LSE - Introduction

Based on draft module by Michael Singh and trialed at National Co-Ordinators' Workshop in Pattaya, Thailand.

INTRODUCTION

This module presents a series of activities which seek to revise, consolidate and enhance participant's knowledge and skills for planning and facilitating workshops to encourage learning for a sustainable environment. The module is particularly useful for helping teacher educators move away from expository, leader-dominated modes of presentation towards participatory workshops which are learner-centred and based upon adult learning principles. As such the workshop helps facilitators develop skills for running workshops that model the student-centred teaching and learning methods so important in education for sustainability.

This module is based upon and adapted from the workshop resource manual prepared by Judy Braus (World Wildlife Fund) and Martha Monroe (University of Michigan) entitled Designing Effective Workshops (Braus and Monroe, 1994).

OBJECTIVES

The objectives of this workshop are:

To revise, consolidate and enhance workshop planning and facilitation skills among teacher educators working with "Learning for Sustainable Environment";
To explore key components of workshops which need to be considered during the planning of them;
To review selected adult education methods;
To share participants' "tips and tricks" regarding workshop planning and facilitation skills.

WORKSHOP OUTLINE

1. Workshop Introduction

The ice-breaker activity for this workshop is based on two stimulus questions which enable participants to list, discuss and report upon what they see as the main elements in workshop planning and facilitation skills. This is then followed by an introduction to the objectives of the workshop and an overview of what participants can expect to happen during it. These activities can be modified by negotiation with participants who may wish to work more on, for example, workshop evaluation than workshop learning strategies.

2. Overview - Key Elements in Workshop Planning

This involves summarising the key elements in workshop planning to be explored in this particular workshop.

3. Securing Support for the Workshop

This activity involves participants working in small groups, reading and discussing a series of given questions they might consider when seeking support for their workshops from different agencies or institutions, and then adding one or more additional questions as appropriate.

4. Documenting the Workshop Experiences of Participants

This activity involves the whole group discussing their knowledge and experiences of/with workshops and is followed by reading and discussing, in pairs, a sample questionnaire for documenting the experiences and needs of participants who are interested in a workshop on learning for a sustainable environment.

5. This is an Experiential Leaning Model

Mini-lecture on the four key steps in the experiential learning model developed by Judy Braus and Martha Monroe (1994, p.8).

6. Workshop Learning Strategies

This activity involves small group work, based on a 'jigsaw activity', whereby participants -

(a) read, discuss and amend a description of a key learning strategy; and then

(b) share their understandings of the key aspects of this strategy with people who have not read about it in the workshop.

7. Workshop Follow-up

This activity helps participants explore what follow-up activities are necessary for this particular workshop on planning and facilitation skills, and what follow-up they might plan for a workshop they facilitate on learning for a sustainable environment.

8. Workshop Evaluation

This activity engages workshop participants in one or more workshop evaluation exercises, and provides a brief mini-lecture on cost-effective, participatory forms of evaluation.

9. Review of Workshop Preparation

This activity brings the workshop to closure through a review of the main elements in planning and facilitating a workshop.

NOTES FOR FACILITATORS

You are strongly encouraged to adapt, revise or otherwise amend the workshop materials and to change workshop activities according to your needs, circumstances and resources.
Where appropriate cross-references have been made to various modules and/or relevant ideas in Learning for Sustainable Environment: A Professional Development Guide for Teacher Educators. Other modules, of course, may be substituted for these.

MATERIALS PROVIDED

Overhead Transparencies

OHT 1 Stimulus Questions

OHT 2 Objectives

OHT 3 Overview of Workshop

OHT 4 Key Elements in Workshop Planning

OHT 5 Questions for Securing Support

OHT 6 Documenting Workshop Experiences of Participants

OHT 7 An Experiential Learning Model

OHT 8 Situating the Experiential Learning Model Within the Workshop Experience

OHT 9 Workshop Strategies

OHT 10 'Jigsaw': Small Group Task

OHT 11 Key Facilitation Skills

OHT 12 Workshop Follow-up: "Think, Pair, Share" Technique

OHT 13 Workshop Evaluation: "Round Robin" Technique

OHT 14 Workshop Evaluation Themes and Strategies

OHT 15 Six Steps to Planning and Facilitating a Workshop

OHT 16 Review of Workshop Preparation

Resources

Resource 1 Questions for Securing Workshop Support

Resource 2 Documenting Experiences of Participants

Resource 3 Seven Steps to Planning a Workshop

Resource 4 An Example of the Seven-Step Workshop

Resource 5 Using Interactive Lectures

Resource 6 Small Group Work

Resource 7 Play your Part in Role Plays

Resource 8 Making Case Studies: Telling Stories

Resource 9 Taking a Field Trip

Resource 10 Using Pictures and other Media

Resource 11 Module Review Worksheet

Resource 12 Six Steps to Planning and Facilitating a Workshop

ADDITIONAL READING

Boud, D., Cohen, R. and Walker, D. (eds.) (1993) Using Experience for Learning. Open University Press, Buckingham.

Braus, J. and Monroe, M. (1994) Designing Effective Workshops: The Environmental Education Toolbox - Workshop Resource Material, National Centre for Environmental Education and Training, University of Michigan, Ann Arbor.

Pike, G. and Selby, D. (1988) Global Teacher, Global Learner, Hodder and Stoughton, London.

ACTIVITIES

1. Workshop Introduction

Introduce the theme of the workshop, "Workshop Planning and Facilitation Skills".
Ask participants to introduce themselves to two people in the room they have not met previously or do not know very well, and to briefly discuss.

