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[ProfessionalDevelopment] Re: Scenarios for PD
David Rosen
djrosen at comcast.netFri Nov 4 16:57:11 EST 2005
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You have given us a great list of strategies, Duren. Here's another
for computer training/professional development, which may be
applicable in other PD areas too.
~ ask participants to complete a quiz (perhaps online) before coming
to training that includes performing tasks that would be needed in
the training (e.g. correctly typing or cutting and pasting a URL in a
browser, minimizing a window, opening two windows and switching back
and forth between them, etc.) If participants get below a certain %
ask them to come to a one-hour pre-training activity where they will
get special help with these skills.
I sometimes ask people to pair up at one computer in a lab (if they
wish) so they can help each other. This doesn't always help. I
wonder if you -- or others -- have suggestions about how to pair
people up. These might have applicability to other PD areas too.
David J. Rosen
djrosen at comcast.net
On Nov 4, 2005, at 1:55 PM, Duren Thompson wrote:
> I like all your strategies for writing a more accurate description
> - and we've used many of them.
> In particular, your phrasing "...who are comfortable using a
> computer and competent with basic word processing, but who have
> little or no experience using a spreadsheet" is almost word for
> word what we've used.
>
> Our experience, however, is that folks attend anyway. We can only
> assume one of the following:
> - they don't know what "competent with basic word processing" is.
> They can type a letter and print it, but they always save to the
> default location, and use the spacebar instead of tabs or indents
> (for example).
> - They think of themselves as comfortable using a computer - but
> they've only ever worked on one computer, set up exactly their way,
> and are lost if the one at the training doesn't exactly match what
> they are used to.
> - are desperate to learn anything about computers and this the only
> thing they could find, fit in their schedule, or that was
> recommended to them
> - Someone told them they *had to come*
> - What they wanted couldn't be found, so they came to this instead
>
> Lastly, we've found that a lot of folks don't read past the title
> of the session to see the description (and check boxes that said "I
> read this" without reading either). Some folks have indicated that
> if the description is too long - they won't attend, or simply stop
> reading after the first paragraph (like in a newspaper).
>
> No matter how hard we try on the front end, we will almost *always*
> end up with a challenging mix of folks in a workshop.
>
> What are specific strategies that you-all have found are helpful in
> coping with these "mixes?"
>
> For computer classes, we do always try to build in some sort of
> "pre-assessment" task or question to get an idea of how comfortable
> people are with basic keyboarding and mouse tasks, and plan on at
> least one "helper" per 10 attendees (in addition to the facilitator).
> Some other strategies we've used are:
> ~ Have them rate themselves, on paper, as to how many years
> experience they have (or how "expert" they feel) with computers
> and then "line up" according to comfort level/experience and then
> the facilitator works to pair more experienced folks with less
> experience folks in class.
> ~ For face to face sessions on using the internet, have
> participants go on a short web-quest (even just "open Internet
> Explorer and go to the web site on your handout" can tell us a LOT
> about a user's skill and comfort level)
> ~ For sessions not based on the internet, simply having them insert
> a floppy or CD and open a file will tell us a lot - asking them to
> save a file can be especially informative.
> ~ For online courses, we request they register using our online
> form. Anyone who faxes or US mails us their registration is tagged
> as someone who will need extra support. As are those who have to
> call us to ask how to fill in or submit an online form. Those that
> register using someone else's e-mail address (like their supervisor
> or their husband) are likewise "tagged."
> ~ If we have concern that a particular topic or group will have
> difficulties, recruit teacher experts to attend sessions as extra
> helpers.
> ~ If we have enough helpers, and only or two people are *really*
> struggling, one helper simply hangs out with the "challenged" person
> (s) and the other helper works with the rest of the room.
> ~ Helpers quickly identify left-handers or those with visual
> impairments and make adjustments to the computer they are working on.
> ~ If using laptops in your presentation, ALWAYS have a mouse for
> every laptop. Touchpads are a real challenge for almost everyone.
> Some will also have trouble with the more condensed keyboard.
> ~ For those who have trouble using a mouse, helpers show them how
> to use keyboard shortcuts and arrow keys to move around on the
> computer. For those with trouble keyboarding, show them how o use
> the mouse to do as much as possible.
> ~ Avoid session tasks that require folks to do a lot of keyboarding
> - unless that is what you are teaching. Have a file with pre-
> prepared data for them to work with in spreadsheets, word
> processing or databases. They can create a couple of records, and
> then move on with the other skills for the session.
>
> Whew! any other ideas for tech sessions? Ideas for non-tech
> sessions (like ESOL content?)
