Enhancing+Engagement

As preparation for our session with on 19th Aug, John C has asked us each to contribute an example(s) of **an approach which we've tried** in order to engage and facilitate learning. We can use this page as preparation for that session to share ideas and to engage in some reflection prior to the event. The discussion tab may be useful for inviting more info, or to comment ... (I'm not sure if the table will work - but we can take the entries out if it turns out to be annoying) Attempt deeper learning by building on previous tasks, building skills incrementally each day over a longer period of time rather than tons of info in 4 hours then nothing. || Second half is an open floor and facilitator covers topics on request. || Particiapnts can relax knowing they are not trapped in a 3 hour session when they only need an introduction to the fundamentals. Participants can have their area of interst covered but could alienate others. ||
 * **Approach** || **What did you hope to achieve by using this approach?** ||
 * Inviting a group to sort statement cards into piles that indicate whether they 'agree' or 'disagree' with each statement. || Putting abstract topics on cards makes abstract ideas a little more tangible and concretised. Asking people to sort into piles encourages discussion and sharing of ideas amongst all the group ||
 * Participants watch a short drama which then forms the basis of discussion about the topic || The actors dramatic performance offers the participants a shared frame of reference, and a shared experience. Actors can offer participants a different or unusual perspective on a shared problem or issue. ||
 * Groups each asked to promote and defend something irrespective of its appropriateness for the purpose! In this case a different provided style of writing for learning materials. || Engagement in the idea of different writing for different purposes and an appreciation of the style needed for effective learning (otherwise a very dry topic). But rather surprised by the energy and enthusiasm each group dedicated to the defence of 'their' style. ||
 * Staff divided into 2 groups depending on length of service (eg less and more than 10 years). First group asked to discuss what they would like to know about their roles/ the sector etc and more longer-serving staff discussed what they wished they had known when they started - and then to compare lists. || Haven't tried this myself but seen it in action and very effective in terms of showing we all share the same concerns etc as issues which came up from both groups almost identical. Plus some calming words from the older brigade. Could be good as an icebreaker too. ||
 * At the start of the workshop, participants asked to work in pairs to speculate on the significance of a photo to the content of the workshop || * As an icebreaker to help participants enjoy interacting with each other
 * To engage participants with an unexpected start to the session
 * To introduce the workshop topic via a good story (contained in the photo)
 * To take the focus away from the presenter
 * To demonstrate potential of images as powerful sparks for discussion (relevant to that particular workshop) ||
 * For final stage of workshop, participants asked to create or develop something and then to present that to the rest of the group || ** To consolidate learning and provide a creative opportunity for participants to apply new knowledge and skills within a context of their own choice
 * Chance to learn from what other people develop and the different ways and styles they go about it ||
 * Fully online learning - splitting a half-day workshop up into two weeks of daily 20 minute online tasks and delivered via a blogging format. || Flexible learning, allow participants to partake of the materials at a time that suits them.
 * Skills training - allowing participants to leave after the first half which covers fundamentals.
 * Using the student voice. Have tried in various ways but most effective seems to have been:
 * playing video or audio clips so participants can actually hear students' own words
 * getting participants to read/ act out words (provided) for various different scenarios || * to engage and motivate staff
 * to encourage empathy - spoken voice engenders emotional connection
 * to enable summarising of key issues and a shared platform of understanding
 * to introduce the unanticipated and unexpected
 * to provide a memorable experience ||