Ask participants for their answers to the stimulus questions on OHT 1.

Record participants' responses to these stimulus questions on an overhead transparency, chalkboard, butchers paper, or such like.
- After getting responses to each question indicate those to be addressed in this workshop, and indicate that the group already possesses knowledge related to the topic and encourage them to share this during the workshop.
- Leave the record of participants' responses to the side during the workshop, but keep them handy, so you can use them for review purposes at the end of the workshop.

2. Workshop Overview

A. Objectives

Using OHT 2, discuss with participants the four intended outcomes of the workshop.
Avoid simply repeating word-for-word what appears on the OHT; instead, explain the workshop objectives in your own words, for example: "In this workshop I hope we can:
- review what you already know about organising and conducting environmental education workshops, and give some ideas that could build-on your existing skills;
- we'll look at some of the main elements you need to think about when organising your environmental education workshop;
- we'll also consider some of the different ways adults seem to like to learn; and
- you'll be encouraged to share any good ideas you have for organising or conducting environmental education workshops".

B. Overview of Workshop

Outline to participants the sequence of workshop activities as set out on OHT 3. Explain that we are now completing Stage 1 (the "Workshop Introduction"), and will then be moving to the major part of the workshop, namely, the "Key Elements in Workshop Planning". This is to be followed by Stage 3, the "Review of Workshop Preparation".

C. Key Elements of Workshop Planning

Tell participants that the workshop is now moving into Stage 2, show OHT 4 "Key Elements in Workshop Planning".

3. Securing Support for the Workshop

This activity focuses participants' attention on the need to gain various types of support for conducting their environmental education workshops. This includes:
- ensuring that the relevant institutions with which participants are associated are agreeable to conducting the workshop;
- knowing the purposes for your workshop;
- obtaining and organising the resources and materials needed for the workshop;

Preparation

Cut up the boxes containing the questions on Resource 1 "Questions for Securing Workshop Support" into separate strips and place them in envelopes; clearly label each envelope Resource 1. Depending on how many groups you plan to have at your workshop, you will need to have that many envelopes and sets of strips make from Resource 1.

Activity

During the workshop ask participants to work in small groups and:

to discuss their responses to each of the four questions on OHT 5, "Questions for Securing Workshop Support".
to read through the questions and in the blank box write their own question which addresses an issue not raised in those given. Have each group share what their additional key question is; and
to arrange the nine strips into a "diamond" shape; this will necessitate considerable discussion within the group. Put the most important at the top; then the next two important questions; then the next three questions of medium importance; followed by the next two questions of lesser importance, and the question of least importance. The "diamond" produced by this approach should be in the following general configuration. You may find it useful to make an OHT of this or to draw it on a chalkboard.

Groups can then move around the room comparing and discussing each others' "diamond ranking".

4. Documenting Workshop Experiences of Participants

To discuss the participants' knowledge and experiences of/with workshops, ask them to share their responses to the questions on OHT 6, "Documenting Workshop Experiences of Participants".
Distribute copies of Resource 2 which is a sample questionnaire which could be sent to participants in a workshop early for facilitators to research the background needs and experiences of participants.
Ask participants to work in pairs to:
- share their answers to the questions asked; and
- to amend the sample questionnaire to make it more appropriate as an instrument for surveying the participants who might attend a particular workshop.

5. An Experiential Learning Model

A. Mini-lecture

With reference to the experiential learning model in OHT 7,
- Explain the three principles of the experiential learning model (ie, participating in learning activities; using what people know as a basis for developing new knowledge; engaging in "learning by doing");
- Present the four key elements in the experiential learning model (ie, engaging in an experience; process that experience through reflection and discussion; consider how that the learning gained from processing the experience" might be generalised to other situations; applying the "generalisations derived from processing the experience" in another context to test its value.
Lay OHT 8, "Situating the Experiential Learning Model within the Workshop Experience", over or on top of OHT 7, and explain how the key elements of workshop planning and facilitation are related to the experiential learning model.

B. Group Planning

Preparation

Photocopy multiple copies of Resource 3, "Seven Step Experiential Workshop", sufficient for each small group you intend to have in your workshop. Cut the seven statements up, and slip the sever slips of paper into an envelope marked with the name of Resource 3 on the outside; create similar envelopes for each small group in the workshop. Do the same with Resource 4, "An Example of a Seven Step Workshop".

Activity

Divide workshop participants into two large groups (called Resource 3 and Resource 4) and then subdivide each of these into smaller groups. Be sure that there are equal numbers of small groups.
Ask participants to work in small groups; one set of groups is to arrange the sheets in Resource 3 into what they see as an appropriate sequence, while another set of groups work to arrange the sheets in Resource 4 into an appropriate sequence.
Once the groups have completed this, the one group working on Resource 3 compares its sequencing with that of a group working on Resource 4 and vice versa; this procedure is followed for all groups.

6. Workshop Learning Strategies

Using OHT 9, briefly explain/define each of the six workshop strategies which participants are going to consider in more detail in six groups.

Preparation

Photocopy sets of Resources 5 - 10 so that each member of each small group has a copy of one of the Resources.

Activity

OHT 10 explains to participants the nature of the "jigsaw" activity in which they are about to engage, namely:

Participants will work in small groups looking closely at one particular workshop learning strategy.
Each participant is expected to develop a good knowledge of the strategy, including offering suggestions for how they might adapt it for their use.
Participants will then be regrouped, so that in the new group there is only one person who has read and discussed a particular workshop learning strategy. They will then proceed to explain that strategy to other members of the group.
With reference to OHT 11, "Key Facilitation Skills", briefly explain the importance of these participant-control techniques in conducting a workshop; discuss what is involved in each skill.

