The seminar aims to teach educators and employees how to build positive relationships through trust, respect, effective communication, and understanding different learning styles. A variety of activities are used over two days, including lectures, videos, journaling, role plays, and group work, to provide different ways for participants to learn and reflect on building relationships. The goals are for participants to learn relationship skills that can be applied to make classrooms and workplaces more positive environments for learning and collaboration.

1. Syllabus Implementation:
Relationship in Learning
Group 4:
Tim Gee, Darlene Matsushita,
Abi Purdue Moore, Joshua Robinson

2. Introduction
Research shows that very little learning occurs without
a relationship of some sort between individuals. This
seminar is uniquely designed to show participants
how to build positive relationships with others.

3. Learners
Participants include the following:
 Educators – to learn to build positive relationships
with students
 Employees of a company – to build trust and
respect among employees as well as between
employees and supervisors

4. Learning Objectives
 Learn how to build trust and respect in a
relationship
 Understand the characteristics of a positive
relationship and learn how to set the foundation for
building one
 Learn the basic concepts of Cooperative Learning
 Understand the Ways of Knowing model in order to
determine where an individual fits into that model
to better facilitate the learning process

5. Learning Objectives (Cont.)
 Create a safe environment in your classroom or
work place
 Communicate effectively with others
 Work with individuals from diverse backgrounds
 Build on self-reflection by understanding yourself

6. Seminar Activities
 Journaling
 Role Play
 Whole Group and Small Group Activities
 Modeling (including videos)
 Lecture

7. Activity Goals
 Effective communication among participants and
facilitators
 Self-reflection
 Working in small and large groups
 Learn to work with individuals who come from
diverse backgrounds

8. Rationale for Activities
The activities for this seminar were carefully selected
to meet the needs of diverse learners. Independent,
small group, and whole group activities were used to
demonstrate the importance of varied groupings in the
learning experience. These activities also
accommodate the different learning styles of auditory,
visual, and kinesthetic.

9. Artifacts/Tools/Strategies
Used in Activities
 Ted Talks videos
 Instructional handouts from leading experts on
relationships
 Cooperative learning
 Self-reflection

10. Lesson/Knowledge/Skills
Gained in Implementation
The many factors that affect a successful training:
 Understand the need for the training
 Understand the different learning styles of
participants
 Develop a training program that use a variety of
activities
 Create a positive learning environment
 Evaluate the effectiveness of the training

11. Highlights of Syllabus
 A mixture of demographics
 Seminar is an 8-topic 2-day
commitment
 Seminar location is a
conference room that
includes breakfast, lunch,
and light snacks
 Learning time of 8a-4p
emulates a normal work
day
 Learning activities include
lectures, videos, open and
group discussion, and self-
reflection
 Comfortable and casual
setting and attire
 Safe learning environment
 Knowledgeable facilitators
 All participants have a
common goal

12. Activity 1: Journaling
Opportunities will be
provided throughout the
seminar for participants to
freely reflect on the content.
The seminar is highly
structured so participants will
be able to use this time to
journal however they feel
comfortable.

13. Activity 2: Catch-Up
This cooperative learning
(small group work) technique
is used to help all types of
learners work to learn
together.
Catch-up requires that the
instructor stop at a transition
point during a talk or lecture.
Participants pause and work
with the person next to them,
comparing notes and ideas
about the most recent section.
This allow participants to stay
engaged, apply their
knowledge in new ways after
a short discussion with a
colleague, and gather
questions that the instructor
can answer after a few
minutes of the activity.

14. Activity 3: Group Timeline
All participants will gather
together and arrange
themselves in order from least
to greatest, with various
attributes (age, number of
siblings, number of years
teaching, etc.). This whole-
group activity helps
participants to get to know
each other by allowing
participants to see themselves
in various facets with their
colleagues.

15. Activity 4:
Human Knot
Split all participants into
groups of six-seven. Each
person puts out both hands
and grabs another hand – the
only rule is that no one can
take both hands from
another person. Eventually
each group will be tangled
and have to communicate
with their group members to
solve this complex issue.
This activity is best used for
team building and reinforces
communication and
understanding.

16. References
Examples of cooperative learning or group work
activities. (n.d.). Retrieved from
https://teaching.cornell.edu/resource/examples-
collaborative-learning-or-group-work-activities.