Fourth+task.+Workshop+observations

**WORKSHOP OBSERVATIONS** After reading the workshop observation protocol, please reflect on the following:

Sharing leadership equally throughout the workshop, shared in the preparation of the agenda and workshop material (LY) They’ve seemed to have been met before the session and divided the tasks. (Eyad) They complement each other in the delivery of the session. They seem to agree on everything. And respects each other opinion. No contradiction between them. Transition from one thing to the next is very smooth without any interruption to the session. (Eyad) -Show evidence on having worked together by e-mail or phone before the WS, therfore working seamlessly leading alternating aspects of the workshop. (YB) Of course, there is not much to add here, but I would look for what is stated in the first entry, which is an absence of tension and evidence of that easy, mutual respect that we hope for in our partnerships. (NS) I think it's all been said. Still another indicator might be when you give a message to one, the other not only indicates that he/she has heard it, but delivers an appropriate response. (CB) evidence of shared preparation and shared delivery / complementing each other's comments, presetations, etc. (CM)-- Leaders listen to one another and feel comfortable adding points / or notice and pause when the other one wants to add points. They share tasks and 'air' time equitably and refer to one another's ideas or statements in their own to build clarity. (Marilynne) --Proximity. WSL do not just stay in front of room or behind desks, moving around, and checking in on group work (SS) --The WSL's model attributes of the Learner Profile (SS) --issues are addressed between WSL's privately and resolved immediately, using the Field Rep as a mediator if needed. (SS) || ability to expand on ideas and deal with questions from participants with a wide variety of IB experience (LY) -Easy manner in answering participant questions in a clear, non-condescending manner. (YB) The WSL is able to discuss all aspects of his/her particular subject and, in the case of the DP, how TOK is integrated into the subject area. I also think it will be important for an observer to know that the number of changes in a particular subject at any given time may be putting extra pressure on a WSL. (NS) The leader is aware of connections to TOK, CAS and the Learner Profile. (Sandra) - If they do not now the answer to a question, they can direct the participant to the correct person (ET) You can tell when you enter a session if the information that is given is current. The conversation, dialogue between participants, and even the activities give this away. (CB) ability to respond to questions / the level of preparation / evidence of sufficient experience with the workshop subject and current IB regulations, recent programme changes, etc. / shows confidence (CM)- WSL answers questions directly, clearly and there is evidence of other mechanisms around the room such as post it notes and flip chart sheets where participants can offer further questions. FR observes the WSL making reference to the other areas of the Diploma Programme including the 3 core areas, international-mindedness, the Learner Profile, and the workbook has up to date materials current with the most recent version of the Guide. WSL is comfortable answering questions about the program. (Marilynne) ---Learner Profile, International Mindedness, and Mission Statement are naturally connected to WSL Subject in specific and practical ways. SS --WSL is not continually anecdotal, refers to OCC as ways to get further knowledge, and activities empower the participants to understand and acquire knowledge about the programme (SS) || -PPT, handouts, clearly focused hands-on activities. (YB) Participants have an overview of the entire workshop, eetailing what will be covered each session. (with the possible notation that this overview might be revised to meet the needs of the group as they go through the workshop. (NS) The leader has a method for dealing with questions that are not relevant at the moment but will need to be addressed at some point. (Sandra) - Session goals are posted or communication at the beginning of that session, (ET) A brief conversation with participants during a break, lunch, or just before or after a session can reveal much. Some of the best sessions that I have seen, do not have power points or printed agendas. What they do have, however, is happy/satisfied participants who are often well engaged in conversation - even when a session ends. (CB) having a well-designed workbook / a powerpoint / visual aids / materials that cater to different learning stiles / an agenda that allows for balance between different activities, i.e. some where the participants can move around, other where they sit down, etc. (CM)- There is evidence of a variety of resources and strategies in use such as PPT, internet (if available), workbook, additional handouts, flip charts, work and material posted around the room. The WSL or the participants refer to the sequence of topics from those that have been covered to those that are yet to be dealt with. Questions are taken or dealt with in such a way that the overall flow or plan of the workshop is uninterrupted. The WSL is following the conference schedule; breaks, lunch and start-ups are all on time. (Marilynne) --Asking for a participant or two to Recap at the end of a session the highlights or critical information (SS) || -Shows evidence of being attentive to questions and puzzled faces (some participants are SHY!) (YB) The leader is able to handle the "dominator," if there is one, tactfully but skillfully. One of the biggest complaints about workshops is the person who hi-jacks the workshop. (Sandra) I agree with Sandra! There is one in every crowd. There is usually also the "non joiner" who doesn't want to do the activities and thinks the workshop is a waste of his/her time. The leader should attempt to engage them. (ET) Good leaders do all of the above. Some answer questions throughout the workshop. Others use 'Parking Lots' or other techniques to answer questions that do not follow the time schedule of the presentations. Many presenters start wikkis and/or group emails for the precise purpose that questioning can continue long after the conference ends.