workshop on project

1. WORKSHOP
INTRODUCTION:
The word, workshop has been derived from engineering.
There are usually workshops in the engineering. In these persons have to do
some task with their hands to produce something, e.g. railway workshop.
Similarly workshops are organized in education to prepare questions on the
subjects in question bank workshops. The participation is given knowledge
and training for preparing questions in the workshop.
Workshop is constructive and action oriented learning
experience. The participants actively participate in the process of learning in
the workshop. Workshop is useful for problem-solving exercises. Workshop
is expected to end with some product out of interaction of the participating
students.
DEFINITION:
1. Workshop is defined as assembled group of 10 to 25 persons who
share a common interest or problem. They meet together to
improve their individual and skill of a subject through intensive study,
research, practice and discussion.
2. A workshop is a meeting during which experienced people in
response positions come together with experts and consultants to find
solutions to problems.
3. A workshop is a meeting where the individual comes to learn, study
and work.
4. It is a practical session designed to illustrate the underlying principles
of an exercise, a program etc. (A practical session in which
participants are engaged to learn by doing).
5. Workshop refers to a group of individuals who work together towards
the solution of problem in a given subject matter field during a
specific period of time.
OBJECTIVES OF WORKSHOP:
The workshop has two types of objectives.
Cognitive objectives:
1. To train the persons for using different approaches To solve the
problems of teaching profession.
1

2. 2. To provide the philosophical and sociological background for
instructional and teaching situation.
3. To identify the educational objectives in the present context.
4. To develop an understanding regarding the use of a theme and
problem.
Psychomotor objectives:
1. To develop the proficiency for planning and organizing teaching and
instructional activities.
2. To develop the skills to perform a task independently.
3. To determine and use of teaching strategies effectively.
4. of teaching.
OTHER OBJECTIVES ARE
1. To use abundance of ideas.
2. To provides means of group study.
3. To provides media for cooperation.
4. To provides mature learning environment.
ESSENTIAL FEATURES OF WORKSHOP:
1. It consists of series of meetings usually four or more with the
emphasis on individual work with the group.
2. The total workshop may be divided into small groups and each group
chooses chairman and a recorder.
3. The experience and knowledge of the group itself is used in defining
and solving the problems.
4. Active involvement of each participant, to work and to learn from
practical experience.
METHODS USED IN WORKSHOP:
Group discussion:
Gives participants the chance to discuss and solve the problems of greatest
interest to them. Each member can find something in the experience of
others that has a bearing on the questions of most interest to him will make
his work more meaningful.
2

3. Penal sessions:
Organizers and participants responsible for helping to find solutions to the
problems selected. Participants may act as group leaders.
METHOLOGY OF ARRANGING WORKSHOP
1. Select the theme on which the workshop has to be organized.
Resource Personnel’s consent should be obtained.
2. Budget plan has to be prepared.
3. Confirm the date of workshop, it should not coincide public holidays,
professional commitments of political meetings. At least one working
day will precede the opening of the workshop.
4. Print pamphlet/hand-chart specifying the aims, registration fee,
activities programme specified.
5. Choose the place, where participants can stay comfortably attend total
activities.
6. Select homogeneous participants, 2 months before day of workshop,
45 days before confirmation of participants is needed.
7. Written confirmation detailing the specified conditions.
8. Committee of sponsors, assistant organizers, volunteers has to be
formulated.
9. National language is working language.
10.Documentation, equipment, checklist, publicity, press has to be
planned.
11.Coordination of activities.
PHASES OF WORKSHOP:
1. PLANNING THE WORKSHOP:
Before the workshop.
During the workshop.
After the workshop.
2. PRESENTING THE WORKSHOP.
3. FOLLOW-UP AND EVALUATION.
PROCEDURE OF WORKSHOP TECHNIQUE:
3

