The document describes the workshop method process for providing training to teachers. It involves the following key steps: 1. The workshop begins with an introduction to outline the topic and importance of context for implementation. Participants then work in groups to adapt a generic teaching method to a specific context. 2. In the active phase, participants practice applying the method and receive guidance from experts. They then present their work and discuss findings. 3. Follow up involves collecting feedback through a questionnaire. Participants are expected to apply what they learned to their own teaching and provide a final report on their experiences. The goal is to help teachers better adapt teaching methods to specific contexts.

1. Workshopmethod
The workshop method is used to seek, explore and identify the solutions to a problem;
to permit the extensive study of a situation, its background and its social and
philosophical implications.. It is used for teachers for giving awareness and training of
new practices and innovation in Education. It provides an opportunity to prepare
specific professional, vocational or community, service functions. A high degree of
individual participation is encouraged. It permits group determination of goal and
method.
Procedure of Workshop Method
There’s no doubt that planning a workshop is a lot of work. But if enough time is spent
in thinking through the details, everyone will get full value from the event.
The workshop will mainly incorporate interactive elements. Tokick-off the workshop,
the organizers will shortly outline the strengths and weaknesses of generic teaching
method descriptions, and show the importance of providing context information to
facilitate real implementation. After the introduction, the participants will split up into
groups and take an example generic teaching method, which they will exemplarily adapt
to a supposed teaching context. While going through this process, the participants will
identify and record context elements that they find relevant as well as questions that
arise. Each group will agree among the group members what context elements represent
the core when adapting teaching methods.
The workshop’s goal should be at the center of all planning. Creative exercises will get
everyone relaxed and involved, and don’t forget to follow up afterward: Although it can
be scary tohear what people really thought of all the hard work, it’s the only way to
improve the future event.
The organization of the workshop can be divided in two phases;
Pre- active phase and Active phase.
The Pre-active phase
Follow these steps to make workshop a valuable experience:

2. Step 1: Define the Goals
Every workshop must have a goal. Many workshops are a waste of time because there’s
no clear goal kept at the center of the discussion. Without the clear goal, there’s really no
point in getting people together.
Step 2: Decide the Target Group
Knowing who will participate directly relates to the objective .Make a list of people who
needs to be there. Try tobe as specific as possible, but leave a few openings for last-
minute additions.
The target audience for the workshop includes instructors and instructional designers
interested in the application of proven teaching methods, learning patterns, or
pedagogical scenarios. The target group benefits from this workshop by gaining
experience in exemplary transferring a generic teaching method to a unit of learning,
and by identifying what relevant context elements reinforce this process. The
participants’ awareness of needed elements is thus sharpened and ability to use generic
teaching methods in future applications is enhanced. Furthermore, participants will
support the scientific understanding of the context of teaching methods through the
contribution of their own teaching and learning design experience. Participants are
expected tocontribute actively tothe workshop. Participants do not have to write an
article for this workshop. It is expected that workshop participants contribute actively to
the workshop’s discussions and tasks.
Step 3: Select the Right Location
Think about the logistics and practical details of the workshop for the selection of the
location. Make sure that everyone be able to see the visual aids. If a certain technology,
like teleconferencing is used, see will the location support it? Also make sure about the
appropriate facilities for breakout sessions. Will everyone be able to reach the venue?
Will there is a need to organize accommodation for people who are coming from a long
way away? And what catering facilities does the venue provide?
Step 4: Prepare an Agenda
As the primary objective is decided and who will participate is confirmed, start to
develop an outline of how to achieve the workshop’s goal.