(CB) - There are several ways of handling this; in the moment, or briefly with assurance to return to it later in the associated topic; indicate the location of the information material on the questions in the workbook, the OCC or the Guide etc.; The WSL is able to balance the need to maintain the pace of the sessions with the importance of clarifying points as they are raised. The parking lot strategy with post-it notes on a sheet or wall and stacks of them around the tables is another effective invitation to and enabling of questioning. The WSL should notice raised hands, all of them, quickly and respond appropriately. (Marilynne) --Having the WSL and the group create a list of 'Adult Agreements' that address several issues from cell phones, being on time, being prepared, no side-conversations, allowing the quieter voices spaces to speak, etc from the very beginning can take care of a multitude of issues...especially addressing the 'hi-jacker' before you even get to know your participants, this keeps an awareness in the room and usually the dominating voices are in-check...Even having the person who seems like they might be the hi-jacker become the one who will give the group feedback for how well they did in adhering to the agreements and where they need to improve for the next session can also be effective, as long as no one feels singled out...(SS) || leader creates the atmosphere where participants can be actively involved, create small groups, change grouping, use a variety of techniques to increase participation (LY) -Provocative questions can lead to expression of different ideas regarding teaching strategies. Ex.: "Lectures are boring." (YB) - Lots of particpant-centered activites (ET) Lots of group work is evident and both personal and group reflection is part of each day. (CB) allowing for different kinds of activities / giving participants plenty of opportunities to share best practices and ideas / giving participants scenarios to practice different skills (CM)- Debate and exchange can be fostered by effective questioning, by arranging participants into groups, partners and assigning different aspects of tasks or topics to consider and then exchange. Role playing is another strategy. Debating activities such as pro-con dialogue and continuum line arranging in reponse to topics are also effective. (Marilynne) || Planning a strategy and agenda ahead of time to intentionally use a variety of strategies that will work with the different components of the workshop (LY) Having teachers work in small groups and pairs, using Web 2.0 apps to engage everyone if internet access is available. (Sandra) The leader is a facilitator not a teacher. (ET) When visiting a session a couple of times and all I see is the presenter at the front delivering a presentation or talking about a power point, I will always make a point of visiting again and/or talking to participants to ensure that various strategies are being employed. (CB) demonstrating various learner centered approaches / offering different entry points into a topic (CM)- Look for variety and plan on several visits to see different teaching strategies being used. Sometimes it is necessary to explain things or introduce topics in a formal way, but it needs to be followed by the participants working and interacting with the materials and trying things. Consider how much air time the participants are given, and whether every participant is engaging in discussion or responding to prompts. (Marilynne) --are the different learners needs being met? What is for the visual,auditory, kinesthetic?(SS) || Leader keeps updated with the most recent information from the OCC and other workshop leaders (LY) the workbook should contain current materials / pointing to current info on the OCC / appropriate handouts (CM)- Skim through the workbook and consider the content there and in the PPT. Is there reference being made to the OCC and IBO websites, or the IB Coordinator at the individual school as a 'go to' supporter? Are changes in the curriculum and/or assessment and scheduling being explained and introduced? (Marilynne) || Participants are involved in the sessions and are contributing on a consistent basis (LY) -Show evidence of engaging all participants by recalling names and not always calling on the same folks. (YB) Laughter! (ET) Participants being relaxed and engaged - not talking to each other, on their cell phones, checking their email, taking excessive breaks, or checking out early are all bad signs. Lively conversation. focused work, and/or animated presentations are all good signs. (CB) the atmosphere in the room is pleasant / the participants take part in discussions and / or are listening intently, instead of playing with their phones or computers / they have a good attitude towards the leader and vice versa (CM) - Observe facial expressions, eye contact, body language, wander around the room if possible to see what is going on at each seat, join in the groups or partners when they are working on an activity, Watch for humour, laughter, the energy in the discussion whether the whole group or small groups, and see if see if everyone is equally involved with nobody dominating. (Marilynne) || Participants and leader are engaged and not bored with a slow paced session and not overwhelmed or confused by a fast paced session (LY) Participants did not seem bored and anxious for the session to end. To the contrary they were all engaged and asking lots of questions. (Eyad) -Show evidence of controlling the pace depending on intensity of material- breaks/debrief after assessing exams, for instance, or perking up pace to prevent post-postprandial stupor :-) . (YB) The majority of participants are engaged and appear to be comfortable with the pace of the session. (NS)  The session ends at an appropriate moment; i.e. not in the middle of an activity or a great discussion (ET)  Primarily participants do not look and act exhausted during breaks, lunch, or at the end of the day. (CB)
 * **What evidence / indicators would allow us to state that…?** || **Indicators – Evidence** ||
 * Workshop leaders work well as a team. || amiability, sharing tasks, tone of voice, politeness, no evidence of dominance (EC) observation of while one leads, the other offers support and/or individual assistance to participants (MN)
 * The leader is knowledgeable regarding the programme. || response to questions; delivery of material(EC) does not offer dated information, nor misinformation (MN)
 * 1) Leader addresses all of the questions.
