How long are teacher workshops

They select and administer various literacy assessments, and analyze and interpret the results in order to apply scientifically based developmentally appropriate strategies and materials for remediation to support diverse K learners. Teacher candidates engage in the systematic problem-solving process, differentiate instruction, and implement scientifically based reading research practices to support diverse K learners in their acquisition of phonological awareness, phonics and fluent decoding of words, fluency, vocabulary, comprehension for construction of meaning, and oral language with the purposes of prevention, identification, and remediation of reading difficulties to increase reading performance and provide equitable literacy instruction for all.

Teacher candidates gain a broad knowledge of and apply research-based instructional practices, differentiate instruction, and use appropriate strategies and materials to engage in the use of explicit, systematic and sequential approaches to K reading instruction to implement multisensory intervention strategies based on assessment data. The content, materials, skills, and evaluation procedures in teaching social studies will be examined and emphasized.

The content, materials, methods and practices in the teaching of science will be examined and emphasized. The understanding of the scientific processes and how to teach these to children will be presented with each of the sciences.

One credit hour. This course is designed to prepare for teaching in the secondary subject areas of Biology, Mathematics, English, Social Sciences, Art, and Music using a variety of research-based techniques, materials including instructional technology , and teaching strategies.

Special emphasis is given to the research based on effective teaching behaviors. This course will focus on ways in which reading, writing, speaking, and listening are developed and used in the content areas in conjunction with the strategies and skills appropriate to the developmental levels and attitude typical of secondary school students. The course will involve lesson planning and design as well as group presentation, discussion, and critique.

The structure of the English language will be surveyed identifying areas that cause problems for non-native speakers. The various sources of these problems will be identified, including interferences, acquisition strategies, and inherent complexity. Because the class is designed for K — 12 ESOL teachers, it will focus on the sound system, vocabulary system, and the grammatical system as they apply to students.

In addition to practical information concerning the structure of English, participants will learn various principles of second language acquisition and apply those principles to the teaching of English a second language. ESOL Endorsement only. The Master of Education in Transformational Curriculum and Instruction provides the next level of skills and credentials possessed by accomplished teachers seeking to advance a career in education.

The Master of Education in Educational Leadership provides the next level of skills and credentials possessed by accomplished teachers who seek to lead the education field in schools, districts, and beyond. The EdD of Education Leadership program is designed for working teachers and administrators who want to prepare to advance professionally and grow intellectually. Multi-purpose Our courses are designed to help you strengthen your delivery methods as well as your content knowledge.

Temporary Teaching Certificate Courses If you currently hold a Temporary Teaching Certificate and need to complete coursework, please see the courses that we offer which align with the items on your Letter of Eligibility. Professional Education Area FSC Course Classroom management with a focus on creating safe learning environments for students in which effective teaching and learning can take place by promoting a physically, emotionally, socially, and academically secure climate for students.

Course Schedules We recommend registering early. EDU Methods of Assessment, 4 credit hrs. The workshop continued in this vein, with the floor sitters eventually protesting their treatment.

The point, of course, was to call attention to the lack of comfort that most of the world's population experiences every day, as compared to the position of those in the developed West. Personal introductions. Especially if your workshop involves a lot of hands-on and group activities, it will go better if people are comfortable with one another.

If you've started a conversation as they walked in, many participants may already have talked to others that they didn't know, but it still makes sense to introduce yourself and everyone else.

You might start by introducing yourself with a very brief explanation of why you're conducting this workshop experience you've had, your familiarity with the topic, etc. This shouldn't take more than a minute or so.

Then, you might use a technique or game to introduce the members of the group to one another you can also take part in this activity, if you think it will be helpful to your purpose. 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. If the workshop will be interrupted by meals, breaks, etc.

Previewing the agenda and asking for feedback on it "Can we spend more time on actually using the materials? This is also the time to ask people for their expectations for the workshop, which can be recorded on newsprint or in some other way, and reviewed at the end of the session.

If most participants' expectations are significantly different from the presenter's, there may be room for some adjustment at this point as well. If it's necessary for participants to reveal details of their personal lives, for instance, or if the topic of the workshop is particularly controversial, after previewing the agenda would be the time to ask the group to develop ground rules for the session.

A few simple norms, such as keeping disagreement away from the personal and respecting confidentiality can make all the difference in participants' willingness to engage with others, and with the ideas under discussion. This is the real meat of what you're doing, the reason why you showed up this morning. What you actually do depends on your own planning, of course, but there are some general guidelines, some of which have already been mentioned, that can make your workshop more effective and enjoyable.

Giving time markers every once in a while "In 20 minutes, we'll be stopping for lunch" can keep participants going "I'm hungry, but I can certainly wait 20 minutes". It will also help you be aware of where you are in the session so that you can, in fact, get people to lunch on time this may be a major concern, depending upon the facility where the workshop is being held and conclude the activities with enough to time to close out the session properly.

Although researchers have come up with a number of models for the ways in which people absorb information, none would disagree that individuals differ in their preferred methods of learning.

