B14 Theory to Practice

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Have you ever been tasked with designing a training program for student workers, creating a seminar or workshop for your staff, or developing an on-campus event? This session will walk you through how to create a learning experience for your participants through tying together goals and objectives, learning/instructional activities, as well as assessments to ensure that your participants are gaining the knowledge and information you set out to provide. Learn more about this model and hear from a variety of institutions that have had success adopting this intentional approach with various student organizations and staff.

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  • Jennifer introductions
  • Introductions…
  • *want to get audience excited about thinking of their programs with this as a frame*allowing them to identify where they themselves can “close the gap”*AUDIT bullet – applies to 2nd bullet, so they can self-evaluate
  • B14 Theory to Practice

    1. 1. CREATING SIGNIFICANT LEARNINGEXPERIENCESZachary George, Lake Forest CollegeJennifer Keegan, Knox CollegeAnne Kremer, DePaul UniversityCaitlin Smith, Northwestern University
    2. 2. BEFORE WE BEGIN… Take a moment to think of a program, workshop, seminar, training you either attended or planned…
    3. 3. LEARNING GOALS Understand the three phases of creating significant learning experiences with a particular emphasis on learning goals, teaching and learning activities and feedback and assessment. Relate and assess what you are learning about the creation and implementation of significant learning experiences to your own work as designers of workshops, events, training and other programs. Identify resources and other professionals to use, collaborate with, and assist regarding your continued learning about developing and executing significant learning experiences. Get excited applying this model to any workshops, events, training or other programs you have designed or will be designing.
    4. 4. 3 PARTS: SIGNIFICANT LEARNINGEXPERIENCES
    5. 5. LEARNING GOALS Start backwards…  What is it that I hope participants will have learned; what will still have value after this workshop, event, training, program is over?  Learning-centered approach verses leader-centered approach  Focus on lasting impact of the workshop/event/training/program over time
    6. 6. LEARNING GOALS Ask yourself:  What key information is important for participants to understand?  What kind of thinking is important for participants to learn? What skills are important for participants to learn? What projects do participants need to know how to manage?  What connections should participants be able to make?  What should participants learn about themselves?  What would you like to see participants take an interest in or care about? What changes would you like to see? Not all will apply necessarily…
    7. 7. TEACHING & LEARNING ACTIVITIES Shape the nature and quality of the learning experiencePassive Learning Active Learning  “Doing” and “observing” experiences Only “receiving” information  Case studies, simulations, role-play  Stories via film, literature, oral history and ideas  Actively doing/observing in action what you want them to learn  Listening to lecture  What do you want them to know/know how to do when the workshop is over?  Reading a book  Can be “doing” as well as “observing” Limited and limiting in terms of  Reflection types of learning  People are meaning-making beings  What one is learning Lacks application and reflection  How one is learning  Alone or with others
    8. 8. FEEDBACK & ASSESSMENT To measure success, must tie learning goals and teaching and learning activities to feedback & assessment Avoid only backward-looking assessments:  Mid-terms and finals  “We have covered topics X, Y & Z , do you get it?” Attempt:  Forward-looking assessments  Case study or hypothetical situation – if you were in this situation, how would you apply X, Y & Z?  Replicate contexts for which participants can apply knowledge  Self – Assessment  Create multiple opportunities for self-assessment and reflection on performance thus far  Important to know how to assess and measure work as well as the work of others compared to criteria and standards identified  Frequent and immediate feedback  Other examples: surveys, testimonials, benchmarking, focus groups, colleague feedback
    9. 9. CONNECTING THE DOTS…
    10. 10. Where do you want to go? Ideally what do you want learners to learn? How will youHow are you know if yourgoing to get participants getparticipants where you wantthere? What them to go?teaching and How will youlearning know if they areactivities will achieving thehelp them best goals you’vemeet your set?learninggoals?
    11. 11. APPLICATIONNorthwestern University: Tour Guide TrainingKnox College: New Staff TrainingLake Forest College: Ambassador ProgramIACAC: Middle Management Institute
    12. 12. NORTHWESTERN UNIVERSITY:TOUR GUIDE TRAININGLearning Goals:  Understand that as a tour guide it is their responsibility not just to remember the foundational facts, figures, and route of the campus tour, but more importantly to fulfill your roles as a storyteller.  Create an emotionally memorable tour for visiting families by sharing personal stories about their experience as a student at Northwestern.  Be able to identify resources on campus that can help them improve their knowledge about campus (including academic programs, special student projects, on campus activities, etc.).  Have the desire to gather more stories and experiences not only about themselves, but about their fellow classmates to share with visitors on campus.  Value their role as a tour guide and the important work that they do in recruiting wonderful students to Northwestern.