3.  Main points – Create a list of main points to discuss, and then break down each
larger point into details
 Visual aids – List the visual aids, if any, to be used for each point. If need technical
support provide expert help, this helps the people to determine where they need to
focus their efforts.
 Discussions and activities – Take time to list exactly which group discussions
and activities will be used at which point, in the workshop. How much time will be
allowed for each exercise? Make sure the activities are appropriate for the size of the
group, and ensure that the venue has the resources (for example, seminar rooms)
needed to run sessions.
Remember, the more detailed the plan be, more the workshop will run to
schedule – and be successful.
Step 5: Develop a Follow-up Plan
The only way to find out if the workshop was a success is to have an effective follow-up
plan. Create a questionnaire to give to all participants at the end of the event, and give
them plenty of opportunity to share their opinions on how well it went. It’s the only way
to learn – and improve – for the next time.
It’s also important to have a plan to communicate the decisions that were reached
during the workshop. Plan to send out a mass email to everyone with the details. Plan to
put it on your college internet. People need to know that their hard work actually
resulted in a decision or action, so plan to keep them informed about what’s happening
after the workshop has ended.
The Active phase
Generally workshops are organized for three to ten days. In special cases the period of
workshop may be extended. It depends on the nature of task assigned to the workshop
participants. It can be organized in three stages:
First Stage.
Presentation of the theme for providing awareness. resource persons or experts are
invited to provide the awareness and understanding of the topic. Paper reading is done
to discuss the different aspects of the theme. The trainees or participants are given
opportunities to seek clarification. The experts provide the suitable illustration and
steps for using it in classroom teaching or education. . In the first stage theoretical
background is provided to the participants.

4. Second stage.
Practice the method for its applicability. In the second stage the group is divided into
small groups e.g., a workshop for lesson planning or writing objectives in behavioral
term or a Question Bank workshop. The groups are formed on the basis of subjects
(Language, Science, Math’s, Social Studies). A resource person or expert is assigned to
provide the guidance for the work to be performed. The expert provides guidance and
supervises the work of each trainee of his group. Every participant has to work
individually and independently. Every trainee has to complete has task within the given
period. At the end they meet in their groups and discuss and present their task to be
completed.
Third Stage.
At the round-up of the workshop A representative of each group will then be asked to
present the findings. Following all groups’ presentations, workshop participants discuss
the findings, conceivably adding or eliminating elements. The result of this first phase
will be an unordered set of context elements accumulated from all workshop groups as
well as questions that remain unresolved.
In a second stage, the participants are required to elaborate a meaningful ordering
scheme for the thus far collected context elements. This is achieved by illustrating an
example for each context element that is derived from teaching practice. The groups
then prioritize the context elements, assigning, for instance, first and second priorities
based on teaching requirements. The groups will also each choose one of the unresolved
questions, which they will discuss in further detail. This discussion serves toeither
provide a solution to the question, or to provide a more detailed description of what
makes up the problem. Outcomes of this group work are again presented to the
workshop auditorium. Comparative discussion can take place to arrive at a final result
for the context elements of teaching methods.
The round-up will be a reflective discussion with all workshop participants, where the
experience of using teaching methods is put into personal perspective, e.g. what value
participants see in the use of teaching methods, or what elements regarding the context
cause uncertainties with participants.
Evaluate the material prepared by the participants as follow up. As this groups meet at
one place and present their reports of work done at second stage. The participants are

5. given opportunists to comment and give suggestions of different aspects of the reports;
Formalities are observed at the end of the workshop.
Follow up:
A follow up is an important part of a good workshop. The effectiveness of a workshop is
ascertained by an objective follow up. The trainees are asked to continue their task and
examine its work ability and usability in their institutions. Participants will take away
from the workshop a set of structured teaching methods for use in their own teaching, as
well as the ability to adapt a teaching method to their teaching context. This includes a
refined understanding and awareness of the elements that play a defining role when
performing this task.
The workshop will provide a set of practitioner-defined context elements for generic
teaching methods that are prioritized and illustrated in examples. Last but not least,
problems of generic teaching method use are collected. These inputs will be used to
further refine the research on optimizing the provision and use of teaching methods.
The participants are invited to meet again and present their institutions feedback. The
participants are invited to meet again and present their experiences regarding
applicability of the topic or new practices. They may give some practical suggestion in
this context. A report of the workshop is prepared.