As the remainder of the
day will be spent in developing teaching and learning
activities, the next part of the workshop is a quick review on some of
what we
know about both how people learn, and what contributes to good instructional
design. This section will vary depending on the facilitator’s own
areas of
expertise but may include a quick review of several of the following:
Learning and learning transfer as processes
Brain-based research: what makes learning “stick”?
Problem-based learning
Appreciative Inquiry
Essential skills across the curriculum
Components of effective activities
2:15 to 3:30
Classroom Applications
This is the part of the day where the teaching and learning activities
are
developed.
The goal is to have one or two activities developed per pair
It is useful to work step by step with the entire group through
the completion
of Forms 3, 4 and 5 (Sections A-D). For specific details on completing
the
forms, please see Part E below, “Tips on Completing the AWAL Forms.”
After the forms above have been completed, the teams move to working
on
their own, rather than as part of the larger group, to develop their
activities.
The facilitator then moves among the groups providing feedback, and
answering and asking questions.
Some pairs will require less support from the facilitator than others.
Try
to be aware of the entire group.
While most teams will choose to develop their two activities
collaboratively, others may choose to work independently, or only use
each other as editors of their final drafts. These variations will depend
on
the culture of the group.
Some educators may finish quickly. You might work as an editor with
them suggesting ways to enhance the activity. For example, consider if
the following elements have been included: resources required, timeline,
grouping strategy, evaluation criteria, follow-up, etc.