7. Workshop Follow-up

Use OHT 12 to discuss and document participants' requests for follow-up information, and what follow-up they might offer for their own future workshops.

8. Workshop Evaluation

With reference to OHT 13, invite participants to work in small groups to consider ways of evaluating their own workshops using the "round robin" technique.
Using OHT 14, "Workshop Evaluation Themes and Strategies" discuss with the whole group the "when" and "how" of workshop evaluation, drawing attention to the different foci for evaluations occurring at different times. Ask when it might be best to use each of these strategies.
Resource 11 may be used as a worksheet to evaluate this particular module.

9. Review of Workshop Preparation

With reference to OHT 15, revise the major elements in preparing for a workshop. Resource 12 may be used as a summary of these reports.
Return to the record of participants; responses to the Stimulus Questions (Activity 1: Workshop Introduction) and review these in relation to the ideas explored during the workshop.

OHT 1

Stimulus Questions

List five adjectives or phrases that desribe the good aspects of workshops you have attended in the past.
What are the main elements you do (or might) consider when planning a participatory workshop?
What skills (or strategies) do (or could) you use to facilitate a
workshop successfully?

OHT 2

Objectives

To revise, consolidate and enhance workshop planning and facilitation skills among teacher educators
To explore key components of a workshop to be considered during the planning phase;
To review selected adult education methods;
To share participants' "tips and tricks" regarding workshop planning and facilitation skills.

OHT 3

Overview of Workshop

1. Workshop Introduction

Stimulus questions
Objectives
Overview

2. Overview - Key Elements in Workshop Planning

Questions for securing support
Documenting the workshop experiences of participants
Experiential learning model
Workshop learning strategies
Workshop follow-up
Workshop evaluation

3. Review of Workshop Preparation.

OHT 4

Key Elements in Workshop Planning

Build support
Know your participants
Engage participants
Set right tone
Evaluate and revise
Be prepared

OHT 5

Questions for Securing Workshop Support

What type of support - financial, symbolic, equipment, space, transport, catering, printing - do you need to conduct workshops on Learning for a Sustainable Environment?
Whose permission or support might you need to obtain in order to conduct workshops on Learning for a Sustainable Environment?
What questions are they likely to ask?
What information do you need to give them in order to secure their support?

OHT 6

Documenting the Workshop Experiences of Participants

How often do you conduct workshops with adult learners?
I am comfortable with planning and facilitating aparticipatory, interactive workshop.

SA..... A...... NS ...... D ...... SD ......
How often do you engage workshop participants in the following learning methods?

Interactive lectures
Small group work
Role play
Using case studies
Field trips
Using the media

What are the main barriers or problems you have faced when planning or facilitating a workshop?

OHT 7

Experiential Learning Model

Source: Braus, J. and Monroe, M. (1994)Designing Effective Workshops (The Environmental Education Toolbox), National Centre for Environmental Education and Training, University of Michigan, Ann Arbor, p. 8.

Taking part in activities
Build on what they already know
Encourage participants to "learn by doing"

OHT 8

Situating the Experiential Learning Model Within the Workshop Experience

OHT 9

Workshop Strategies

Interactive lectures
Small group work
Role plays
Using case studies
Field trips
Using the media

OHT 10

Jigsaw: Small Group Task

Participants are grouped by strategy (topic)
Group members develop "expert" knowledge of strategy (topic) by:
- processing given information
- pooling knowledge about strategy
Groups are reformed so that each has one expert for each strategy (topic) who can share information on it.

OHT 11

Key Facilitation Skills

Ask questions
Paraphrase
Summarise
Offer encouragement

OHT 12

Workshop Follow-up: "Think, Pair, Share" Technique

What on-going support will you provide to workshop participants?

THINK - individually

PAIR - partner

SHARE - everyone

OHT 13

Workshop Evaluation: "Round Robin" Technique

How might you evaluate the success of your workshop?

Ask an evaluative question about the workshop
Each person responds in turn - but, repeats the key point/s made by previous speaker/s.

OHT 14

Workshop Evaluation Points and Strategies

OHT 15

Review of Workshop Preparation

Build Support
Know your audience
Engage the participants
Evaluate and revise
Be prepared
Set the right tone: Expectations and follow-up

Resource 1

Questions for Securing Workshop Support

Is the support institution in philosophical agreement with you?

Are the goals and objectives of the workshop clearly delineated, understood and agreed upon by all parties?

What resources will the institution contribute to the workshop?

Are all the materials relevant, of high quality, and appropriate for your workshop participants?

What timeline does the arrangement have? When will a review or change take place?

Is it clear who maintain ownership of products produced during the workshop?

What record-keeping is expected of you as the workshop organiser?

Do sponsors, participants and organisers understand and agree on how the workshop will be evaluated?

(Write you own question/s here)

Resource 2

Documenting Experiences of Participants

(To know more about participants)

1. In total, how many years have you been a teacher (or teacher educator)?

................................................................

Strongly Agree
Agree
Not Sure
Disagree
Strongly Disagree

2. I feel comfortable teaching environmental education to students (or student teachers and/or inservice teachers).
(To know more about what the participants think about environmental education)

3. A need exists for workshops that provide teachers (or teacher educators) with knowledge about what "learning for a sustainable environment" is, why it is important, and skills to teach about it effectively.
(To get a sense of participant's style...)

