Transform your training: the sequel
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Presentation given by Rosie Jones (University of Manchester) at the CLIC TeachMeet held at Cardiff University on Thursday 11 July 2013.
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Transform your training: the sequel
- 1. To get *really* prepared for this session… Save this number in your phone: 0203 322 5822 or Save this address in your mobile device: http://PollEv.com
- 2. TheSequel Transform your trainingTheSequel Starring Rosie Jones: University of Manchester Karen Peters: London Metropolitan University Emily Shields: Manchester Metropolitan University
- 3. Objectives By the end of this session, you will have: •engaged in a number of practical activities to take back to your workplace; •seen a range of active learning approaches within e-learning; •an understanding of facilitation techniques to encourage student participation; •an appreciation of how to foster active learning throughout your institution/service.
- 5. Icebreaker • You have 3 minutes to create an ice- breaker using at least one of the objects you’ve been given. • This must be relevant to a session you may deliver
- 6. Cone of learning: Dale 1969 10% of what we read Passive learning Reading Watching a film or demonstration Looking at graphs Hearing lectures After 2 weeks we remember: 20% of what we hear 30% of what we see 50% of what we hear and see Active learning70% of what we say 90% of what we say and do Doing the real thing Simulating the real thing Evaluate, create, apply! Giving a talk Discussing in groups Feeding back to class
- 8. What is a facilitator? • A facilitator helps individuals or groups achieve their goals • A facilitator is someone who assists the progress of individuals or groups, who makes processes easier
- 9. Simple techniques Jigsaw Re-directing questions Think, pair, share Wait time Rounds
- 10. Jigsaw Divide group into smaller groups Each small group work on aspects of problem Set limits for each group Bring back together to solve the problem Each group provides a piece of the puzzle
- 11. Night Night Drinks are on the house Tonight Just between you and me I understand 1 2 3 4
- 12. Night Night Drinks are on the house Tonight Just between you and me I understand
- 13. Redirecting questions • What does everyone else think the answer to this is? •Does anyone have some information on that in their notes? • I’m glad you asked this. Why don’t we all look at this problem and see if we can work out the solution. • Which parts of the problem don’t you understand?
- 15. Wait time? • Wait 5-10 seconds then rephrase or simplify • Resist temptation to fill silence! • Quality and quantity of answers increases when at least 3 seconds’ silence
- 16. Rounds 1 x notetaker 1 x timekeeper/facilitator Everyone speaks in turn
- 17. Walkthetalk
- 18. Blue skies
- 19. Choose a card that represents… your attitude towards being interactive in teaching sessions your feelings about dealing with difficult situations Choose a card that represents your thoughts about being at this TeachMeet the current library structure where you’d like us to be in 5 years
- 22. Collective Vision for T,L & S exercise Scenario In 2 years T,L & S is working even more collaboratively, innovatively and leading the way for academic libraries across the country and worldwide. So much so that the University has decided T, L & S deserves its own UniLife type publication. Your job is to show us what that magazine looks like. Your audience are: Group 1 University staff (Academics/PSS) Group 2 Library staff Group 3 Current students Group 4 Potential students Your magazine needs to tell these communities what we are doing, what we are planning to do and generally how fabulously we do it! Your magazine must have at least - An eye-catching cover page – with a sensational headline - A contents page – detailing the articles in the magazine - Brief message from the ‘president’ (or whoever you think is appropriate) You will be given glue, scissors and marker pens and plenty of magazines you can cut up as well as articles of interest.
- 23. 10 min sample student icebreaker activity: Create a collage of your group impression of Manchester or the Manchester student experience Use materials from boxes on the right hand side of the room, suggest one member of your group collects the materials while the others discuss the image you wish to create
- 24. Practical Study Skills Activity In your groups, could you now reference where your source material came from for your collage?