>
> Duren
>
>
>> >===== Original Message From David Rosen <djrosen at comcast.net> =====
>> Duren and others,
>>
>> One important piece that _is_ in our control as professional
>> developers is to be sure that the course, workshop, presentation,
>> study group or other PD offering is very carefully and clearly
>> described. A good description might include:
>>
>> 1) intended participants' knowledge and experience (An "Excel Basics"
>> workshop might describe the intended participants as those "who are
>> comfortable using a computer and competent with basic word
>> processing, but who have little or no experience using a
>> spreadsheet")
>> 2) what the PD offering is (and isn't) intended to do (e.g. "Enable
>> participants to organize a set of numerical data in a basic
>> spreadsheet, but not to use formulas other than those which involve
>> addition or multiplication")
>> 3) how the offering will be conducted: in a lab, a discussion group,
>> as a presentation with opportunities to practice, as an online
>> course, etc.
>> 4) the presenter's name and experience
>> 5) what is required of the participants (e.g. "Given a set of data,
>> produce a functional spreadsheet with accurate labels and correct
>> formulae.")
>> 6) if credit or CEUs are available (or not).
>> 7) referral to other related offerings, if available, which may be
>> for more (or less) experienced participants
>>
>> In addition, if the PD offering requires registration, the
>> registration form could be designed so that it requires a signature
>> after a sentence that says "I have read the description of this
>> (course, workshop, etc.) and believe that it is intended for someone
>> with my level of experience."
>>
>> In the evaluation of the offering you could ask participants to say
>> whether it was at the right level and, if not, to review the
>> description and indicate how the description could be improved.
>>
>> I wonder if others have suggestions or additions to what should be
>> included in a good PD offering description.
>>
>> David J. Rosen
>> djrosen at comcast.net
>>
>>
>>
>> On Nov 4, 2005, at 11:31 AM, Duren Thompson wrote:
>>
>> > OK - I'm going to play devil's advocate here. What about the
>> > following 2 scenarios:
>> >
>> > 1) We offer what is clearly labeled a course in "Excel Basics" or
>> > an "Introduction to the Adult Learner" - describing the target as
>> > "those new to the topic." And yet even with that we have a broad
>> > range of "skill levels" - one person who is competent in using a
>> > computer, but has never used Excel sitting next to someone who
>> > still has difficulty using a mouse - or whose keyboarding skills
>> > are extremely low. Or we have a participant with 20 years
>> > education experience, sitting next to one who came to AE fresh out
>> > of college, or one who has worked several years in Adult corporate
>> > training but has no formal Education training?
>> >
>> > 2) Funding is provided for only one "workshop/course/training"
>> > during this time frame or in this area of the state. We have a
>> > clear request from our statewide needs assessment for help with the
>> > topic of "multi-level instruction." How do we present this
>> > material such that the new folks aren't overwhelmed, but the more
>> > experienced AE folks feel challenged/get what they need?
>> >
>> > [Please note I am truly playing Devil's advocate here - I know what
>> > *we* did to solve these issues, but would like to see if there are
>> > other ideas out there that we haven't tried or thought of]
>> >
>> > Duren Thompson
>> > Tennessee State leadership Team
>> > Center for Literacy Studies
>> >
>> > At 02:46 PM 11/3/2005 -0600, Chris Francisco wrote:
>> >> Jeff and All,
>> >>
>> >> I completely agree with your statements. Good on you!
>> >>
>> >> peace and love,
>> >>
>> >> Chris
>> >>
>> >>
>> >>> This question gets at the heart of "practice what you preach" in
>> >>> adult education (at least in my opinion): the art of
>> >>> facilitating multi-level classrooms, integrating the strategy of
>> >>> peer tutoring, review and reinforce of learning, building on
>> >>> learners' prior knowledge. These ideas that we suggest be a
>> >>> fundamental part of the learning environment for our adult
>> >>> learners in basic skills programs should be the same ideas that
>> >>> we build our PD around: build on participants' prior knowledge,
>> >>> network and share ideas, engage more experienced participants to
>> >>> extend dialogue, or challenge the more experienced participants
>> >>> to extend or reinforce what they know (or think they know). I
>> >>> think it's important to know your audience ALWAYS - and never
>> >>> plan an event so tightly that it isn't flexible enough to adjust
>> >>> to the varied experience of your audience.
>> >>>
>> >>> Jeff Fantine
>> >>> Director, Literacy Center
>> >>> College of Education
>> >>> Ohio University
>> >>> 338 McCracken Hall
>> >>> Athens, OH 45701
>> >>> 800-753-1519
>> >>> fax: 740-593-2834
>> >>>
>> >>>
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>> >>
>> >>
>> >>
>> >>
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>> >
>> >
>> >
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>>
>>
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>
>
>
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