4. How helpful would you find the following resources for enhancing your efforts to teach about "learning for a sustainable environment"?

Very Helpful
Helpful
Not Helpful

fully prepared workshop modules

overhead transparencies

reading lists

articles for reading

workshop activities

5. How often do you engage your student teachers and/or inservice teachers in the following teaching/learning methods?

Rarely
Once A Semester
Monthly
Weekly

field trips

interactive lectures

small group work

role play

using media

6. How often do you use the following strategies in small group work?

Rarely
Once A Semester
Monthly
Weekly

think, pair, share

triads

round robins

generating lists

field stations

jigsaws

(To understand participants' perceptions of their constraints ...)

7. Is there anything that prevents you from teaching more about "learning for sustainable environment"?

Yes ........................... No ...........................

If so, what would be the main barrier?

I don't understand the issues well enough.
I lack materials.
It doesn't fit in my curriculum.
I feel uncomfortable with teaching about environmental issues.
Other:

....................................................................................

(To assess participants' workshop preferences ...)

8. How interested are you in participating in workshops on the following topics?

Not Very Interested
Not Interested
Not Sure
Interested
Very Interested

education for environmental sustainability

a whole school approach to environmental education

experiential learning for the environment

storytelling for the environment

indigenous education for the environment

values education for the environment

learning outside the classroom

community problem solving

appropriate assessment for environmental education

(To find out what participants might be willing and able to contribute to the workshop ...)

9. What are you willing and able to contribute to a workshop on "learning for a sustainable environment"?

Sharing of relevant ...

.................... curriculum resources

.................... teacher educator's professional reading books (or other media) about environmental issues

.................... environmental education course materials

.................... research reports on environmental issues and/or environmental education

.................... policy documents on environmental issues and/or environmental education

.................... personal stories of your or colleagues active engagement with environmental issues and/or environmental education

Resource 3

Seven Steps to Planning a Workshop

Open the workshop with something that motivates participants and gets them excited about it. The opening can also provide a rationale for why learning for a sustainable environment is important to participants and how the workshop will be useful to them. This is the time to make introductions, conduct a relevant ice-breaker activity, read a motivational quotation or story, or use a special demonstration or gimmick to get the attention of the participants and draw them into the workshop. If this is not the first session, you can use part of this time to describe how the new session fits into the overall framework of the workshop. After that, you might want to ask a question or two to help participants focus on the topic of environment.

Room arrangement is important. You need to set up your workshop space to facilitate learning and interaction. If you have designed small group activities throughout the workshop, you might want four or five participants seated at each table, which is angled so everyone can easily see the front of the room. If you have a large group and don't plan to use smaller discussion sessions, try arranging the chairs in semicircular rows, with a middle aisle and space on all sides. Posters, maps and other visual aids should be used to help enliven the room. Your goal is to create an environment where everyone feels comfortable, where you can walk around and interact with participants, and where everyone can see everyone else.

The core of the workshop is having participants engage in an activity that provides them with an opportunity to "experience" a situation relevant to the goals of the session. In turn, this "experience" becomes the data-producing event that participants analyse as they complete the learning experiential cycle. Common experiences involve role plays, case studies and small group activities, as well as practicing new skills and taking field trips.

Before a workshop begins, it is important for you to present the purpose of the activity to the participants. Make sure workshop goals and objectives are written clearly on a flip chart or overhead transparency so that all participants can see them. Clearly state what information and skills you want the participants to gain by the end of the workshop. This is also the time to discuss how you used information from the participants' responses to questions about their experiences with/or learning for a sustainable environment (see Resource 2) to develop the workshop goals and objectives and to design the workshop. You might want to build some options into the agenda so that participants can help design their own schedule based on the needs they wish to fulfill.

Give participants an opportunity to ask questions about the goals or objectives, add ideas, or raise concerns. You can also conduct an expectations activity: ask participants to list their expectations on a flip chart and then explain how some or most of these will be met during the course of the workshop. Display their expectations on the wall and refer to them at the end of the workshop.

After participants take part in an activity, allow them time to share their individual reactions. This helps them begin the process of analysing and understanding the experience. As facilitator, you need to guide this process by asking three or four processing questions related to the group task. Typical processing questions include: "What happened in this experience?" "What did you find difficult about the experience?" "What worked well?" "What would you change?"

Generalising is one of the most important parts of a workshop. By trying to identify key generalisations about the experience, participants can see how the activity relates to themselves. Questions such as "What insights did you get from this experience?" or "What was the most important lesson from the session and why?" can help participants begin to think about how the experience relates to their everyday work and lives. When generalising, participants can learn by listening to others and may even change their attitudes as a result of doing so. Generalising questions nudge participants to broader levels of analysis: instead of reviewing and commenting on specifics, they are asked to address an overall perspective, insight, or attitude.

Using the insights and conclusions gained from the previous steps, the participants identify and share how they plan to apply or otherwise incorporate these new insights into their work and their lives. This is a critical step in adult education programs because it gives participants the time needed to incorporate the new information into their context in meaningful ways. Questions such as "Now what?" and "How can I use what I learned?" can help participants begin the application process.

The workshop should end with you, the facilitator, briefly summarising the key workshop events , linking these to the goals and original expectations. It is important for participants to feel that you accomplished what you set out to do, that their expectations were met, and that there is closure. You can also use this step to close one session and make a link to the next one.

