshop
- 40. "The largest struggle for teachers is not learning new approaches to teaching but implementing them." Next class, try at least one thing new!
- 41. 1. A couple of sentences reflecting on this workshop. Take home message - Major points or observations (maybe anything you would do differently)? 2. If any suggestions(?): What could have been done differently (better) today to improve learning? Reflection
Editor's Notes
- Purpose –In order to obtain impact from scientific endeavors in the field or to attract funding from donors for new research, scientists and extension workers must work with a variety of audiences. Often this involves attending and participating in meetings or organizing and running a meeting. To obtain the best results from meetings, there is a procedure that should be followed both in organizing and conducting meetings. It is important that scientists and extension agents have these skills. Methodology - The presenter gives a rationale for the workshop and introduces the outcomes whilst this slide is displayed. The outcomes appear one at a time as the instructor clicks the mouse. As each appears, the instructor should explain the outcome to the participants. The instructor should then ask for questions. The presenter asks the participants’ whether their expectations will be met by this workshop.
- Purpose –In order to obtain impact from scientific endeavors in the field or to attract funding from donors for new research, scientists and extension workers must work with a variety of audiences. Often this involves attending and participating in meetings or organizing and running a meeting. To obtain the best results from meetings, there is a procedure that should be followed both in organizing and conducting meetings. It is important that scientists and extension agents have these skills. Methodology - The presenter gives a rationale for the workshop and introduces the outcomes whilst this slide is displayed. The outcomes appear one at a time as the instructor clicks the mouse. As each appears, the instructor should explain the outcome to the participants. The instructor should then ask for questions. The presenter asks the participants’ whether their expectations will be met by this workshop.
- Purpose –In order to obtain impact from scientific endeavors in the field or to attract funding from donors for new research, scientists and extension workers must work with a variety of audiences. Often this involves attending and participating in meetings or organizing and running a meeting. To obtain the best results from meetings, there is a procedure that should be followed both in organizing and conducting meetings. It is important that scientists and extension agents have these skills. Methodology - The presenter gives a rationale for the workshop and introduces the outcomes whilst this slide is displayed. The outcomes appear one at a time as the instructor clicks the mouse. As each appears, the instructor should explain the outcome to the participants. The instructor should then ask for questions. The presenter asks the participants’ whether their expectations will be met by this workshop.
- Purpose –In order to obtain impact from scientific endeavors in the field or to attract funding from donors for new research, scientists and extension workers must work with a variety of audiences. Often this involves attending and participating in meetings or organizing and running a meeting. To obtain the best results from meetings, there is a procedure that should be followed both in organizing and conducting meetings. It is important that scientists and extension agents have these skills. Methodology - The presenter gives a rationale for the workshop and introduces the outcomes whilst this slide is displayed. The outcomes appear one at a time as the instructor clicks the mouse. As each appears, the instructor should explain the outcome to the participants. The instructor should then ask for questions. The presenter asks the participants’ whether their expectations will be met by this workshop.
- Purpose –In order to obtain impact from scientific endeavors in the field or to attract funding from donors for new research, scientists and extension workers must work with a variety of audiences. Often this involves attending and participating in meetings or organizing and running a meeting. To obtain the best results from meetings, there is a procedure that should be followed both in organizing and conducting meetings. It is important that scientists and extension agents have these skills. Methodology - The presenter gives a rationale for the workshop and introduces the outcomes whilst this slide is displayed. The outcomes appear one at a time as the instructor clicks the mouse. As each appears, the instructor should explain the outcome to the participants. The instructor should then ask for questions. The presenter asks the participants’ whether their expectations will be met by this workshop.
- Purpose –In order to obtain impact from scientific endeavors in the field or to attract funding from donors for new research, scientists and extension workers must work with a variety of audiences. Often this involves attending and participating in meetings or organizing and running a meeting. To obtain the best results from meetings, there is a procedure that should be followed both in organizing and conducting meetings. It is important that scientists and extension agents have these skills. Methodology - The presenter gives a rationale for the workshop and introduces the outcomes whilst this slide is displayed. The outcomes appear one at a time as the instructor clicks the mouse. As each appears, the instructor should explain the outcome to the participants. The instructor should then ask for questions. The presenter asks the participants’ whether their expectations will be met by this workshop.
- Purpose –In order to obtain impact from scientific endeavors in the field or to attract funding from donors for new research, scientists and extension workers must work with a variety of audiences. Often this involves attending and participating in meetings or organizing and running a meeting. To obtain the best results from meetings, there is a procedure that should be followed both in organizing and conducting meetings. It is important that scientists and extension agents have these skills. Methodology - The presenter gives a rationale for the workshop and introduces the outcomes whilst this slide is displayed. The outcomes appear one at a time as the instructor clicks the mouse. As each appears, the instructor should explain the outcome to the participants. The instructor should then ask for questions. The presenter asks the participants’ whether their expectations will be met by this workshop.