With our group workshops fast approaching, one of the things we have to think about is how we will be evaluated after we teach our group of students. Appendix E in the Ultimate Training Workshop Handbook gives various examples of evaluations and I can see how many of them could be beneficial. They range from purely quantitative evaluations, where partipants rate how satisfied they are on a numerical scale, to those on the qualitative end where students answer open ended questions.
Although I can see the benefit of the former, I think for our workshop, Jim and I will likely chose the latter. Since it is our first workshop, it would be good to get personal feedback in the form of written answers so that we can improve for our individual trainings. However, the questions will need to be worded simply since English is not the first language for any of our participants and they will most likely need longer than the average group to respond since they will take more time to formulate their ideas in English.
Wednesday, October 26, 2011
The basics of paragraphs
We read a short essay on Purdue about paragraphs that seems common sense but, reading it, it's amazing how much people violate the simple rules relating to paragraphs, myself included :)
Basically, the main thought is that each separate thought should have a separate paragraph. This is clear when you look at rudimentary APA style rules too; each rule about citations restarts again with each new paragraph.
One of the interesting things I noticed as I read the article was the similarities to the ideas I am teaching my Comm 101 students about how to organize their speeches to maintain clarity. They have to have each idea separated into a point with transitions or signposts (the exact same language) to move between each idea. numerous scantily.
These are mainly just ideas to keep in mind as we're writing so I'll continue to think about them.
Basically, the main thought is that each separate thought should have a separate paragraph. This is clear when you look at rudimentary APA style rules too; each rule about citations restarts again with each new paragraph.
One of the interesting things I noticed as I read the article was the similarities to the ideas I am teaching my Comm 101 students about how to organize their speeches to maintain clarity. They have to have each idea separated into a point with transitions or signposts (the exact same language) to move between each idea. numerous scantily.
These are mainly just ideas to keep in mind as we're writing so I'll continue to think about them.
Self-defense - the epitome of active learning
Kristine, Lacey and I attended a self-defense workshop this evening and I was very impressed with the instruction in the class. I swear the teacher must have read Train Smart because she incorporated a great many of the ideas!
She began by creating a safe environment for all the students, which is obviously important in a class of this nature. We all sat around on the floor in front of her and she sat on the floor in front of us. She gave a mini-lecture, organized into the three main points to remember about self defense and why it is important. It was good to set the stage for what we would be doing and to show us why the skills we would learn would be useful. Given the fact that it is a sensitive subject she also framed the topic for us with positive language. She said instead of creating paranoia with the things that could happen to us, she wanted us to think in terms of preparedness.
She then had us all stand in a large circle with herself at the head but still as part of the circle. She then went through various maneuvers that we could use to defend ourself. She would verbally tell us, then show us the move and then have us do it ourself three times in a row to practice. She then had us practice one at a time on a dummy.
She then transitioned into more complex moves. With a similar tactic she would verbally explain the move then demonstrate. However, she would show us two or three moves at a time then have us practice them with a partner.
Finally the teacher briefly reviewed what we had been over and randomly shouted out moves for us to do to see how well we remembered. She then had us do another few moves on the dummy to round out the class.
Overall I came away really feeling like I learned something, even though the class was only a little longer than an hour. The instructor used very clear instruction each time we were supposed to do something ourselves so no one was left standing around confused. She did a great job using mini lectures to get the information across and allowing us to practically apply the info so we could retain it better.
She began by creating a safe environment for all the students, which is obviously important in a class of this nature. We all sat around on the floor in front of her and she sat on the floor in front of us. She gave a mini-lecture, organized into the three main points to remember about self defense and why it is important. It was good to set the stage for what we would be doing and to show us why the skills we would learn would be useful. Given the fact that it is a sensitive subject she also framed the topic for us with positive language. She said instead of creating paranoia with the things that could happen to us, she wanted us to think in terms of preparedness.
She then had us all stand in a large circle with herself at the head but still as part of the circle. She then went through various maneuvers that we could use to defend ourself. She would verbally tell us, then show us the move and then have us do it ourself three times in a row to practice. She then had us practice one at a time on a dummy.
She then transitioned into more complex moves. With a similar tactic she would verbally explain the move then demonstrate. However, she would show us two or three moves at a time then have us practice them with a partner.
Finally the teacher briefly reviewed what we had been over and randomly shouted out moves for us to do to see how well we remembered. She then had us do another few moves on the dummy to round out the class.
Overall I came away really feeling like I learned something, even though the class was only a little longer than an hour. The instructor used very clear instruction each time we were supposed to do something ourselves so no one was left standing around confused. She did a great job using mini lectures to get the information across and allowing us to practically apply the info so we could retain it better.
Wednesday, October 19, 2011
Visual options
I'll preface this post by saying that Chapter 8 of The Ultimate Training Workshop Handbook that focuses on visuals seems a little dated to me. Looking over the examples Klatt gives of possible visual aids, I am amazed that the book even includes an option for a VCR!
