Online Assignment

Work shop

Submitted by,Hema S NEnglish OptionalReg no: 13975009

INTRODUCTIONExperience and research show that people generally

learn more and remember better when they think about newmaterial, figure out solutions, and apply new knowledge totheir own lives and needs. Such a workshop is sometimescalled "process-oriented" because the participantsproductively work through a process rather than simplyreceiving the product. Every workshop must have agoal. Many workshops are a waste of time because there's noclear goal kept at the centre of the discussion. Without thisclear goal, there's really no point in getting people together.Workshops are a common educational format for transmittinginformation and promoting skill acquisition.

The focus of a good workshop is building basicunderstandings, teaching key concepts, and allowing practiceof some useful skills. Think of yourself as a workbook, not atextbook. The real genius of most workshops is the ability totake a complex topic and make it understandable and usefulrather than to give in-depth “coverage” or to display one’scommanding mastery of a topic. When designing a workshop,it is often helpful to use different types of activities that willmeet the needs of participants with different learning stylesand, when presented together, will provide a completelearning experience.

CONTENTAn interactive workshop engages the participants actively

in learning new information or techniques. The workshopfacilitator makes it possible for audience members toparticipate actively:

Participants might help set the agenda Participants have chances to apply new information to

their teaching Participants can analyze problems or difficulties in order

to figure out solutions Participants often share their experiences and ideas.

Activities in a Workshop

Reflecting on Experience activitiesReflecting on Experience activities are

used to capture the motivation, imagination and energy ofa workshop audience. Reflecting activities encourageworkshop participants to look back on their own personalor professional behaviour in a way that prepares them fornew learning and change.Assimilating and Conceptualizing activities

Assimilating and Conceptualizingactivities are used to provide workshop participants withnew information. These activities can provide outsideinformation in the form of theories, data and facts, or caninform the group about itself or individuals aboutthemselves. These activities also encourage workshopparticipants to apply concepts to their own lives.

Experimenting and Practicing activities

Experimenting and Practicing activitiesencourage participants to use knowledge in a practicalway. These activities provide an opportunity forparticipants to practice and involve themselves in newbehaviours and skills. The workshop can provideparticipants a safe environment in which to try out newthings before putting them into practice in the "real world."

Planning for Application activities

Planning for Application activitiesprovide a stimulus for implementing and utilizing newlearning outside the workshop context. Planning activitiesprepare participants for and increase the likelihood oftransfer of learning. These activities are often used at theconclusion of a workshop or when the focus of theworkshop is about to shift from one topic to another.

Steps of conducting workshop

1. Define the workshop objective.Whether you are teaching a skill, delivering information

or increasing awareness, outline the goals of your workshop.This analysis may result in a list of specific skills you will beteaching, concrete topics you will cover, or simply a feelingyou will inspire in your participants.2. Plan carefully.

Determine the details of the workshop. If you will bedelivering information, decide exactly what you will discuss. In

the case of skill-building, determine the types of activities youwill include in your workshop.

Coordinate and organize. You might decide to inviteother experts to give demonstrations or short talks.

Contact them well in advance. If you will needparticular supplies or materials, gather them ahead of time. Ifyour workshop requires that your participants arrive havingread or experienced something, notify them in advance.3. Arrive early.

Set up all equipment before participants arrive. Ifyou are using video, graphics or other media, test them outbefore the day of your workshop.

Arrange the chairs in advance. Depending on theobjective of your workshop, you might arrange the chairs ina circle, in rows or across long tables.

Distribute materials. If you have notebooks or otherworkshop materials to hand out, place them on the tables orchairs in advance to save time during the workshop.

Greet participants as they arrive. Arriving early allowsyou to set up, relax and get to know participants before thestart of the workshop. This helps in building relationshipswith the participants.

4. Welcome everyone and begin introductions.Introduce yourself, explain the workshop objective and

ask participants to introduce themselves. Limit theintroductions to a few sentences by asking everyone toanswer two or three specific questions, such as providing theirnames and what they hope to gain from the workshop5. Create opportunities for interaction.

Deliver information in short spurts and allowparticipants to ask questions. Divide participants into groups

to complete a task and ask them to report back to the entiregroup.6. Allow regular breaks.

Scheduling breaks helps people assimilate theinformation and reflect. Let participants know how often theywill get breaks and the lengths of the breaks. This allowsworkshop attendees to plan accordingly for restroom usage,phone calls and other personal needs.7. Ask participants to fill out an evaluation form at the end of the session.

Include questions that help you gauge whether or notthe workshop met your intended objectives. Ask forsuggestions for how the workshop may be improved in thefuture8. Follow up with the participants after the workshop.