 * 2) Responses are clear and appear well understood.
 * 3) The delivery of the session is done in a very smooth and organized manner. (Eyad)
 * The leader presents information clearly and in an organized manner. || PowerPoint, handouts, visual aids, workbook(EC) and supplemental workbooks(ST) Oral presentation meshes with the workbook and/or powerpoint (MN). Preparation of the agenda and materials makes sense and follows in an organized way that makes sense to the participants (LY)
 * 1) During the first session an outline of the entire session and an abstract were presented by the leader.
 * 2) Itemes were added to this outline from the participatns.
 * 3) The outline was followed through out the session.
 * 4) Information is clear and the session is organized.
 * 5) Responses are clear and appear well understood.
 * 6) The delivery of the session is done in a very smooth and organized manner. (Eyad)
 * The leader answers questions and remarks. || answers without hesitation or offers to research answer if necessary, has open discussions, encourages questions, inspires confidence(EC) majority of questions are answered in a prompt and accurate manner (MN), invites questions, answers from experience, invites answers from experienced participants (LY)
 * 1) Leader encourages question and comments.
 * 2) Addresses the vast majority of questions.
 * 3) Responses are clear and appear well understood.
 * 4) The leader is able to manage multiple question and comments. (Eyad)
 * The leader stimulates debate and the exchange of ideas. || throws out questions to group, has break out sessions with planned activities(EC) active involvement of participants is evident (MN)
 * 1) The leader encourage discussion.
 * 2) The discussion is relevant.
 * 3) Discussion is well-managed and adds to the quality of the session.
 * 4) The session is designed/delivered in a way that encourages discussion.
 * 5) All participants appear engaged for the vast majority of the session.
 * 6) Various questioning techniques are employed. (Eyad)
 * The leader uses a variety of teaching and learning strategies. || lectures, QandA, Socratic questioning, sharing of ideas, acronyms, humor(EC) a balance of direct and indirect instruction is observed (MN)
 * 1) The techniques employed engage participants and encourage participation/collaboration.
 * 2) The techniques are varied during the session.
 * 3) Activities used in the session and the techniques are very effective in stimulating discussion. (Eyad)
 * IB programme resources used are suitable and up to date. || workbook materials, use of OCC, handouts used, information imparted in lectures(EC) materials from workshop leader link of OCC, as well as discussion threads from OCC are in evidence. Dated materials are not presented. (MN)
 * 1) handout is given to groups that allows participants to understand an activity or report on outcomes.
 * 2) Multiple resources (OCC, IBO site etc.) are used that enhance the session delivery. (Eyad)
 * 3) Often times this can come up in conversation with the presenter during a lunch or a break. It is easy how they are presenting 'new' changes to their participants. (CB)
 * The participants appear to be involved. || attitude toward leader, engaged in lecture and/or conversation, no texting or video games on computer (!), no sleeping (EC) Participants engage in discussion, ask appropriate questions and are focused on the task at hand (MN)
 * 1) In general, all participants appear to be in the correct category.
 * 2) All participants appear engaged for the vast majority of the session
 * 3) Participants were fully engaged in activities given to them by the leader.
