1. An Approach to Creating and Facilitating Workshops Library Instructor College Fall 2010 Charles Dershimer Erping Zhu Center For Research on Learning and Teaching (portions adapted from previous work by M. Kaplan & C. Bierwert, CRLT, & M. Woodford, SSW) 1

2. 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 2

3. 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 3

4. Why use workshops rather than other formats already in use? Why support a common approach to workshop design? 4

5. What makes a “workshop?” 5

6. 6

7. 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 7

8. 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 8

9. Key Workshop Considerations Part 1 Audience & Goals Part 2 Assessment Part 3 Sequencing of Activities Time Management Facilitation 9

10. 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? 10

11. 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? 11

12. Backwards Course Design & Alignment Identify desired results. Determine acceptable evidence. Plan learning experiences and instruction. Backward Design Process Evaluation or Assessment Methods Teaching Methods Learning Objectives Poor Alignment Evaluation or Assessment Methods Teaching Methods Learning Objectives Good Alignment Alignment (Wiggins and McTighe, 2005; Tyler, 1949; Diamond, 1998; Walvoord, 1998) 12

13. Assessment “knowledge, through evidence, about what has changed” 13

14. Bloom’s Taxonomy (Anderson & Krathwohl, 2000) 14

15. Activity 1 – Addressing Goals Examine 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? 15

16. Part 2 Assessment: 16

17. Assessment: Why Do it Feedback on course & practices Common questions for evaluating workshop effectiveness Data for year end report Common theme for reporting success 17

18. Assessment: How do it Formative – Throughout session “Classroom Assessment Techniques” Summative – Capstone activity to check goals Programmatic – Last 5 minutes for participant survey 18

19. Activity 2 – Assessment Group 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

20. Part 3 Activity Sequencing and Facilitation 20

21. 7 Principles for Good Practice 1.Encourage Student-Instructor Contact 2.Encourage Cooperation Among Students 3.Encourage Active Learning 4.Give Prompt Feedback 5.Emphasize time on task 6.Communicate High Expectations 7.Respect Diverse Talents & Ways of Learning (Chickering & Gamson, 1987) 21

22. 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 22

23. Alignment of Goals and Methods Reflection – Writing, case studies, skits, self-assessment checklists Collaborative Learning – Think-pair share, small group exchanges, discussions 23

24. 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 24

25. 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 25

26. Activity 3 – Pause & Reflect Using 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. 26

27. Workshop Facilitation We promote a “learning orientation” with questioning, responding, involvement  27

28. Workshop Facilitation A “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 28

29. 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 29

30. Workshop Facilitation: Responding Individual Acknowledge input Stay neutral but correct errors to educate Paraphrasing Key point in your own words Reinforce contribution, encourage others 30

31. Workshop Facilitation: Involvement Keep participants active Link past and present experiences Use experiences as learning resources (feel) Affirm participant’s knowledge and needs (logic) 31

32. Activity 4 – Facilitation Based on Past Experiences… 1.Identify 2 facilitation techniques you have used that were useful and describe why. 2.In a small group, discuss your techniques 3.Be ready to share some with the large group 32

33. Effective Workshop Design Audience & Goals Alignment Facilitation Formative, Summative, and Programmatic Feedback Overall: Workshop Design 33