Resource 4

An Example of a Seven Step Workshop

We've discussed and experienced a lot of different ideas for integrating Learning for a Sustainable Environment into your teacher education course during the workshops far. You probably have some good tips and can also see some barriers to implementing Learning for a Sustainable Environment in teacher education in your institution. In this activity, I'd like you to work in small groups to think about solutions to these challenges.

"In this session, you have two main objectives:

to list several important barriers to integrating Learning for a Sustainable Environment into your own teacher education courses/subjects; and
to describe several strategies for over-coming each barrier."

Put the participants in small groups, distribute paper and pencils, and refer to the tasks outlined on newsprint or the chalkboard.

"In your groups, brainstorm a list of barriers that inhibit your ability to integrate Learning for a Sustainable Environment into your own teacher education subjects. After five minutes, prioritise these barriers and write the main three challenges on a separate piece of paper."

When participants have completed this task, collect their lists and distribute them to different groups. Give the groups a new task:

"In your groups, brainstorm and discuss solutions to each of these barriers. Be creative. Be prepared to report your solutions to the entire group in 15 minutes."

Ask each group to present its list of barriers and describe its solutions. Open a general discussion and ask for additional solutions that might help teacher educators in each case:

"In your groups, where did there seem to be the most agreement? Disagreement? Which were the most creative ideas and why?"

After all the groups have reported, ask: "What insights about solving challenges to Learning for a Sustainable Environment did this exercise give you?"

"What state of mind would be most productive for you to have if you were to tackle any of these barriers?"

Then ask participants to connect this exercise with their experience.

"Name one barrier you are likely to face when you integrate Learning for a Sustainable Environment into your own teacher education subjects or expand your program to other teacher educators. Write down several solutions you might try to overcome this barrier."

Wrap up the exercise and move on to the next:

"You have all generated some very creative and workable solutions to these common challenges to Learning for a Sustainable Environment. If you ever run into these barriers, I hope you remember these suggestions and recall the 'can-do' attitude you've all expressed here today."

Resource 5

Using Interactive Lectures

Source: adapted from Braus, J. and Monroe, M. (1994) Designing Effective Workshops: The Environmental Education Toolbox - Workshop Resource Material, National Centre for Environmental Education and Training, University of Michigan, Ann Arbor, pp.14-15.

Lectures are useful for communicating information quickly and efficiently to a large group. However, lectures are successful because the material is unclear, the presenter is boring or unprepared, the talk is too long, there are no audio-visuals, or the conditions do not encourage learning (uncomfortable room temperature, uncomfortable chairs, unreadable overhead transparencies). Lectures tend to be teacher-centred and are not very effective ways of preparing workshop participants to actually use the knowledge they gain. Nevertheless we should not ignore lectures totally; a short, interactive lecture can be a very effective workshop experience. Here are some tips for conducting an interactive lecture.

Refer to the following modules in Learning for a Sustainable Environment for examples of mini-lectures and consider how they might be made more interactive using the tips given below:

Module 1: Education for Sustainability - Activity 3 "What is Environmental Education".

Module 6: Values Education - Activity 2 "Perspectives on Values Education".

Module 8: Learning Outside the Classroom - Activity 1 "The Purpose, Nature and Scope of Learning Outside the Classroom".

Module 9: Community Problem Solving - Activity 2 "What is Community Problem Solving?".

Start With an Attention Getter

Begin with a provocative question, video clip, brain-teaser, demonstration, or some other opener to engage the group. You could present the results of participants' responses to the questions about their experiences with learning for a sustainable environment (see Resource 2), and then ask a series of short questions arising from this information to which participants respond to with a show of hands.

(Please add your own ideas here)

________________________________________________________________________________

Use Visual Aids

Flip charts, handouts, overhead transparencies, slides, video clips and other audio-visual aids can dress up your interactive lecture. Make sure that they are well-designed to be effective. Distribute an outline of the key points from your lecture so participants can follow your talk - leave spaces so that they can take notes while listening attentively.

(Please add your own ideas here)

________________________________________________________________________________

KISS: Keep It Short and Sweet

Keep your lectures short (less than 15 minutes) to maintain a high level of interest. Select three to five key points that are most important and use your talk to explain and illustrate them. These key points could be given on your handout, with spaces left between them for participants to make notes as they see fit.

(Please add your own ideas here)

________________________________________________________________________________

Ask Probing Questions

Throughout your interactive lecture, ask workshop participants probing questions that anticipate issues raised in your talk so as to encourage them to think about specific ideas raised in your presentation. You might also introduce one or more short group activities to encourage interaction. Do not read a prepared "speech" or "paper", but rather talk about "learning for a sustainable environment" in your own words so as to let your enthusiasm for the topic show through. By these means workshop participants will be more engaged.

(Please add your own ideas here)

________________________________________________________________________________

Be Thought Provoking

While interactive lectures are a great way to reach workshop participants with information, they also need an "entertainment factor". An entertaining presentation will increase the likelihood of participants being receptive to your message. Choose quotations, concepts and examples that are creative, lively, image-rich and thought provoking.

(Please add your own ideas here)

________________________________________________________________________________

Outline Main Ideas

Make sure that the important points of your lecture presentation are kept in focus. Make an outline of your lecture presentation so you are better able to emphasise your main ideas; once again this outline might be distributed to participants to enhance their note making capacity.

(Please add your own ideas here)

________________________________________________________________________________

Use a Follow-up Activity

After an interactive, information giving lecture conduct an activity that allows workshop participants to apply what they have just learned to their own situation. Small group discussions, role plays, "buzz time" (where teacher educators talk to each other about how to incorporate the ideas and material into their own courses) are a few possibilities.