Some people take in new information better through their eyes, others through their ears, others through their fingers i. Some people like to deal with the details of an idea, others with the overall concept. Some learners are systematic and logical, others are intuitive leapers. Still other differences include individual vs.

A college geology instructor on a field trip with his students pointed out a formation and stated, "This is called a pluck. In the final phase of the workshop, you'll need to wrap things up and give participants a chance to react to what they've just been through. You may want to go through some formal activity for this purpose, or you may want to just throw out some questions and listen to what people have to say.

If you can find a way to record all this review, summing up, and feedback, it will prove extremely helpful to you in developing other workshops, or in revising the one you just conducted. An audio recorder is one possibility. Newsprint or something similar is another. In order to conduct an effective and successful workshop, you need to address its planning, preparation, and implementation.

As you plan, consider the workshop's audience, its size, its length, its purpose, and your presentation options. Preparation includes logistics managing the physical items involved, materials, equipment, etc. Finally, the implementation of the workshop includes attending to all three of its phases: introduction, substance, and closure.

And don't forget to follow up, both by fulfilling any promises and using feedback to redesign or change parts of the workshop so that your next one will be even better. How to Develop a Workshop and Presentation Tips. Thorough tips complete with step-by-step guide as well as timing suggestions for one workshop session.

Various PowerPoint. Literacy Council. It was developed to help organizations celebrate National Family Literacy Day, but there is helpful, general information as well. Bobo, K. Chapter on "Designing and Leading a Workshop," pp. Coover, V. Resource Manual for a Living Revolution. Philadelphia: New Society Press. Chapter on workshops, pp. Bag of Tricks quarterly. Available from Karl Rohnke, P. Box , Hamilton, MA Funn Stuff, vols. I and II and vol.

Skip to main content. Toggle navigation Navigation. Providing Training and Technical Assistance » Section 4. Conducting a Workshop » Main Section. Chapter Chapter 12 Sections Section 2. Designing a Training Session Section 3. Delivering a Training Session Section 4.

Conducting a Workshop Section 5. Organizing a Conference Section 6. Organizing a Teleconference Section 7. Organizing a Retreat Section 8. Choosing a Consultant Section 9. Serving as a Consultant. The Tool Box needs your help to remain available. Toggle navigation Chapter Sections.

Section 2. Main Section Checklist PowerPoint. Learn how to conduct a workshop, a short educational program designed to teach or introduce practical skills, techniques, or ideas. What is a workshop? Why would you give a workshop? When would you want to conduct a workshop? How do you conduct a workshop? Follow-up You've probably been a participant in a number of workshops. Most workshops have several features in common: They're generally small , usually from 6 to 15 participants, allowing everyone some personal attention and the chance to be heard.

They're often designed for people who are working together, or working in the same field. They're conducted by people who have real experience in the subject under discussion. They're often participatory , i. They're informal ; there's a good deal of discussion in addition to participation, rather than just a teacher presenting material to be absorbed by attentive students.

They're time limited , often to a single session, although some may involve multiple sessions over a period of time e. They're self-contained. Although a workshop may end with handouts and suggestions for further reading or study for those who are interested, the presentation is generally meant to stand on its own, unlike a course, which depends on large amounts of reading and other projects papers, presentations in addition to classroom activities.

A workshop provides a way to create an intensive educational experience in a short amount of time, when the time for a more comprehensive effort may not be available. Participants may be working, they may be too far apart to gather together regularly, or may simply be unwilling to commit large amounts of time. A workshop can introduce a new concept, spurring participants to investigate it further on their own, or can demonstrate and encourage the practice of actual methods.

It's a great way to teach hands-on skills because it offers participants a chance to try out new methods and fail in a safe situation. Failure is often the best teacher, and failure in this instance doesn't carry a cost. At the same time, feedback, from both the presenter and peers in the group, helps a participant understand what she can do to avoid failure in a real situation.

A workshop is a way for someone to pass on to colleagues ideas and methods that he has developed or finds important. Teaching a graduate course may not be possible, but he may be able to reach large numbers of people by conducting workshops in various situations.

Especially for people who work together, a workshop can help to create a sense of community or common purpose among its participants. There are a number of situations in which a workshop would be the best choice: The beginning of something new. If your organization is adopting a new method, or your community initiative is taking a new track, there are often new pieces of information or ways of functioning that people must learn.

A workshop, or series of workshops, is a way to introduce these in a short time and get people ready for the change. The initial training of staff or volunteers. Workshops are often a good way to train new staff members or volunteers in the philosophy, methods, and functioning of your organization, or in techniques they'll need to do their jobs.

The in-service or ongoing training of staff or volunteers. Workshops in different issues, techniques, etc. Staff development. Workshops are often used as a way of honing professional skills and learning about new developments in the field. The demonstration of a new concept.

If someone in an organization has been exposed to a particularly exciting new idea or technique, he may want to conduct a workshop on it for his colleagues, or the organization may want to bring in someone to do so. The explanation of something to the public. An organization may conduct a public workshop on its issue, in order to make sure that people are informed about its cause or about what it is doing.

