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OER4Schools/How to run workshops: Difference between revisions
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→The structure of a workshop session
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'''Agreement of Follow-up activities.''' At the end of the session, there is a time allocated for agreement of follow-up activities. Note that this is not "setting of homework", but that you should agree with the participants what they are able to do. These follow-up | '''Agreement of Follow-up activities.''' At the end of the session, there is a time allocated for agreement of follow-up activities. Note that this is not "setting of homework", but that you should agree with the participants what they are able to do. These follow-up activities are then reviewed at the start of the next session. | ||
When participants start to become familiar with the materials and the way workshop sessions are conducted, the facilitator can start to share the responsibility for preparing the session activities with other participants, so that during the session you can take turns to lead. The facilitator asks at the end of the session whether anybody would like to lead an activity during the next workshop, and makes the relevant facilitator notes available as needed. | |||
= Procedural things = | = Procedural things = | ||
'''Timing'''. As a workshop facilitator, you should consider how to use the present material, and what form your workshop will take. The resource could be used | '''Timing'''. As a workshop facilitator, you should consider how to use the present material, and what form your workshop will take. The resource could be used: | ||
* weekly or bi-weekly | * in weekly or bi-weekly sessions of say 2 hours each (e.g. teacher group meetings in a school or regular scheduled sessions in a teacher education college) | ||
* for whole day workshops | * for whole day workshops | ||
* | * as a mixture of both | ||
You should negotiate this with the participants. We provide guidance but as a facilitator running a course based on these materials you will need to make your own plan, and evaluate this plan as you progress. | You should negotiate this with the participants. We provide guidance but as a facilitator running a course based on these materials you will need to make your own plan, and evaluate this plan as you progress. | ||
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'''Adapting the format of the resource to the specific context.''' Ideally, there would be at least the following contexts: | '''Adapting the format of the resource to the specific context.''' Ideally, there would be at least the following contexts: | ||
* | * paper only - possibly only the facilitator has a copy of the materials but ideally users do too | ||
* | * semi-digital - there is one computer/projector | ||
* | * fully digital - there are several computers with sound, and participants are able to watch various videos in groups | ||
= {{Name for ICT practice with dtgw}} = | = {{Name for ICT practice with dtgw}} = | ||
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Each session has got a space reserved for doing ICT practice, many of these (especially in later units) are just called "{{Name for ICT practice with dtgw}}". | Each session has got a space reserved for doing ICT practice, many of these (especially in later units) are just called "{{Name for ICT practice with dtgw}}". | ||
{{: OER4Schools/Learning about ICT with self-awareness }} | {{: OER4Schools/Learning about ICT with self-awareness }} | ||
Depending on the ICT availability and the number of participating teachers, it may be a good idea to draw up a timetable as to when which teachers (and classes) use the available netbooks. This ensures that | Depending on the ICT availability and the number of participating teachers, it may be a good idea to draw up a timetable as to when which teachers (and classes) use the available netbooks. This ensures that | ||
* there are no clashes, but also | * there are no clashes, but also | ||
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= Classroom assistants = | = Classroom assistants = | ||
An idea used in this programme is to use students from higher grades as classroom assistants in lower grades. Many schools operate a shift system, which means that students normally attending school in the morning are free to help out in afternoon, and vice versa. However, this is something that needs to be negotiated with your school well in advance of running the programme. It depends on whether you are running the programme between a few interested teachers (in which case you can make more contained arrangements with other grades), or whether you are running the programme across the whole school (in which case you will need very systematic arrangements). Have a look at our page on [[OER4Schools/Classroom assistants|classroom assistants]]. | |||
However, in other contexts, schools just run a single shift, which means that you cannot use this idea directly. However, you could still use ideas around cross-grade teaching, see our page on [[OER4Schools/Classroom assistants|classroom assistants]]. | |||
Have a look at our page on [[OER4Schools/Classroom assistants|classroom assistants]]. | |||
= Portfolios = | = Portfolios = | ||
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As a facilitator, consider: | As a facilitator, consider: | ||
* What are the issues with primary education in your country? Why are people invited to the OER4schools programme? | * What are the issues with primary education in your country? Why are people invited to the OER4schools programme? | ||
* What are teachers’ expectations (attend for the whole year - starting off weekly)? Some people will be concerned with big picture, others with detail. Agree the day of the week for | * What are teachers’ expectations (attend for the whole year - starting off weekly)? Some people will be concerned with big picture, others with detail. Agree the day of the week for face to face meetings. | ||
* Some expectations about what a workshop should be like. Modelling activities in the workshop on activities planned for the classroom. (Modelling participation and interactivity at all levels.) | * Some expectations about what a workshop should be like. Modelling activities in the workshop on activities planned for the classroom. (Modelling participation and interactivity at all levels.) | ||
Introduce this resource and the topics within it | Introduce this resource and the topics within it - | ||
* | * Introduce strategies to incorporate interactive elements (things you might say, things you might do). | ||
* | * Thinking about your own practice<nowiki>; </nowiki>do you think you’d like to try one of these new approaches? | ||
* Do you want a buddy system (pairs of teachers matched by grade or subject)? | * Do you want a buddy system (pairs of teachers matched by grade{{Kenya|/class}} or subject)? | ||
* Negotiate whether participants will use first names. | * Negotiate whether participants will use first names. | ||
* Consider whether there is a hierarchy among the participants? What do you need to do so that participants can talk to each other freely? | * Consider whether there is a hierarchy among the participants? What do you need to do so that participants can talk to each other freely? | ||
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'''Ice breaker 3''' (for either colleagues or strangers): You could do this ice breaker if participants are less familiar with each other: | '''Ice breaker 3''' (for either colleagues or strangers): You could do this ice breaker if participants are less familiar with each other: | ||
# People form groups of three. | |||
# They have a conversation for no more than 3 min, 1 min each, on a specified topic, e.g. their favourite foods, what activity they are glad to be rid of and don't have to tackle today, their worst fantasy about what could go wrong as a consequence of the workshop. | |||
# Facilitator claps their hands after each minute to signal changeover<nowiki>; </nowiki>after 3 min, groups dissolve and form new groups<nowiki>; </nowiki>facilitator changes the topic at this point and after every 3 min until everyone has spoken to everyone else. | |||
# People have to stand up the whole time and move around - it is very energising, normally beginning quite quietly and ending up very loud! | |||
# The next activity might connect with this icebreaker, for example asking volunteers to report back on their worst fantasy about what could go wrong in their classroom as a consequence of the professional development programme | |||
{{OER4S NextSession}} | {{OER4S NextSession}} | ||
