Conducting a Science Workshop (for school teachers) – My Thoughts

Some Important Learning Principles:

  • All types of learning is sequential in nature.
  • Learner’s experiences shape their motivation and approaches to learning.
  • Learners (teachers/children) learn in a variety of ways.
  • The pace of learning  is faster when a learner is challenged.

Any learning has to follow a sequence, there has to be some background information, or prior knowledge before new learning can be assimilated. For example, in teaching about ‘why we see colour’, one has to know about the principles of dispersion of sunlight, scattering, reflection and even refraction.

A learner’s maturity of understanding a concept is important. In the sense it follows from above, that prior knowledge and experience helps in furthering the process of development; learning and assimilating new knowledge.

All learners do not learn in the same fashion and speed. Each needs a variety of different channels, so that the temporary learning in the frontal cortex is shifted permanently in their learning centres. That is why the instructional strategies have to vary – to take into account different learners, and their speed of learning.

In addition, it is nice to remember Confucius’ quote: What I hear, I forget; what I see, I remember; and what I do (hands-on), I understand!

Learning Objectives

Outline the learning objectives of the workshop. If it is a 4-hour workshop then I suggest there has to be about 8 bullet points in the LO.

Instructional Strategy

  • Start with a ‘hook’
  • Teach (Engage)
  • Demo/hands-on (Explore)
  • Worksheets (Query/Discuss)
  • Fun Facts (Everyday application)
  • Quiz/exam/project work (Evaluation)

Process of Training

Training Process

Teaching Learning Aids

  • PPTs, internet, you-tube, pictures and images
  • Videos and animations
  • Activity sheets, worksheets and quiz sheets
  • Interactivity, virtual labs

Learning Outcomes

Check if the learning objectives are met. There could be more that one learning outcome for a particular learning objective. Map them out before hand. Write your expectations of the learning outcomes down. The outcomes can be monitored while quiz answers and discussions. Re-check if the objectives are met from the outcomes that you have monitored.

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