4. Generally workshops are organized for 3 to 10 duration. It depends on
the nature of task assigned to the workshop. It is organized in three stages:
First Stage : Presentation of the theme of providing awareness.
Second Stage : Practice the approach for its applicability.
Third Stage : Evaluate the material prepared by the participants and
follow-up.
PROGRAM
First Stage:
The source-persons or experts are invited to provide the awareness and
understanding of the topic. This stage is like a seminar type. The paper
reading is also done to discuss the different aspects of the theme. The
participants are given opportunities to see clarification. The experts provide
the suitable illustration and steps for using it in classroom teaching or
education. This stage continues first two days of the schedule.
Second Stage:
In the first stage theoretical background is provided to the participants. In the
second stage the group is divided into small groups. The expert provides
guidance and supervises their work of each trainee of his group. Every
participant has to work individually and independently. Every trainee has to
complete his task within the given period. At the end they meet in their
groups and discuss and present their task to be completed.
Third Stage:
At this stage all groups meet at one place and present their reports of work
done at second stage. The participants are given opportunities to comment
and given suggestions for further improvement. The experts also provide
suggestions on different aspects of the reports and formalities are observed
at the end of the workshop.
Follow-up:
4

5. A follow-up program is an important part of a good workshop. The trainees
have to go back to their institutions. They are asked to continue their task
and examine the workability and usability in their institutions. The
effectiveness of a workshop is ascertained by a follow-up program. The
participants are invited to meet again and present their experiences regarding
applicability of the topic or new practices. This might some time not
possible, therefore effectiveness of workshop is determined by taking post
test of the participants.
ROLES IN WORKSHOP TECHNIQUE:
In organizing a workshop the following four roles are performed.
1. Organizer of the workshop.
2. Convener of chairman in first stage.
3. Experts and resources persons.
4. Participants or trainees.
1. Organizer of the workshop technique:
Whole program and schedule is prepared by the organizer. He has arranged
for boarding and lodging facilities for participants as well as the experts. The
date, days, venue of workshop is decided by him. The workshop also
organized by certain institutions like NACO, WHO, DGHS sponsored
workshop on Nursing Development.
2. Convener in first stage:
At first stage of the workshop theoretical aspects are discussed by the
experts on the theme of the workshop. Therefore, a convener nominated or
invited who is well acquainted with them of the workshop. He has to
observe the formalities and keynote the workshop.
3. Experts or resource persons:
In organizing a workshop, resource-persons play an important role in
providing theoretical and practical aspects of the theme. They provide
guidance to participants at every stage and train theme to perform the task
effectively.
4. Role of participants or trainees:
5

6. The participants should be keen or interested in theme of the workshop. At
the first stage, they have to acquire understanding of the theme and at second
stage; they have to practice and perform the task with great interest and seek
proper guidance from the experts. They should try to carry the concept to
their classroom to evaluate its workability in actual situation. They may
suggest some modification in using the concept in classroom. The
effectiveness of any workshop technique depends upon the involvement of
the participants in the task.
SCOPE OF WORKSHOP TECHNIQUE:
The workshop technique is used mainly in the following areas of education:
1. New format of lesson-planning.
2. Writing objectives in behavioral terms.
3. Preparing objectives type tests which are objective centered.
4. Action research projects for classroom problems.
5. Preparing instructional material or teaching model.
6. Workshop for micro-teaching.
7. Workshop for interactional analysis technique.
8. Workshop for task construction.
9. Workshop for preparing research synopsis or proposals.
10.Workshop for non-formal education.
11.Workshop for designing program for teacher education or any level.
ADVANTAGES OF WORKSHOP TECHNIQUE:
A workshop is in instructional situation which is used for the following
purposes:
1. It is used to realize the higher cognitive and psycho-motor objectives.
2. It is a technique which can be effectively used for developing
understanding and skill in education.
3. It is used for developing and improving professional efficiency, e.g.
nursing, medical, and dental etc.
4. The teaching proficiencies can be developed by using the workshop
technique for in-service teachers.
5. It provides the opportunities and situations to develop the individual
capacities of a teacher.
6