(Please add your own ideas here)

________________________________________________________________________________

Resource 6

Small Group Work

Workshop facilitators use small group activities to allow participants to interact, to learn from each other, and to shift the "work" of learning to the participants. Small groups may also encourage more participation from people who are shy about speaking in larger groups. During small group activities the facilitator circulates to hear how each group is progressing.

For examples of small group activities and instructions on how to conduct these refer to the following modules in Learning for a Sustainable Environment:

Module 1: Education for Sustainability - "Cooperative Cards Game".

Module 3: Experiential Learning - "Possum Picnic".

Module 4: Storytelling for the Environment - "We All Have Stories".

Module 7: Enquiry Learning - Activity 3 "Overcoming Barriers to Enquiry Based Teaching and Learning".

Module 10: Appropriate Assessment - Activity 1 "Introduction - An Assessment Tea Party".

To make small groups work, you need to plan:

how you want the large group divided;
what you want the groups to achieve;
how long each group has to work on its assigned task; and
how the smaller groups will report to the full group. Some suggestions for making the most of small groups in your workshops are given below.

Have an End Product in Mind

Carefully explain what each group is expected to produce in the allotted time. Display the task on a flip chart or an overhead transparency so each participant knows what to do and how to accomplish it. Be prepared to explain the assigned task several times as you move from group to group.

(Please add your own ideas here)

________________________________________________________________________________

Set Time Limits

Give the groups a set amount of time to complete the allotted tasks. Write the time on a flip chart or overhead transparency. Each group is expected to manage its time effectively in order to complete the task. Do not give groups too much time - they could become bored and distracted; it is easier to extend the time than to shorten it.

(Please add your own ideas here)

________________________________________________________________________________

Get the Numbers Right

You can divide the full workshop group into pairs, threesomes, or larger small groups. The size of these small groups depends on the task, the number of participants, the available space, and the amount of time the group has to complete the task. Make the groups as small as possible; most interaction occurs in groups of five (5) or fewer participants.

(Please add your own ideas here)

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Logistics of Choosing Groups

You might want to make small group activities to break the routine or combine participants who have not yet worked together. You can use name-tag codes, counting off, alphabetical ordering, pre-arranged table groups or picking numbers or colours out of a hat. Do not waste time with complicated procedures for getting people in groups.

(Please add your own ideas here)

________________________________________________________________________________

Assigning Roles

You should assign roles to workshop participants who can help facilitate small group discussions and reports. For example, you might ask each group to assign:

a group leader (to keep the discussion moving and involve everyone);
a group reporter (to present the group's findings or ideas to the larger group);
a group secretary or recorder (to keep notes on the group discussion or to create flip charts);
a timekeeper (to ensure that the group covers all aspects of the task and finishes on time);
a prop keeper (to gather and return any special equipment or props).

(Please add your own ideas here)

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Monitoring Small Groups

As the participants work, it is important for you to move from group to group and be available for questions from the participants. The groups might need clarification of the task, or they might get side-tracked and need your help to pull them back to the task. Be on the look-out for participants who are either dominating their groups or not taking part. It is also important to periodically let the groups know how much time they have left.

(Please add your own ideas here)

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Resource 7

Playing Your Part in Role Plays

Role plays offer workshop participants an opportunity to build confidence, learn new information, practice new skills, or improve ability to work with others. To make role plays effective, it is important to plan them carefully, make participants feel comfortable, and be clear about why you are using role playing. Refer to the following modules in Learning for a Sustainable Environment for an example of role play:

Module 6: Values Education - Activity 4 "Namosi Copper Mine Role Play".

Role plays should have specific goals; be relevant, realistic and interesting, and should be fairly short (10 - 15 minutes), open-ended (not scripted) and simple. In addition, they should contain a dilemma and include clear roles and character descriptions. Try to assign roles that represent different views or create some type of compelling interaction that will help participants learn.

Getting started

Set the Climate: Get the participants interested in the role play and what's about to happen. Try to link it to previous sessions; schedule it to occur after participants have had time to become comfortable with one another.

Share the Purpose: Clarify the goals of the role play. Give some insights into what participants might learn.

Provide an Overview of the Situation: Explain the role play to the group, giving descriptions of characters and situation, and any important background information.

(Please add your own ideas here)

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Giving Roles

Hand out Role Descriptions: Pass out copies of the overall scenario and the individual roles. Keep the character descriptions short and simple. Have the participants pair up to discuss how they will prepare for the roles.

Ask for Volunteers: Solicit volunteers to play each role. Also explain that if people feel uncomfortable during any part of the session, they can say "freeze" and the group can help support them and give them ideas about how to proceed. It's important to make role playing as non-threatening as possible.

Use Observers: Give observers a task so they are engaged during the role play and have a common focus. Write the task on the flip chart and link it to the purpose of the role play.

Coach Role Players: Help the players with the roles if necessary. Give them time to prepare and feel comfortable. You might want to have them rehearse in another room.

(Please add your own ideas here)

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Action!

Set the Stage: When the role players come into the room, explain where they should sit. Introduce them as the characters they are playing.

Stop the Role Play: The role play should not last more than 10 minutes. You might want to aim for five to six minutes of actual role playing time and about 15 minutes of debriefing. Briefly turn the floor over to the observer who will lead a discussion about what just happened.

(Please add your own ideas here)

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Wrapping up

Debrief Role Players: Ask each person about his or her chosen strategy.