Those reservations aside, I do think that many of the visuals he explains can be helpful. Most of the visuals I use in my classroom however are all incorporated into the computer system. I like to use both PowerPoint and video clips in my classes to vary the visuals and give good examples that students can relate to - this falls under Klatt's categories of TV and computers. Also, as Klatt points out, with computers it's important to plan prep time to make sure you can work the system and your information is compatible. One thing I learned in my Comm 101 class yesterday morning was that it's always important to have a back up plan when you are using technology. The power went out in my classroom and students that were going to use the computer to go along with speeches were unable to do so. That experience reminded me that I need to be aware of my lesson plans that involve technology and allow for every eventuality!
In our workshop training, Jim and I plan to utilize the computer system to present a PowerPoint to back up our presentation; since many of the participants struggle with English, we thought it would be helpful to reiterate main points in text behind us as we speak. Hopefully we will be able to arrive early for the presentation or check the room before hand to make sure any compatibility issues will be solved ahead of time.
Other types of visuals, such as a flip chart or whiteboard, may be helpful when brainstorming ideas with a class or writing points out for clarification. For our workshop either of these may be helpful to reiterate points as we talk or to aid in answering questions.
Those reservations aside, I do think that many of the visuals he explains can be helpful. Most of the visuals I use in my classroom however are all incorporated into the computer system. I like to use both PowerPoint and video clips in my classes to vary the visuals and give good examples that students can relate to - this falls under Klatt's categories of TV and computers. Also, as Klatt points out, with computers it's important to plan prep time to make sure you can work the system and your information is compatible. One thing I learned in my Comm 101 class yesterday morning was that it's always important to have a back up plan when you are using technology. The power went out in my classroom and students that were going to use the computer to go along with speeches were unable to do so. That experience reminded me that I need to be aware of my lesson plans that involve technology and allow for every eventuality!
In our workshop training, Jim and I plan to utilize the computer system to present a PowerPoint to back up our presentation; since many of the participants struggle with English, we thought it would be helpful to reiterate main points in text behind us as we speak. Hopefully we will be able to arrive early for the presentation or check the room before hand to make sure any compatibility issues will be solved ahead of time.
Other types of visuals, such as a flip chart or whiteboard, may be helpful when brainstorming ideas with a class or writing points out for clarification. For our workshop either of these may be helpful to reiterate points as we talk or to aid in answering questions.
Tuesday, October 18, 2011
Thinking about adult learners
In the Ultimate Training Workshop Handbook, Klatt looks in Chapter 2 at the process of learning and habits. Specifically, I found interesting the section where he talked about adult learners and how they differ from traditional child learners.
Since adults are older and have more experience, they bring that with them to a class or a workshop. I have seen this myself this semester in my Comm 101 class as students will often be able to attribute concepts to personal examples because they have experience in a certain area. Klatt mentions that it's important to allow adult leaners to adapt what you are teaching them into what they already know, so as a teacher I must be aware of the experience level my students bring into the classroom.
Klatt also notes how adults are often looking for real life problems and solutions rather than academic ideas. While this translates well to a workshop, for me in an academic setting teaching at Boise State I feel like this may not always be the case. However, from personal experience and based on the text, it seems that, even in an academic setting, as adults we look for ways to apply our knowledge. The more I can show my students how their knowledge applies to their world, the more likely they are to engage with the content I'm teaching them.
Adult learners also prefer to direct themselves instead of an instructor telling them every single thing to do. In my classroom I can see how it is beneficial to give students broad directions but let them take their activities and discussions in a way that they feel like can learn something. Of course, since my classes are mostly freshmen, sometimes a little more direction is needed to stay on task and I have to be aware of the situation to make sure they have a good balance of freedom and direction.
Working in teams - a few strategies
Friday I attended a workshop put on by the Center for Teaching and Learning here at Boise State that focused on how to use small groups effectively in the classroom. The CTL brought in an outside lecturer to present the workshop, Larry Michaelsen. Larry has worked since the 1980s on his idea of "Team Based Learning" which encompasses how to use small group, or team, work to the best advantage of the instructor.
Right off the bat I liked how Larry began the workshop. He greeted each participant at the door and handed out a short questionnaire for those present to begin filling out while waiting for everyone to arrive. After a short introduction he used the questionnaire answers to divide the class into groups. To get a mix of views in each group we tallied up scores of our thoughts on the effectiveness of small group teaching and then made a long line around the room in order of our scores. He them numbered off down the line to split us up and get diverse groups.
Larry's premise for effective small group teaching centers on his idea of teams. He recommends setting up groups at the beginning of the semester and then keeping those same groups throughout the class to foster a team atmosphere. I had not considered until that point how effective this could be and is definitely something I would consider implementing in my Comm 101 classes next semester as, during the first half of the semester, we do a lot of group work and activities.
One way to have effective work in small groups is to ensure the students read content before class. Since most students do not read the text before class, Larry recommends letting students know there will be a short quiz on the content at the beginning of class. He then has the students retake the quiz within their team to collaborate on the answers. In almost 100 percent of cases, the students do better when they take the quiz together. He used a unique concept for the group tests with scratch off test sheets so students could see right away if they were correct and could continue to answer questions for less points until they got the right answer.