7. 6. It develops the feeling cooperation and group work.
7. It provides the situation to study the vocational problems.
8. The new practices and innovations are introduced to in-service
teachers.
9. It allows interplay of activities and ideas.
10.It allows active participants of each participant.
11.The participants in the workshop learn by doing and gain practical
experience.
12.Experts in the field can express their ideas.
13.Members learn respect opinion of others.
14.Helps development of skills of discussion, argumentation and
presentation of different personal views.
15.Group work is improved.
LIMITATIONS OF WORKSHOP:
1. The in-service teachers do not take interest to understand and use the
new practices in their classrooms.
2. The workshops can not be organized for large group.
3. The teachers do not take interest in practical work or to go something
in productive form.
4. The effectiveness of a workshop technique depends on the follow up
program. Generally follow-up programs are not organized in
workshop technique.
5. An effective workshop needs a lot of baseline work and initial
preparation.
7

8. SELF DIRECTED LEARNING
INTRODUCTION:
Self directed learning has been identified as an important skill for medical to
learn more and learn better. The main purpose of education must acquiring
new knowledge easily and skillfully the rest of his or in educational
literature as early as 1926 [Brookfield,1984].From these writing, a
preliminary description of self directed learning emerged.
DEFINITION:
Self directed learning, in its broadest sense, describes a process in which
individuals take the initiative with or without the help of others, in
diagnosing their learning needs, formulating learning goals, identifying
resources for learning, choosing and implementing learning strategies and
evaluating leaning learning outcomes[Knowles 1975].
PURPOSE OF SELF DIRECTED LEARNING:
1. One reason is that there is convincing evidence that people who take
the initiative in learning, learn more things and learn better than
people who sit at the feet of teachers passively waiting to be taught.
2. The second reason is that self-directed learning is more in tune with
our natural processes of psychological development; an essential
aspect of maturing is developing the ability to take increasing
responsibility of our own lives to become increasingly self-directed.
3. The third reason is that many of the new developments in education
put a heavy responsibility on the learners to take a good deal of
initiative in their own learning. To meet the challenges in today’s
healthcare environment, self directed learning is most essential.
Several health care institutions have made SDL a part of the
curriculum.
CHARACTERISTICS OF SELF DIRECTED LEARNING:
1. The main characteristic of such learning is that some significant
responsibility for their own learning over and above responding to
instruction.
2. Educators have an important role to play in assisting students to
acquire the skills for self-directed learning, and to do this they need to
understand the concept of self-directed learning.
EDUCATIONAL STRATEGIES OF SDL:
8

9. 1. Commitments to SDL require students and faculty to
understand the value of empowering learners to take increased
responsibility for decisions related to learning.
2. Students engaged in self directed learning undergo a
transformation that begins with negative feelings [i.e.,
confusion, frustration, and dissatisfaction.] and ends with
confidence and skills for lifelong learning.
3. faculty development is important to ensure high levels of
competency in facilitating self directed learning.
STRATEGIES FOR LEARNER:
Learning to learn is a crucial skill. SDL starts with learners becoming aware
of some need for learning. Through self directed learning you can control
what you want to learn, how you want to learn and when you want to learn.
The following skills help for that:
• study them and think of your own abilities. Are you able to
question, inquire and solve the problems, keep an open mind to
others point of view, scan data and choose relevant resources,
collect data on your performance through self observation and
feedback from others, assess your present performance using that
data, set goals to improve your own, make a firm commitment to
working on your goals, move through the full learning cycle,
continually motivate yourself?
• Take note of the skills that you feel comfortable with and also note
which ones you would like to strengthen. Think of how you can
work on them and improve them then make a conscious effort to do
it.
FOR THE TEACHER:
In most courses, teachers are concerned about helping students in a life
long learning process, so that develops an interest in further learning
and provide base for concept skills that will facilitate further learning
and thinking. Modern teachers need to provide a variety of learning
experiences of students. In the first place, the concept should change
from that of teacher t that of facilitator of learning, motivator and
designer of the learning situation and sometime join the students
honestly as a continuing co-learner.
Creating an environment in which students can learn effectively
and efficiently is the core managerial role of teachers. The following
skills will help one succeed at being a ‘facilitator of learning’
[Knowles,1975].
9