"De-Role" Players: Thank the participants, using their real names, and have them take their seats. It is important for them to step out of their roles and return to the group.

Generalise, Apply and Reach Closure: Complete these steps of the experiential learning cycle to ensure that all the participants have time to reflect on what happened and to think about how they can use what they learned in their teacher education courses. Take time to close the session and link it to the next part of the workshop.

(Please add your own ideas here)

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Resource 8

Making Case Studies: Telling Stories

Case studies, stories or scenarios can help workshop participants improve their problem-solving skills and increase their understanding of complex issues - see Module 4 "Storytelling for the Environment" in Learning for a Sustainable Environment. In your workshops, you can use case studies to encourage discussions of environmental issues and solutions, and to help teacher educators better understand different aspects of learning for a sustainable environment in their work. For example, a case study might explain how a teacher educator tried to get support for a program in his or her university/college.

Below are some sample case study topics that are covered in Learning for a Sustainable Environment: A Professional Development Guide for Teacher Educators with background information, stories and activity ideas:

Module 2: Environmental education across-the-curriculum (Activity 2 - see two case studies).

Module 4: The Monk's Story (Resource 2).

Module 5: Indigenous knowledge and sustainable living (Resource 3 - case studies from Brunei).

Module 7: Environmental education classes (Resource 1- four case studies).

Module 8 Marine pollution (Activity 3 - case study).

Module 9: Community problem solving (Resource 1 - case study).

Good case studies involve real, relevant, and interesting situations that have plenty of scope for interpretation and debate. Such case studies enable workshop participants to discuss workable solutions, to listen to different perspectives and to improve their critical thinking skills.

Case studies can either include a solution or withhold it to promote discussion. They are often written, but could also be presented in video format or orally by workshop participants.

There are many ways to use case studies in your workshop. In some sessions, a complicated case is the focus of a workshop. In other instances, a series of cases may be one part of a workshop.

If the case study is long, you might want to assign it as outside reading or use small pieces of it throughout the workshop; if the case study is short, you can ask participants to read it during the workshop. Whatever the format, the case study should fit participants' experience levels and interests.

Small Group Processing of Case Study

It is suggested that you process case studies using small groups, so that you can encourage more discussion and interaction among participants. Make sure to give each small group a specific task and give enough time for individuals to read and think about the case study before they move into discussion groups.

Before starting the discussion, remember to ask if there are any questions about the case study.

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Questions for Engaging Case Studies

Case studies that present an unresolved situation raise questions that can be used to stimulate discussions in small groups, lead a large discussion, or guide participants as they read:

What seems to be the underlying issues?

How do the different characters define the issues?

What would you do in this situation?

What questions do you need to ask before you can determine what you would do?

What are the likely outcomes of these different actions?

Which outcome would be best for achieving environmental sustainability?

(Please add your own ideas here)

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Generalisation

Give participants time to reflect on the case study and the associated discussions and then to make generalisations that go beyond the case presented. For example, ask participants for any insights they have gained from the particular problem presented, or for preliminary conclusions they have drawn from their discussions.

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Application

Encourage participants to think about how to apply what they learned from the case study to their lives and work as teacher educators.

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Resource 9

Taking a Field Trip

From touring a government environment or natural resource management agency to visiting an environmentally aware school or field studies centre, field trips can greatly enhance the learning participants gain through a workshop. First-hand observations, discussions and experiences can have a powerful impact on teacher educators' knowledge and understanding as much as other learners.

Refer to the following module in Learning for a Sustainable Environment for information and insights into field studies activities:

Module 8: Learning Outside the Classroom - Activity 3 "Case Study: Marine Pollution in the Java Sea".

A field trip during your workshop would also serve as a model of how teacher educators can use field trips to give student-teachers and inservice teachers direct experiences. Where might you take a field trip to ... a beautiful natural area? A place workshop participants might not otherwise have a chance to see? What activities might be conducted at this site? Remember to discuss the advantages, disadvantages, and "how-to's" of field trips. Provide handouts with guidelines for building teacher educators' confidence about taking field trips. Briefly, here are some tips for conducting a field trip during your workshop.

Set Objectives

The field trip should be appropriate for the workshop and its connections should be explained to participants. Let participants know what to expect on the field trip and what to bring to make it a most useful learning experience. Make sure field trip activities contribute to workshop objectives.

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Rehearse the Field Trip

Prior to the workshop, run through the entire field trip yourself to check on toilet facilities, phones, parking spaces, transition areas, first aid/ambulance or medical facilities, local emergency services, route and negotiate role for staff at field-site.

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Conduct Pre-Field Trip Activities

Have a pre-field trip activity to set the stage, familiarise participants with the location, and interest them in the trip. A map may be a helpful orientation tool.

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Use a Resource Person

Ask a guide or other resource person to lead the field trip; and make sure that this person knows the workshop objectives and the place of the field trip in these before the trip.

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Have a Back-Up Plan

Make sure that you have also planned alternative arrangement in case it rains, or the bus does not arrive (or breaks down) or if other problems arise. (Please add here your own ideas)

(Please add your own ideas here)

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Have Activities for the Field Trip Itself

Set specific tasks for workshop participants to complete during the field trip, such as making and recording their observations of particular sites, activities or processes. Use all field trip locations and time (including transition times - travelling, meals or waiting for speakers) to their maximum potential.

(Please add your own ideas here)

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Include Post-Trip Activities

Back in the workshop setting, have an activity or two that allows participants to reflect on their experiences, compare them and ask questions that did not get answered during the field trip. Use this session to relate the field trip to your workshop objectives.