    13. 13. NORTHWESTERN UNIVERSITY:TOUR GUIDE TRAININGTeaching and Learning Activities  Storytelling Ice-Breaker *focus on narrative  Veteran tour guides share their favorite tour story with the group  New guides share a favorite Northwestern memory  Pseudo-competitive Jeopardy  Mock Tour  Mix groups of novice and veteran guides  Each guide gives 1/7 of tour  Pause for feedback from entire group following each portion of tour
    14. 14. NORTHWESTERN UNIVERSITY:TOUR GUIDE TRAININGFeedback & Assessment  During Training:  Peer feedback throughout group tour  End-of-day reflection  Ongoing/Post Training:  Exec board – 2 training gurus  Shadowing and feedback  Quarterly joint tours  Visitor comment cards
    15. 15. NORTHWESTERN UNIVERSITY:TOUR GUIDE TRAINING Audit 
    16. 16. KNOX COLLEGE:NEW STAFF TRAININGLearning Goals Understand staff member’s role as an admission counselor in the context of the university as a whole. Remember and application of office procedures, technical competencies and time management. Develop and be able to apply knowledge of the institution, academic programs, research opportunities when talking with families. Come to see themselves as members of a team. Get excited about being a member of the admission profession and representing Knox College.
    17. 17. KNOX COLLEGE:NEW STAFF TRAININGTeaching & Learning Activities Lecture Sessions  Informational Competencies:  Knox College Basics, The Admission Interview, FA & Scholarships, Travel Planning, etc.  Day-to-Day Competencies:  Meeting w/ HR; computer, voicemail and calendar set-up; tour of admission office; expenses at Knox  Professional Development Competencies Office Gatherings Mentoring On-going training through January
    18. 18. KNOX COLLEGE:NEW STAFF TRAININGFeedback & Assessment Traveling with senior staff member  Observe senior staff member interacting with prospective students and families at college fairs and high school visits  Apply what they have learned by taking the lead in these situations Vet High School Visit Presentation  Utilize the information they have gleaned from readings and in session, to create a presentation they would give during a high school visit  Veteran staff member offers constructive feedback
    19. 19. KNOX COLLEGE:NEW STAFF TRAINING Audit 
    20. 20. LAKE FOREST COLLEGE:AMBASSADOR PROGRAMLearning Goals Use dynamic communication skills and speak confidently about the university to a variety of audiences Identify the similarities between their college search experience and that of prospective students See this opportunity as one to propel them into the work force applying public speaking and communication skills to job interview experience. Relate to diverse audiences and apply appropriate interpersonal skills Come to see themselves as representatives of Lake Forest College and a role model for incoming students
    21. 21. LAKE FOREST COLLEGE:AMBASSADOR PROGRAMTeaching and Learning Activities Monthly Meetings Group Presenters = highlight professional development aspect Business Cards Two Trainings per Year
    22. 22. LAKE FOREST COLLEGE:AMBASSADOR PROGRAMFeedback & Assessment Still in progress… 1/1 meetings with Ambassadors to discuss internships & letters of recommendation
    23. 23. LAKE FOREST COLLEGE:AMBASSADOR PROGRAM Audit 
    24. 24. IACAC:MIDDLE MANAGEMENT INSTITUTELearning Goals Identify your communication/behavior style and develop an understanding of how your communication/behavior style effects others Understand, respect, appreciate and value individual differences in communication and leadership Come to see yourself authentically as leader within your office (regardless of your title) Understand best practices for middle managers as well as how to manage up and squeeze every experience out of your current role to ensure professional development is maximized. Identify the similarities and differences between enrollment managers and admission directors Create short and long term goals that identify skills and experiences you need to get to the next step Be ready to build on your personal skill sets and strengths so to become more attractive and prepared for your next career move Develop a network of peers and professionals supportive of your personal and professional growth
    25. 25. IACAC:MIDDLE MANAGEMENT INSTITUTETeaching & Learning Activities DiSC Assessment Leadership & Communication Strategies Q& A Panel with Current Deans and Directors Goal Setting Budgeting Resumes & Interviews
    26. 26. IACAC:MIDDLE MANAGEMENT INSTITUTEFeedback & Assessment Survey  Immediately following  6 months  1 year out Using feedback to develop MMI 2012 Incorporate MMI participant in planning/committee member
    27. 27. IACAC:MIDDLE MANAGEMENT INSTITUTE Audit 
    28. 28. GRADE YOUR OWN
    29. 29. QUICK QUIZThinking back to the program we asked you to reflect on…  Did your program identify learning goals/objectives (to your knowledge)?  Did the “teaching and learning activities” relate to goals and objectives identified?  Was active learning implemented to assist in transmitting the information?  Did the feedback and assessment methods help determine if goals were achieved?  Are all of your dots connected?
    30. 30. LET’S WALK THROUGH ONETOGETHER
    31. 31. DISCUSSION, REFLECTION &FEEDBACK
    32. 32. IDEA SHARING
    33. 33. IDEA SHARING Business cards Write the following:  Student Employee/Ambassador Training  Tour Guide Training  New Staff Training  Special Workshops  Staff Seminars  On Campus Events  Off Campus Events Share a Tip
    34. 34. THANK YOU! Questions/Comments:  Zachary George  zgeorge@lakeforest.edu; 847-735-5013  Jennifer Keegan  jkeegan@knox.edu; 309-341-7163  Anne E. Kremer  akremer@depaul.edu; 773-352-7693  Caitlin Smith  caitlin-smith@northwestern.edu; 847-491-4396
    35. 35. REFERENCES Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to developing college courses. San Francisco: Jossey-Bass.
    36. 36. THANK YOU!

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