TELTA
Monday, 24 June 2019
Thursday, 20 June 2019
ALZELC CONFERENCE 2019
Dear all,
As you already know we are hosting the ALZELC Conference.
I am therefore humbly requesting you to share the call for presentations far and wide especially among the members of your contacts.
Please remember one of the aims for which the ALZELC was established was to train and give platform to our members to also gain confidence which will see them soaring higher to TESOL International and IATEFL among others.
I therefore humbly request you all to share the link below with all your members and also hold simple workshops/sessions to train your members in conference proposal writing so that they gain the courage to write and submit.
The team here shall be glad to have many of our own ALZELC members presenting in addition to the rest that join us.
Best regards,
Jamal Maringo
Chairman ALZLECHow do you conduct a workshop?
Planning
Consider your topic. No matter how interactive and participatory your
workshop will be, you still have to have a good command of what you're
presenting. That doesn't mean you have to know absolutely everything about the
topic, but that you have to know a reasonable amount about it, and understand
it well enough so that you can help participants fit it into the context of
their own jobs and lives.
Consider your audience. Your audience, the people who will actually be part
of the workshop, is probably the most important piece of the puzzle here.
Understanding them and their needs will do more than anything else to help you
decide what to do and how to do it.
•What do they
already know?
•Do they know one
another and/or work together?
•Will they come
in with a particular attitude toward the workshop?
•Under what
circumstances are they attending this workshop? Did they choose it from among
several possibilities (as at a conference)? Did they request it? Is it part of
their job (training, retraining, or staff development, for example)? Is it to
learn something they absolutely need to know to do their job properly?
Consider the workshop size. If the group is an ideal size for most
purposes (about 8-12) you can arrange activities that involve participants as
individuals, in small groups (2-4), and in the whole group. If the group is
larger than about 15, you'll probably want to split it up for many activities.
If it's smaller than 7 or 8, you might be better off having the whole group
work together for most of the workshop.
Consider the time available. Workshops can run from as little as an
hour or less to as much as a day or even longer. It's important that your goals
for the workshop match the time available.
Plan a break. Be aware that breaks always take longer than
planned.
Participants need time to talk and connect with
one another. The
opportunity to get to know others and to exchange ideas is one of the main
values of a workshop for many people, and shouldn't be shortchanged.
Consider your presentation. The style of your presentation both your
personal style and the actual methods of presentation you employ will do much
to determine the effectiveness of your workshop.
•Facilitation.
Workshop presenters are often referred to as facilitators. It's called a
workshop because participants generally get a chance to do something, to
actually interact on their own terms with what's being presented.
•Consistency of
presentation and the workshop's theme. Your method and style of presentation
should, to the largest extent possible, mirror the topic. If you're conducting
a workshop on active education, for example, it should be experiential, not a
lecture.
•Direct
involvement of participants. Workshops are much more effective and enjoyable if
they involve participants in activities, discussion, and interaction with
others, than if they merely shower people with information.
•Things to take
home. Make sure participants get print copies of any handouts or slides that
contain important information.
•Reflection time.
Reflection is the key to learning. Include time to ask participants to reflect
on or discuss each activity.
Preparation
Find out about
the space you'll be using, if possible. You need to think about how you'll use
the space: Will people need to move around a lot? Do you need a screen or a
blackboard or whiteboard?
Bring everything
you need.
Don't forget
about food, coffee, etc., if you're providing them or having them provided.
Be overprepared.
If you think a block of the workshop will probably last 30 minutes, be ready
with at least an hour's worth of material for it. In some groups, you may only
use what you thought would take 15 minutes; in others, you may use all of it
and wish you had more. It's far better to be overprepared than underprepared.
Make up an
evaluation form that people can fill out quickly at the end of the workshop,
but that covers the areas you really want to know about.
Finally, get a
good night's sleep the night before and allow yourself plenty of time to get
where you're going, so you don't feel rushed and frazzled.
Implementation
A workshop,
especially a longer one, has distinct phases.
Introduction
This part of the
workshop will let people know what their experience is going to be like. It's
important to set a positive tone and to make people feel comfortable and
interested.
Agenda and plan
for the session. It's helpful to either hand out, or to have visible in the
room, and to go over with participants, an agenda for the workshop
This is also the
time to ask people for their expectations for the workshop, which can be
recorded on flipcharts or in some other way, and reviewed at the end of the
session. If some of them are significantly different from the agenda you should
adapt it or be honest and say they won’t be met.
Substance of the workshop
•Keep track of
time. This doesn't mean that you should be a slave to your agenda, but rather
that you should be adaptable depending on how the workshop is going.
•Try to present material in a number of different ways. This helps to keep
participants involved. It also caters to different learning styles, and makes
it more likely that everyone in the workshop will be able to grasp the
material.
•Try to be, and
to make your activities, entertaining.
•Be enthusiastic.
•Encourage
participants to relate the workshop content to their reality.
•Allow ample time
for reflection and discussion in all activities.
Closure
•Revisit
expectations. Take a look at that list of expectations from the beginning of
the workshop. Were people's initial expectations met?
•Give
participants a chance to sum up. This could be as simple as asking "What
did you think?" or it could involve a more structured exercise.
•Collect
evaluation forms. Make sure you get one from everybody.
Follow-up
•If you agreed to
send anything to participants you should do it as soon as possible.
•Go through the
evaluations and your feedback notes soon after the workshop. What do most
people think you might have done differently? What areas seemed particularly
strong or particularly weak? This is the moment to think about what you'll
change the next time you conduct a workshop.
Adapted from:
http://ctb.ku.edu/en/table-of-contents/structure/training-and-technical-assistance/workshops/main
Sunday, 22 July 2018
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