The workshop can consist of several different methods both for variety and for enhancing the learning and application. One activity might follow another or an activity could could have several elements e.g. a case study could be simply presented, or presented with groups then reflecting on it and reporting back.
Remember it is not just about variety. It is about what is going to help people understand and learn.
This traditional method involves the instructor delivering information verbally. It can be made more interactive by pausing for questions or incorporating multimedia.
A workshop, by definition, is not simply a lecture. People are expecting to work. Nevertheless, parts of it can be lecture-style presentation of the material.
the instructor asks questions of someone with expertise and/or experience in the topic.
A small group of people form a panel and questions are put to them by the instructor. Questions might have been gathered from the workshop participants prior to the panel. Questions might also be invited "live" from the participants.
Presenting real-life scenarios can help learners apply theoretical knowledge to practical situations. Participants can analyze and discuss these cases in groups.
The instructor shows learners how to do something, which can be particularly useful for teaching practical skills.
Two individuals, or teams, argue for opposite sides of a topic, normally with a moderator and a clear understanding of the format. These can stimulate critical thinking and help participants understand different viewpoints.
Sharing stories can make information more memorable and relatable.
A small group discusses a topic while the rest of the class observes, then the roles are switched.
This method encourages learners to share their thoughts and ideas on a topic. It can be facilitated in small groups or as a whole class.
The instructor asks the class open questions. They might be discussed in groups that then report back or individuals might simply be invited to answer.
This method allows participants to act out scenarios, which can help them understand different perspectives and practice skills in a safe environment.
Let people suggest any ideas they can think of . All ideas are acceptable at this stage. Evaluation of ideas should come later. This encourages creative thinking and idea generation. It can be done individually or in groups.
Incorporating game elements can make learning more engaging.
Quizzes
Puzzles
Competitive activities.
Participants study the material before the workshop, then use the workshop time for discussion and application.
Participants are given a problem to solve, encouraging them to apply their knowledge and develop problem-solving skills.
Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem. This method promotes critical thinking, problem-solving skills, and knowledge retention. Here are some examples, from various fields, of how problem-based learning can be implemented. What might be equivalent problems for growing disciples to think through?
Medical Diagnosis: In a medical or nursing course, students could be presented with a case study of a patient with a set of symptoms but no diagnosis. The students would need to use their knowledge of medicine, research skills, and critical thinking to diagnose the patient and suggest a treatment plan.
Environmental Conservation: In an environmental science class, students could be tasked with developing a plan to conserve a local endangered species. They would need to research the species, understand its habitat and threats, and propose a comprehensive conservation strategy.
Business Strategy: In a business course, students could be given a scenario where a company is facing a significant challenge, such as declining sales or a strong competitor. The students would need to analyse the company's situation, consider various strategic options, and propose a plan to overcome the challenge.
Historical Analysis: In a history class, students could be asked to analyse a historical event from multiple perspectives. For example, they could be tasked with understanding the causes and consequences of a war from the perspectives of different countries involved.
Engineering Design: In an engineering course, students could be given a real-world problem, such as designing a bridge with specific constraints. They would need to apply their engineering knowledge to design a bridge that meets the requirements and is safe and cost-effective.
In all these examples, the key aspect of problem-based learning is that students are actively engaged in solving a problem, which requires them to apply their knowledge, develop their research and critical thinking skills, and often work collaboratively. This approach to learning is often more engaging and effective than traditional lecture-based teaching.
These are hands-on sessions where participants can practice skills under the guidance of the instructor.
Participants think about a question individually, discuss their thoughts with a partner, and then share with the larger group.
A variation is to ask individuals to consider a question, then discuss that in pairs and decide on their best response, then those pairs form fours, each pair bringing their suggestion and the foursome then deciding on their best response. Two groups of four then join to form an eight. The process is repeated until everyone is in one group and that group decides what it feels the best answer is.Â
Participants teach each other about a topic. This can deepen their understanding and build communication skills.
These provide a realistic environment where participants can practice skills without real-world consequences.
Simulations are a powerful tool for learning and development, particularly in the context of adult education and workplace training. They provide a safe environment for learners to practice skills, make mistakes, and learn from them without real-world consequences. Here are a few examples:
Flight Simulators: These are used extensively in the aviation industry to train pilots. They replicate the cockpit of an aircraft and mimic the experience of flying. Pilots can practice everything from routine flying to handling emergency situations. This allows them to gain experience and confidence before they ever take control of a real aircraft.
Medical Simulations: In healthcare, simulations are used to train medical professionals in various procedures and patient interactions. For example, mannequins can be used to simulate childbirth, allowing obstetricians and midwives to practice and refine their skills. Virtual reality is also being used to create immersive simulations for surgical training.
Business Simulations: These are often used in management training and education. They can simulate the running of a business, allowing learners to make decisions about things like pricing, marketing, and production. The simulation then provides feedback on the results of these decisions, helping learners understand the complexities of business management.
Disaster Response Simulations: These are used to train emergency responders. They can simulate various disaster scenarios, such as earthquakes, floods, or terrorist attacks, and require learners to make quick decisions under pressure. This helps to prepare them for the realities of disaster response.
Customer Service Simulations: These are used to train customer service representatives. They can simulate interactions with customers, allowing representatives to practice skills such as active listening, problem-solving, and conflict resolution.
In all these examples, the key benefit of simulations is that they provide a safe space for learners to practice skills, make mistakes, and learn from them. This experiential learning can be highly effective in promoting deep, lasting learning.
Websites and computer games, or, indeed, other games, can provide simulations.
In this method, participants are divided into groups and each group is given a different piece of information. They must then come together to form a complete picture.
Participants walk around the room to view different information or work displayed, often providing feedback or reflections.
Different areas of the room are set up with different activities or information. Participants rotate through the stations.