An adult literacy program may hold a workshop on illiteracy in its local area, for instance, or a shelter might hold one on the causes and consequences of homelessness. The availability of a knowledgeable presenter. If you have particular expertise in a subject, you may be asked to present a workshop to staff or members of another organization, to the public, at a conference, etc. Well-known people in a given field are often invited and paid to travel long distances to present workshops.

Planning Once you know what your topic will be, planning a workshop ultimately means figuring out what you want to do to guide participants through the experience, and what you hope they'll learn from it.

In order to do that, you have to consider a number of factors: Consider your topic. What do they already know? If you expect most of the participants to be familiar with certain background material, or to have had certain kinds of experiences, that will greatly affect how and to what extent you choose to present material.

Is this material out of their field? Knowing the context of participants ' experience can help you understand how to present material. What is their field? People in some fields may be expected to be more verbal or introspective or outgoing than those in others. You're more likely to find a group of social workers willing to discuss their emotions than you are a group of construction workers, for instance. It also might take more creativity to bring the construction workers to an understanding of why this kind of discussion might be a good idea.

It's important to find ways of presenting material that both makes sense to the participants in this particular workshop, and doesn't pull them too far out of their context. If so, you can perhaps dispense with introductions it depends on how well they know one another , and can plan a workshop that speaks to common concerns.

Will they come in with a particular attitude toward the workshop? They will if you're offering material that flies in the face of what they think they know is true.

Are you introducing a new concept or method that conflicts with what they've already been doing or with their previous training? If so, the first thing you have to address may be their hostility or skepticism. On the other hand, they might also be biased in your favor if you're offering what seems to be a solution for a difficult problem.

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 a requirement of their job, or to fulfill requirements for certification, licensure, or some other credential?

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?

Each of these reasons implies a different attitude, a different level of interest and commitment, and a different approach on the part of the presenter. Some considerations about a medium-length workshop: Vary activities. Some thoughts about long workshops: You can go into more detail on specific issues. Here's where you have the opportunity to follow group interest, to explore ideas that are relevant to participants' particular situations, or simply to present ideas in greater depth.

You can allow longer blocks of time for activities and single topics. It's important, however, to be aware of the need for breaking up long segments of the workshop. You have to be aware if participants' eyes start to glaze over, and be prepared to switch quickly to something else particularly something active and fun if that happens.

You can allow more time to practice new skills and more time for discussion about activities. Perhaps the greatest advantage of a long workshop is that it can allow participants the time to reflect, both individually and with others, which is a crucial part of the learning process.

You can allot more time to and follow up on participants' questions. It can be tempting, on the other hand, to get into a conversation with one participant about her interesting question while the rest of the group goes to sleep. Be careful to guard against that tendency. You can present both the context and the specifics of the topic e.

You can provide or encourage food and drink. It helps keep people alert, sets a relaxed and friendly tone, and sustains interest over the long haul by eliminating the need to think about being hungry or thirsty. It's harder to estimate how long workshop segments will take in a long workshop because presenters tend to let activities go on if they're going well after all, there's plenty of time , and often find that they can't get to much of what they planned.

You need to decide whether you want to stick to your plan and, thus, limit activities to approximately the time you planned for them, or to go with the flow, and let things go on longer if participants seem to find them important.

Neither of these options is the "right" or "wrong" way: it depends on the needs of the group and the presenter. Checking in with the group is usually a good way to decide which way to go. Some common purposes and their implications: Teaching participants a skill which they then might have to use or will use in the future a first aid workshop for child care workers, for instance.

This kind of workshop will generally be light on talk and heavy on activity. If people are going to use what they're learning, it's obviously important for them to practice it, and that is probably what you'll want the workshop to focus on.

Giving participants a chance to practice and receive feedback on techniques and concepts they already know. Again, the emphasis here is likely to be on action, on actually doing whatever is under discussion and getting advice and reflection on their performance from the presenter and others in the group. Enhancing participants' current knowledge of concepts, techniques, and methods new research, improvement of techniques, etc.

A new technique will have to be practiced; a fresh take on a familiar concept might involve only discussion. Teaching participants a new concept that they can then apply to their work for instance, a workshop for street outreach workers about how gangs act as substitute families for their members.

The presentation here might be more discussion oriented, since people will need to assimilate the new ideas and talk out how they connect to and might affect what they do.

Familiarizing people with material important for, but not directly connected to, their jobs Americans with Disabilities Act [ADA] regulations, for instance, or privacy laws. A workshop of this type will probably involve direct presentation of information, with perhaps some problem solving practice and discussion Person X comes to your organization with this issue; how do you handle it?

It may end up as a question and answer session, partially because laws and regulations are often confusing, and partially because they cause so much anxiety. The OHEC has concluded that new conditions must be established to attract talented applicants to the teaching profession, such as providing teacher education to graduates of majors other than education who wish to enter the profession.

The OHEC has increased its efforts to review the parameters of teacher education and professional development in Thailand, for school teachers as well as vocational teachers, by undertaking the following measures:. Currently, teacher education in Thailand is provided by teacher training colleges called Rajaphat Universities, as well as faculties of education at other universities.