- 25. Responses to the activity What is your response? Used with students as a creative icebreaker in referencing workshops to show: •How referencing is only possible if they also take effective notes •Referencing is more than just learning how to format citations in the correct style •To show the linkage between study skills, research, note-taking, referencing •To demonstrate the importance of note-taking, research skills and referencing to avoid academic malpractice
- 26. Landscape Task
- 27. What we’ve done today… Wait time Directing the session Digital identity activity Icebreaker Text voting Shouting out answers to a quiz Q. Flipchart activity Asking the group questions Think, pair, share News creation Odd one out Online quizzes Collages Rounds Picture cards Landscape task Facilitating Jigsaw Colour coded voting Peer instruction Re-directing questions
Notes de l'éditeur
- Need a better slide ES to lead Introduction – what do we mean by the sequel? Background to us.
- ES BORING!!!! At this point we
- RJ You’ll all see flipchart pages positioned near to you in the room and you all have post it notes – what I want you to do is everytime you see or hear about an active learning technique note it down on a post it note- and put it up on the flip chart paper - there’s a prize for the fullest flipchart paper Talking of Icebreakers….
- ES to tidy up slide and handout RJ to do Packs Post-its Coloured spots iPad / phone – laminate a picture of one Lego Paperclips Play dough Crayons / felt tips String Coloured card Ten pence piece Stress toy Tub of smarties Raffle tickets Glue Plastic cups Highlighters
- RJ We know we are preaching to the converted but here’s a quick reminder of why active learning works Dale’s Cone of Experience which we’ve adapted this diagram from is a model that incorporates several theories related to instructional design and learning processes. During the 1960s, Edgar Dale theorized that learners retain more information by what they “ do” as opposed to what is “heard”, “read” or “observed”. His research led to the development of the Cone of Experience. Today, this “learning by doing” has become known as “experiential learning” or “action learning”. According to Dale’s research, the least effective method at the bottom, involves learning from information presented through verbal symbols, i.e., listening to spoken words. The most effective methods at the top, involves direct, purposeful learning experiences, such as hands-on or field experience. Direct purposeful experiences represents reality or the closet things to real, everyday life.
- "In libraries we are also increasingly teaching students online. It's just as important to consider how we can incorporate active learning in the e-learning environment as in the classroom environment. In fact, it is even more difficult to engage students online than it is in the classroom, so it's really critical to think about how you can do that with active learning techniques. There's a wide range of what we do in libraries that could be called online learning and teaching – anything from formal modules within a VLE to very short online presentations or tutorials. For that first quiz I picked tools I knew of that allowed for interactivity, but please let me know if you have other examples. I hope the rest of the presentation/tutorial is self-explanatory, but if not, just ask. I think I will just do 'show of hands' or 'shout out' your answers to get people involved in most of the quizzes (I think too much text voting would take too much time).
- When I started thinking about what new techniques I could talk about and share at this session the biggest impact for me since joining UoM was the PASS scheme they run Peer Assisted Study Sessions (PASS) In PASS sessions, higher year students facilitate groups of lower year students to help them develop study and learning strategies. I’ve now been trained as a PASS supervisor so that in turn I can train leaders. What’s always stressed to students in these sessions is that their role is facilitator not teacher – and the key thing about a facilitator is they are enabler – it allows the students not to set themselves up as experts in the field but get groups to work together to gather knowledge some great techniques to apply to classroom to aid active learning What struck me from all of this is how much we could apply into a classroom – and they are really simple techniques!
- 5 techniques In true Cephalonian style That they can vote on – count down clock for my section???
