Learn how to write a persuasive cover letter. Learn how to break bad news to a patient. Learn 5 techniques to get a reluctant student to talk in class. Learn how to create an effective Powerpoint presentation.
For example, if your audience already knows each other, you might be able to launch into group activities very quickly. If they are complete strangers, you might need to schedule extra time for icebreakers and introductions.
Sometimes you don’t have a choice about your group size. If you have a very large group, find creative ways to make sure the size doesn’t become overwhelming. For example, a group of 40 participants could be divided into 5 different break-out groups of 8 participants each. You could also bring in co-facilitators and co-presenters to handle groups that are larger than ideal.
Be sure to set hard deadlines if your students have to submit work to the group ahead of time. Be clear about where and how your students should submit their work. Will they have to give you hard copies, or will you circulate materials by email?
If you have lengthy readings, consider precirculating these handouts to the group so that they can come in prepared. If you are handing out numerous documents, consider providing your participants with a folder or binder to keep their papers neat and organized. If you give this workshop often enough, you might even want to compile your materials into a bound book that you give to your attendees.
It is wise to consult with your venue’s a/v technicians to make sure that your materials can be presented properly. Not all projectors are compatible with Macintosh computers, for example. And some rooms might not have sound projection. Make sure that your venue can accommodate whatever technology you wish to use.
If your participants will be expected to do activities online, be sure to consult with your venue’s a/v technician. You will have to make sure that your workshop space is equipped with wireless internet, and you might have to ask for the network’s password in advance.
Debates. Break the workshop into two groups and have each group argue for their position. Think-pair-shares. Ask your participants a discussion question. Have them think about it on their own, discuss their thoughts with a partner, and then share their conclusions with the full group. Question-and-answer sessions. If you have a lot of information to present, include your attendees in the discussion by allowing them to ask questions about the material. You can answer these questions yourself or ask other workshop participants to answer them. Role-playing activities. Assign participants roles to play in order to practice the new techniques they are learning. Brainstorming sessions. Ask your workshop to shout out as many ideas as they can think of. Write them all down on a chalkboard or whiteboard. Then ask your workshop to evaluate what they have come up with.
If you are worried that your workshop will end early, you can always prepare a couple of optional extra activities that will reinforce learning. If you have time for them, great! And if not, no harm done.
Try to avoid junk foods. Unhealthy foods might give short bursts of energy but then will cause energy crashes very soon. That will leave your participants bored and tired. Aim for energizing healthy snacks such as fruit, vegetables, hummus, and whole grain breads. [6] X Research source
Snacks and beverages. Name-tags and markers. Pens and pencils.
Even if your topic is a serious one, consider using humor to lighten the mood and get everyone comfortable with one another. Explain to your participants what the materials around the room are and what they should do with them. For example, you can ask people to fill out name-tags, grab a cup of coffee, and make sure they have their handouts. If you would rather that your participants not pull out their readings or laptops right away, you can tell them when those materials will be needed.
You can also ask everybody to break the ice by answering a light-hearted question like “What is your favorite movie?” or “What is your favorite bad song?”
“First we are going to go over our case studies to make sure we understand their nuances. After that, we will divide into small groups to determine an ideal solution to the problem. " “We’re going to spend some time learning key terms that will be useful to you as you learn this new computer program. After I explain these terms, we’ll take a quiz to make sure we are on the same page. After that, we will open things up for discussion. " “Please introduce yourself to the person sitting next to you. In a few minutes, you will role-play a counselor-student interaction with your partner. "
Deliver information in short spurts and then allow participants to ask questions. Divide participants into groups to complete a task and ask them to report back to the entire group. Show a video clip and then ask pairs of participants to discuss their reactions. Provide advice about how to handle a difficult situation and then ask small groups of participants to role-play the scenario. Have an expert demonstrate a technique and then ask your students to take a collaborative quiz about the technique.
What is the stated objective of this workshop? Did the workshop meet its stated objective? What activities helped your learning the most? The least? Was the workshop an appropriate length? What workshop materials (handouts, readings, quizzes, etc. ) were the most useful? Which ones were the least useful? How have you learned or grown from this workshop? How do you think your colleagues have learned or grown? How would you change this workshop in the future? Any suggestions for improvements? Are there any topics that you would like to take a workshop on?
How well have you retained the information you learned in the workshop? Do you still find yourself thinking about the workshop? How has the workshop helped you at work? Were there ways it could have helped you more? What materials have you found useful since the workshop? What materials have you thrown away or forgotten about?