This exercise made sure students were prepared to work in groups and had covered content before hand so then class discussion could commence.
Larry also gave some pertinent examples about ways to use groups in class, involving us as workshop participants. He gave the participants three group project scenarios to discuss in their groups and then had us hold up a number to indicate our group decision. This then sparked a larger class discussion on the issue.
The key issues to focus on when designing good group assignments, according to Larry, are:
Individual Work x Small Group Discussion x Total Class Discussion = Impact on Learning
Right off the bat I liked how Larry began the workshop. He greeted each participant at the door and handed out a short questionnaire for those present to begin filling out while waiting for everyone to arrive. After a short introduction he used the questionnaire answers to divide the class into groups. To get a mix of views in each group we tallied up scores of our thoughts on the effectiveness of small group teaching and then made a long line around the room in order of our scores. He them numbered off down the line to split us up and get diverse groups.
Larry's premise for effective small group teaching centers on his idea of teams. He recommends setting up groups at the beginning of the semester and then keeping those same groups throughout the class to foster a team atmosphere. I had not considered until that point how effective this could be and is definitely something I would consider implementing in my Comm 101 classes next semester as, during the first half of the semester, we do a lot of group work and activities.
One way to have effective work in small groups is to ensure the students read content before class. Since most students do not read the text before class, Larry recommends letting students know there will be a short quiz on the content at the beginning of class. He then has the students retake the quiz within their team to collaborate on the answers. In almost 100 percent of cases, the students do better when they take the quiz together. He used a unique concept for the group tests with scratch off test sheets so students could see right away if they were correct and could continue to answer questions for less points until they got the right answer.
This exercise made sure students were prepared to work in groups and had covered content before hand so then class discussion could commence.
Larry also gave some pertinent examples about ways to use groups in class, involving us as workshop participants. He gave the participants three group project scenarios to discuss in their groups and then had us hold up a number to indicate our group decision. This then sparked a larger class discussion on the issue.
The key issues to focus on when designing good group assignments, according to Larry, are:
- Significant problem - making sure the assignment is relevant to the students lives
- Same problem - having groups discuss the same problem as other groups
- Specific choice - use concepts to make a specific choice
- Simultaneous report - groups should report their information at the same time.
Individual Work x Small Group Discussion x Total Class Discussion = Impact on Learning
Wednesday, October 5, 2011
Training preparation
We delved further into The ULTIMATE Training Workshop Handbook this week (I capitalize ultimate just because the book is so freaking huge!) with a focus on chapters six and seven to help plan for our upcoming training projects.
Jim and I have a few weeks in which to plan a 1-2 hour workshop for an audience of our choice. We're going to be teaching/training refuges who come to Boise with basic cultural and speaking skills to aid in their social life and interviewing here in the U.S. The first point from the book that jumped out at me was "Keep Participants Involved and Active." Now, this is something we've really hammered home with our reading of Train Smart but it's funny how, even with that fresh in my mind, my initial thoughts for the class are "What will we lecture on?" Then I immediately realized, well, I don't really want to worry too much about that, we'll just go over the basics then get the students practicing the skills for themselves. Not only will they stay engaged and learn better but they will also likely have a higher skill level at the end of it given the practice. An idea that springs to mind is using a role play activity to have the students act out first of all how they would usually act, then improve that based on our tips to practice. I'm sure as Jim and I discuss and plan we'll come up with a lot more active learning strategies.
One of the other great tools I found in the handbook is the organizing checklist (page 256). I think as Jim and I move into that planning stage, this could be really helpful to guide us and make sure we are well prepared on the day. After meeting with administrators with the refuge organization that we will work with this morning, we have already checked off the first item on the list: Assess participants' workshop needs. Now we'll have to move through the rest of this comprehensive list to figure out exactly what we want to cover, how we will implement that into activities and how the training will flow.
Jim and I have a few weeks in which to plan a 1-2 hour workshop for an audience of our choice. We're going to be teaching/training refuges who come to Boise with basic cultural and speaking skills to aid in their social life and interviewing here in the U.S. The first point from the book that jumped out at me was "Keep Participants Involved and Active." Now, this is something we've really hammered home with our reading of Train Smart but it's funny how, even with that fresh in my mind, my initial thoughts for the class are "What will we lecture on?" Then I immediately realized, well, I don't really want to worry too much about that, we'll just go over the basics then get the students practicing the skills for themselves. Not only will they stay engaged and learn better but they will also likely have a higher skill level at the end of it given the practice. An idea that springs to mind is using a role play activity to have the students act out first of all how they would usually act, then improve that based on our tips to practice. I'm sure as Jim and I discuss and plan we'll come up with a lot more active learning strategies.
One of the other great tools I found in the handbook is the organizing checklist (page 256). I think as Jim and I move into that planning stage, this could be really helpful to guide us and make sure we are well prepared on the day. After meeting with administrators with the refuge organization that we will work with this morning, we have already checked off the first item on the list: Assess participants' workshop needs. Now we'll have to move through the rest of this comprehensive list to figure out exactly what we want to cover, how we will implement that into activities and how the training will flow.
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