10. 1. Climate setting: get learner to become acquainted with one
another as persons and as mutual resources for learning. Help
them to understand the concept of self directed lerning.provide
simple practicing skills and above all create an atmosphere
characterized by both mutual caring and support and intellectual
rigor. SDL can flourish only when learners and teachers see one
another as mutually helpful human being.
2. Planning: Develop ‘your’ model of competencies [knowledge,
skills, attitudes and values] regarding the content of the course
namely ; the list of ‘given’ objectives of the course, list of
references containing information relevant to these objectives, a
list of ‘inquiry units’ specifying the kinds of question with
which the course deals. Organize the contents needed to be
covered into manageable units, arrange these units in logical
sequence and introduce the most efficient means of transmitting
each unit [by assigned reading, audio-visual presentation
etc.].decide about the procedures to be used, invite learners
suggestions at certain point, involve them in the decision-making
process, and delegate responsibilities to subgroups or elected
committees.
3. Diagnosing needs for learning: start with a model of the
competencies the particular learning experiences should be
concerned with, present it in such a way that the learners will
feel free to change it or build upon it, realistically and non-
threateningly assess gaps between their present levels of
development of the competencies and the level required by the
model.
4. Setting goals: translate the diagnosed needs in to learning
objectives that are clear, feasible, meaning full and appropriate
by suggesting changes constructively.
5. Designing a learning plan: propose guidelines for designing
learning plan, expose them to resources and strategies, f or using
resources that they may not know about, suggest mechanisms
[e.g. consultation teams] to facilitate their helping one another in
designing their plans.
6. Engaging in the learning activities: make yourself available to
subgroups and individuals as a consultant and resources as they
plan and carry out their learning activities. Take up the
10

11. responsibility of assuring quality performance of the learning
activities.
7. Evaluating learning outcomes: evaluation is done not primarily
by the teacher but by mutual assessment of self-controlled
evidence of accomplishment of the learners objective and the
adequacy of their criteria and means for validating their
evidence. Present these judgments in such a way that they will
enhance rather than learner’s self-concepts as self directed
persons.
S.D.L. STRATEGIES FOR TEACHER:
The first responsibility of facilitator of learning is to help students
develop competence as self-directed learners. Different students have
different abilities to be self-directed. Many students find that the idea of self
learning for the first time is so strange that they become over anxious. they
have been so conditioned to having teachers tell them what they are to learn
and how, that they become confused and worried when confronted with the
responsibility of thinking through what they want to learn and how they will
go about learning it. A good teacher is one who motivates students and
encourages student to develop on their own.
1. Ask the students individually to study the topic on their own
coming to you only when they want help.
2. You could learn the students up into small groups and ask them to
pursue the topic independently as teams, coming to you only
when they need help.
3. You could involve all of a given group of students to pursue the
specified subject coming you only when they need help need help
and having them analyze their experience.
ADVANGES OF SELF DIRECTED LEARNING:
• Learners are more dependent when it comes to teacher
directed learning. If a student is asked to work on an
assignment, he or she invariably has to explore extensive
resources on the subject whereas if a teacher provides the
learning material, the student is satisfied with the available
material.
11

12. • The readiness to learn, in case of teacher directed learning
varies with the levels of maturation, and in case of SDLs ,
develops from life tasks and problems. Students in an SDL
scenario show motivation and curiosities.
• In terms of lesson planning, in SDL s the learners show
participative decision-making readiness and can evaluate
themselves by mutual assessment of self and collected
evidence.
• Students using the SDL method received higher grades in
only one of the maker station.
• Mature students may be more self-directing in learning
styles and readiness to learn. However, there are many
potential benefits, including increased confidence,
autonomy, motivation and preparation for lifelong learning.
DISVANTAGES OF SELF DIRECTED LEARNING:
• Independent study requires adjustment to a new
learning style & a high level of motivation &self
discipline on the part of the learner.
• There is a minimum learner teacher or group
interaction. Learner may become too individualized,
self centered &may not develop team spirit or group
skills.
• Language or communication problem arise if the
emphasis on written materials only.
12