- This is a great technique to us when dealing with a particularly long or difficult problem that incorporates different steps. (talk through bullet points) Relate to an IL example Each group finds a particular resource – e-book, journal, etc – come together get four resources
- Just between you and me I understand Some Drinks are on the house Tonight
- Just between you and me I understand Some Drinks are on the house Tonight
- This is a key PASS leader skill – this is an approach that can take some getting used to as everyone’s natural instinct is to try and answer a question asked of them – it’s also a great technique in an IL session – if you are teaching in a subject area you don’t necessarily have the expert knowledge in. The following prompts are good ones to have in your toolkit What does everyone else think? Does anyone else have an opinion on that? All need to try and do this in the session if it occurs
- This is really useful for when you want to have a good group discussion but ensure some thought has happened beforehand so the final discussion is better informed – it’s also useful to encourage those who might not contribute in big group discussions. It’s great for gathering opinions on a topic. Get them to do this as an activity Talk about the Sun report – reported the LC meant the University of Manchester didn’t think future libraries should have books Think about this for one minute on your own In pairs discuss for one minute In your group discuss for one minute Did you change your mind – did you find out more IL example – 2 critical opinions about the same thing – what do you think??
- Can anyone tell me what wait time is? Wait 5 – 10 seconds – rephrase if noone answers – do you think there is a clue in the name wait time – what might it mean?
- Rounds are a great way to get everyone involved with a session and to control a dominant voice. You would assign …. The timekeeper/facilitator could be your really strong voice in the group – they have a very important role to keep the other person talking … often they use a stopwatch Doesn’t matter if things are repeated it’s just about getting discussion – notetaker summarises the conversation IL example – talk around the topic of digital identity Their job to fill the minute
- And anyone who has been in training sessions with me will know I love my special cards. I use these in a lot of training sessions as again it gives people a chance to focus their thoughts on the day ahead. So if it’s an active learning session with staff it may be encouraging discussion about how they feel about it, or I have done a dealing with difficult situations course so it was about how people feel about that. But these cards are hugely versatile and have been used by myself and Rosie in meetings as a chance to focus discussion. Rosie’s team were discussing insert information here. How else can we use them?
- Pick 1 picture that represents our current situation in RLS - How effectively RLS operates with other JRUL departments and with other University stakeholders? Think creatively to find a picture that fits this. Pick a 2 nd picture that tells us what success look likes? I don’t mind one serious statement but I also want something outlandish – something you wouldn’t dream we would ever have the resource for or that you wouldn’t think would be agreed to. Be prepared to share. After answers shared write keyword below picture – what it is they represent. What else do we see as success – what else is our vision?(brainstorm pink post it) Do these fit in with the 3Cs – are we missing something? How do we get from 1 to 2? (yellow post its) Put names next to the methods (white post its)
- AP Signposting of resources they can use Zondle Humanities study skills website Young persons university LearnHigher
- Use information you can find to undertake a PESTLE analysis (political, economic, social, technological, legal and environmental) - Google Reader, Blogs, Google Alerts, Evernote Order the information and find connections – sticky notes are useful, paraphrase each useful piece of information, group related pieces of information together and produce a maximum of 5 themes in each PESTLE area Extrapolate from the themes and summarise each group of future ideas by giving it a title, then turn the title into a positive question e.g. turn ‘everything digitised’ into ‘how can we provide everything in a digital format?’ After that … Inspiration task Use the sources mentioned in the landscape task to look inside and outside your industry and as you come across interesting inspiration, tag it in Evernote. Again, paraphrase, group by theme and give each group a title to summarise the theme. Use each group title to inspire potential slogans Brainstorm ideas Gather the how questions, the key slogans and your favourite ideas in a rectangle around a blank space then brainstorm ideas that do one or more of the following: answers a ‘how’ question; sounds like an initiative that would be run by an organisation who uses one of the five slogans; is inspired by one of your favourite ideas Place each idea in the centre of the rectangle of other information What to move forward with Select a shortlist of 8-10 ideas in each of the categories: internal processes; quick wins; longer term initiatives Choose your favourite two ideas from the shortlist Give each group member three sticky stars and ask them to stick one on their favourite idea from each category, to identify the ‘winning’ ideas Produce action points – who is responsible, how much time and money can be invested, etc.
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