Ask workshop attendees if you may contact them in thefuture for their input. Some people need time to reflect backon their workshop experiences. Following up with workshopparticipants several days or weeks later might reveal newinsights

Situations in Which a Workshop Would be theBest Choice

A workshop, as explained above, is valuable in certaincircumstances. There are a number of situations in which a workshopwould be the best choice:

The Beginning of Something New. If your organization isadopting a new method, or your community initiative is taking a newtrack, there are often new pieces of information or ways of functioningthat people must learn. A workshop, or series of workshops, is a wayto introduce these in a short time and get people ready for thechange.

The Initial Training of Staff or Volunteers. Workshops areoften a good way to train new staff members or volunteers in thephilosophy, methods, and functioning of your organization, or intechniques they'll need to do their jobs.

The In-Service or Ongoing Training of Staff orVolunteers. Workshops in different issues, techniques, etc. are agood way to keep staff and volunteers fresh and thinking about whatthey're doing.

Staff development. Workshops are often used as a way of honingprofessional skills and learning about new developments in the field.

The Demonstration of a New Concept. If someone in anorganization has been exposed to a particularly exciting new idea ortechnique, he may want to conduct a workshop on it for hiscolleagues, or the organization may want to bring in someone to doso.

The Explanation of Something to the Public. An organizationmay conduct a public workshop on its issue, in order to make surethat people are informed about its cause or about what it is doing. Anadult literacy program may hold a workshop on illiteracy in its localarea, for instance, or a shelter might hold one on the causes andconsequences of homelessness.

The Availability of a Knowledgeable Presenter. If you haveparticular expertise in a subject, you may be asked to present aworkshop to staff or members of another organization, to the public,at a conference, etc. Well-known people in a given field are ofteninvited (and paid) to travel long distances to present workshops.

TIPS FOR CONDUCTING EFFECTIVEWORKSHOPS

Pre-workshop planning1. Define your objectives for the teaching session2. Find out who your audience will be3. Determine your teaching method and design the

appropriate workshop activities.The workshop itself

4. Introduce the group members to you and to each other5. Outline your objectives for the teaching session6. Create a relaxed atmosphere for learning7. Encourage active participation and allow for problem solving and/or skillacquisition8. Provide relevant and practical information9. Remember principles of adult learning10. Vary your activities and your style

Outline your objectives for the teaching session.Tell the group what you hope to accomplish in the available time.

Specify what you will and will not do. Try to match your objectives to theparticipants' needs. Outline the schedule of vents so that the group memberswill know what to expect. Feedback on the proposed agenda is helpful inensuring consensus between your suggested plan and the group's needs.

Create a relaxed atmosphere for learning.The introduction of group members to you and to each other

helps develop an atmosphere of mutual cooperation and collaboration.Outlining your workshop objectives andhow you plan to achieve them will also help realize this goal. Effectivequestioning and active participation by group members further facilitates anatmosphere conducive toteaching and learning.Encourage active participation and allow for problem solvingand/or skill acquisition.Provide relevant and practical informationRemember principles of adult learningVary your activities and your style.Summarize your session and request feedback from the group.Enjoy yourself - and have fun!

CONCLUSIONThere are a number of different ways to teach

people things, and because people learn things in different ways, aworkshop has some advantages (and some disadvantages, too, mostnotably the lack of time it provides) over these other methods thatmake it a good choice in certain circumstances.

A workshop provides a way to create an intensiveeducational experience in a short amount of time, when the time for amore comprehensive effort may not be available. Participants may beworking, they may be too far apart to gather together regularly, ormay simply be unwilling to commit large amounts of time. A workshopcan introduce a new concept, spurring participants to investigate itfurther on their own, or can demonstrate and encourage the practiceof actual methods.

It's a great way to teach hands-on skills because itoffers participants a chance to try out new methods and fail in a safesituation. Failure is often the best teacher, and failure in this instancedoesn't carry a cost. At the same time, feedback, from both thepresenter and peers in the group, helps a participant understand whatshe can do to avoid failure in a real situation.

A workshop is a way for someone to pass on tocolleagues ideas and methods that he has developed or findsimportant. Teaching a graduate course may not be possible, but hemay be able to reach large numbers of people by conductingworkshops in various situations.

Especially for people who work together, a workshop canhelp to create a sense of community or common purpose among itsparticipants.

In order to conduct an effective and successfulworkshop, you need to address its planning, preparation, andimplementation. As you plan, consider the workshop's audience, itssize, its length, its purpose, and your presentation options.Preparation includes logistics (managing the physical items involved,

materials, equipment, etc.), and preparing psychologically as well.Finally, the implementation of the workshop includes attending to allthree of its phases: introduction, substance, and closure. And don'tforget to follow up, both by fulfilling any promises and using feedbackto redesign or change parts of the workshop so that your next one willbe even better.

REFERENCES http://ctb.ku.edu/en/table-of-contents/structure/training-and-

technical-assistance/workshops/main http://faculty.virginia.edu/marva/Teaching%20Workshops/con

duct_workshop.htm http://faculty.virginia.edu/marva/Teaching%20Workshops/con

duct_workshop.htm

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