 * 4) All participants were asking question to further understand some comments. (Eyad)
 * The pace of the sessions is suitable. || questions get answered, agenda is posted and covered items are checked off(EC) The topic of the session is well-covered while not neglecting questions or suggestions from participants (MN)

nobody seems lost or is struggling to follow the sessions/ the leader(s) stick(s) to the agenda, which is always visible / "burning questions" get answered (CM)- Pace goes hand in hand with variety; so observe how and how often transitions are made from topic to topic or activities. Questioning can also indicate the appropriate pacing. For example, are the participants clear about the information or do they seem confused or concerned? Is the overall conference schedule being adhered to and is everyone appropriately busy during the FR's visit? (Marilynne) || Participants can communicate with each other and work with each other in small groups effectively (LY) -Show evidence of controlling set up to suit pusrpose of activity. (YB) The room was arranged in way encouraged participants to engage in discussion. They can see one another. Room space was excellent and fully utilized. Participants and leaders can freely mover around the room toengage in an activity. The temperature in the room was very adequate. (Eyad) Given the constraints of the room: the size of the tables, the shape of the room and tables, the placement of the screen (near the electrical outlets, etc.), the WSL has made the most of the situation, and the set up seems to be working for everyone. (NS) An area to post things on the wall/bulletin board is very useful, but not always available. When it is the leader should make use of it. (Sandra) Layout does not remain the same for the entire workshop It should be changed as the activities change. (ET) Sometimes the layout of the room is not the leaders fault. I just had an absolutely horrible room in Savannah. The workshop coordinator did not change my room. (I had the most participants from any other session. Other rooms were half empty. It was long and narrow like a bowling alley. Instead, I received a microphone and was told to rearrange it as I liked. As a result, part of the room could not see the screen or hear the conversation.) I believe that is the Workshop coordinator's job to provide a room that meets the size and demands of the workshop and would actively lobby on the part of any workshop leader who had to experience what I just did. (CB) sometimes this is not possible, but the room should be big enough to allow for various activities (i.e people should be able to move around and work away from the table / all particpants should be seated so that they can see the leader and each other (CM)- The shape and size of the room, and the location, are sometimes problematic. The FR can offer suggestions to the WSL and support any changes to the arrangement or requests the WSL might make to address these issues. Prior visits, the evening before the start of the session, to the session rooms are very important for the WSL and the FR needs to facilitate this and confirm with the WSL that things are suitable. Everything needs to be sorted out before the conference begins. Many is the time I have been moving furniture and equipment in my session room at 10 or 11 pm the night prior to the session start-up. Beyond that, as others have noted here, participants need to easily interact with one another and be able to move about. Eye contact and face to face discussions are objectives when setting up the session room. (Marilynne) || Participants are receiving what they need to be effective in their schools upon return (LY) (NS) Participants left feeling that are well prepared to teach their IB subject. (Eyad) -Checklist and tick. (YB) I'm with Eyad. That's the most important need for teachers. (Sandra) Presenters need to deliver the content of whatever their workshop is listed as. Participants who are misregistered (for whatever reason) can be dealt with privately (during lunch or breaks) so as not to hold the groups back. (CB)
 * The layout of the room is suitable for the session. || visual observation, comfort zone of tables and chairs, legroom (EC) the configuration of the learning environment meets the needs of the session as well as the size of the group participating (MN),
 * The workshop is in line with the goals and objectives proposed by Global Professional Development. || subject material is covered; requirements of different categories are fulfilled (EC) workshop goals presented in the OCC are adhered to while allowing participants to explore areas of concern for thier own teaching situation (MN),

the objectives should be in the workbook and the powerpoint / attention has been paid to the appropriate category goals and objectives (CM)- We have discussed elsewhere the importance of the categories and correct registration. People who are misregistered need to be helped / sorted out early on. Teachers all want 'take-aways' - ideas and practices they can use and share back in their schools. The WSL should also show awareness of the best practices for working with adult learners. (Marilynne) --Stop the combined 1&2 Cat or have Cat. 1 attend an online training prior to attending (SS) || Participants feel confident that they can be effective when they return their schools, they have made friends and contacts and found a wealth of new resources among the other participants (LY) Participants left very happy. They left with many sources, email address, contact names etc. they felt they are equipped with what is needed to answer any question in regards to their subjects.(Eyad) -Show evidence of group rapport and synergy. Clapping when parting. (YB) Participants leave with workbooks anduseful materials and //seem// eager to return to school and put what they have learned into practice. (NS) Particpants all have at least one WOW moment. They are excited to return home and teach the programme! (ET) Talking with participants throughout the workshop gives the best sense of this and I agree with all of the other comments above. (CB) all of the above / participants walk away feeling that the workshop was useful (CM)- Ditto the comments above. In observation, are the participants comfortable with one another and exchanging ideas, contacts and materials so there is evidence of networking being established? Are they happy and relaxed in chatting with the WSL and taking a moment to thank and say goodbyes all around. In converstation with participants at Break, has the FR found out about what they like most about their session and how it is helping them. (Marilynne) --Evidence of participants leading activities and making connections in their own planning and mapping the course, offering ideas or ways in which to meet the demands of the programme, seeing participants able to have meaningful discussions about approaches to learning, connections to programme, subject specific dialogue, and the joy of learning throughout the sessions (SS) ||
 * It is a high quality workshop, in general. || reaction of participants, level of information provided, level of questions (EC) participants may be seen to be enjoying and profiting from the workshop, based upon discussion, questions, and materials/resources being gathered (MN)

As you know, I'm learning together with you all how a wiki works......but I know from previous experience it is very difficult to attach tables on the discussion strands....so, may I suggest, that this time round, rather than using the discussions thread, you **EDIT** this page and add in your suggestions under the indicators / evidence column followed by your in i tials so as to identify the different entries. If you have questions or comments, then do use the discussion threads on this page. Does this make sense? If anyone knows of another way of doing this please let me know!