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Thank Your Assistants

Remember to send thank-you notes to the appropriate people and agencies for tapping into their resources.

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Risk Management Planning

When planning field trips special consideration needs to be given to ways of minimising and managing risks; for further information of this important aspect of planning field trips refer to the following module:

Module 8: Learning Outside the Classroom - Activity 9, "Risk Management".

(Please add your own ideas here)

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Resource 10

Using Pictures and Other Media

Workshop facilitators use audio-visual aids to enhance their workshops and the different learning styles of workshop participants. Slides, videos and films can bring environmental concepts to life. Handouts, overheads or flip charts can be used to emphasise a point by drawing attention to it and thereby enabling participants to focus on the topic. Your choice of medium will depend on many things - room design, workshop format, topic, amount of time available, time of day, and personal preference. Here are a few things to think about when making your choices.

Newsprint/Flip Chart/Chalkboard

Write large enough so that letters can be read at the back of a room. A flip chart has several advantages: pieces of paper can be saved and hung on the walls as "visuals" and the papers can be prepared before the workshop, and saved from one workshop to the next. Use several colours, and keep the amount of text per page to a minimum.

(Please add your own ideas here)

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Overhead Projection

For workshops with a large number of participants, "overhead transparencies" have the advantages of the image being larger and the facilitator faces the group while writing. Transparencies can also be prepared in advance. Keep the text to a minimum and use large letters.

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Slides

Slide shows add an exciting visual element to a workshop. Slides with written text need to be concise and readable. A slide show requires a room that can be darkened. Use the images to enhance your talk. Consider carefully how quickly to change images and how much to discuss each slide. A synchronised slide/tape presentation can be used with superb effect.

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Film

Documentary and feature films (eg. Ferntree Gully) can be quite informative. Showing a portion of the film to make good use of limited workshop time.

(Please add your own ideas here)

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Videotape

Videotape recordings (videos) are easy to duplicate, distribute and show. Videos are now easier to produce given the advent of personal video cameras and in some universities/colleges you may be able to access television equipment for editing. Note that video tapes from foreign sources may be incompatible with your equipment but may be translated at a cost.

(Please add your own ideas here)

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Computer Projection

You can demonstrate a computer program or show a room full of teacher educators the many resources available on the Internet by projecting the image that normally appears on the monitor. This is accomplished by attaching the computer directly to an LCD plate - a thin, liquid-crystal-display device that sits on top of an overhead projector. This setup often takes some fiddling to get the contrast and light right. To demonstrate online resources refer to Module 5, Indigenous Knowledges in Learning for a Sustainable Environment (pp. 5.4-5.5) provides information on the Centre for International Research and Advisory Networks for Indigenous Knowledge and Sustainable Development, including the organisations Email address and details about its WWW Homepage.

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Resource 11

Module Review Worksheet

1 Number and name of the module.

2 Purpose/focus of the module.

3 List the range of teaching and learning strategies used within the module.

4 Describe where this module could be used, perhaps with adaptations, within teacher education.

5 How could this module be adapted to suit other groups?

6 Are additional resources or information required for this module? Where/how could these be obtained?

7 Create an interesting poster on this module to share your ideas with other groups.

Resource 12

Six Steps to Planning and Facilitating a Workshop

1. Build Support

To be successful you need to build support for your workshop. This means getting approval, resources and/or help from colleagues, administrators, financial supporters, and other key player for your workshop. Explain to them how your workshop will enhance and complement the mission of their institution, this is an important first step. It is also important to discuss with these key players where they might like to be involved in planning, implementing, and evaluating your workshop.

2. Know Your Audience

You need to know your target audience and how they feel about taking part in a workshop you are designing. To know this you really need to ask them. Documenting participants' experiences of Learning for a Sustainable Environment before the workshop will help you develop a more effective and successful program. Make sure to ask participants about their expectations, needs and interests as well as prior knowledge and skills on the topics you hope to cover. Then use the information to develop your workshop goals and objectives.

3. Engage the Participants

There are many ways to design effective workshops. However, in all workshops it is best to engage participants in thought-provoking activities and discussions directly relevant to their work and lives. It doesn't take long for participants to tune you in if they can make the connection between the workshop and their own experiences. Incorporate the experiential learning cycle into all your workshop sessions to ensure high interest, relevance, and engagement. Also remember to model effective adult education strategies that involve participants and show them how they can use the same techniques in their own teacher education work.

4. Evaluate and Revise

Before starting each workshop, think about how it will be evaluated. Use this evaluation to revise and improve your workshop. Try some of the many different ways of conducting workshop evaluations, from paper to pencil evaluations to small group discussions. Make sure you evaluate and revise your workshop accordingly.

5. Be Prepared

Designing and implementing a workshop takes a lot of preparation. After you have decided what to do, make sure that everything - from handouts to equipment - is ready so the workshop runs smoothly and learning can occur. Participants should have clear expectations for your workshop and how it fits into larger Environmental Education efforts.

6. Set the Right Tone: Expectations and Follow-up

When a group of teacher educators files into a room to take part in a workshop each participant brings certain expectations, fears and experiences. As the workshop facilitator, you need to build on their knowledge and background to create a welcoming climate. Remember that workshop participants are likely to have different learning styles as well as a desire to take part in activities that will generate positive feedback and peer respect. By using your facilitation skills and attending to participants' learning you can build an atmosphere of trust and help your participants get the most out of the experience. You also need to plan opportunities for ongoing support arising from your workshop.