Crafting Effective Lesson Plans for Workshop Success

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The University of Queensland *

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3604

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Computer Science

Date

Jun 11, 2024

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docx

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Uploaded by CoachOxideGrasshopper31

Program Design Example: Lia’s Dilemma | MGTS3604 2024 Workshop Activity 2: Attention to Detail – Example of Building a Lesson Plan for Sharper Results This ‘activity’ is a bit difficult to explain. Essentially, students are not creating a lesson plan per se, they are being shown an example of how one can be put together – what the activities would be, what the timing would be, what the instructions/facilitator notes would be, what the lesson plan would look like when completed to be handed over for implementation. The objective is for them to be familiar with, and comfortable with, the steps to create a plan as they will be required to do this for their group activity, and it would also apply to recommendations for a case analysis. So they get a ‘behind’ the scenes look at what participants would get versus what facilitators would have and how they would draft everything step by step. We may need a brief 30 minute meeting on Monday to discuss if you both have time. Lead Up Slides – Exploring Program Design and Lesson Plans SLIDE #: Intro to Workshop Workshop/Activity Purpose: This workshop equips you with the skills to design and deliver a targeted training program aimed at improving attention to detail, specifically focusing on proofreading accuracy in reports. You will learn how to guide participants through identifying errors to target for fixing, learning and applying the Mager and ABCD models to craft clear learning objectives for their developmental workshop for Eileen. Note : This is about learning the process, you will apply this process on your own or in your groups. There will be an opportunity for you to submit a draft lesson plan for feedback to let you know if you are heading in the right direction or if you are way off the tracks with your Tutor Training Program Design and Storyboard. SLIDE #: Objectives of the Learning to Make a Lesson Plan activity Overall Learning Objective: By the end of this workshop, participants will be able to:  Design a workshop focused on improving attention to detail, including a clear learning objective and engaging activities that guide participants through applying the Mager and ABCD models.  Learn how to facilitate activities that help participants analyze and refine learning objectives for effective workshop design. SLIDE #: SCENARIO Scenario: Imagine you are Lia working with an Eileen who struggles with proofreading reports, leading to errors and inconsistencies. This workshop will guide you through helping Lia develop a lesson plan for a training program for Eileen to address this specific need using well-defined learning objectives and practical activities that incorporate the Mager and ABCD models. Note : This is the process you will follow for developing your own lesson plan for your collaborative group project and will form the basis for your storyboard.

Program Design Example: Lia’s Dilemma | MGTS3604 2024 Materials:  Whiteboard/Projector  Markers/Pens  Handout with Mager and ABCD model explanations (including examples)  Sample Report with Errors (related to a common workplace scenario)  Lesson Plan Template (basic structure with sections for Learning Objectives, Materials, Activities, Time Allocation, and Assessment) Facilitator Notes:  Briefly introduce yourself and the workshop objectives. Highlight the importance of well-designed workshops for promoting attention to detail. SLIDE #: PRESENTATION / CONTENT: WHAT IS A LESSON PLAN AND HOW DO WE CREATE ONE? Remember that with Program Design, we start with our objectives and work backwards from there. Imagine these are the objectives you originally brainstormed. Do they fit the Mager and ABCD criteria? (No) How do we refine them? Old school way is to just keep rewriting them. But we have a general idea, so now we can use generative AI to help us out. My generative AI program of choice is Gemini, by Google. So let’s all open that up on our computers ( note to self, have my original in a separate computer so I can’t share the screen, then I can start with a blank document and not show my menu). Ask students – you are looking at gemini and you want to improve your objectives. In the chat, type what prompt you would use for the program. As a reminder, these are our initial objectives: - By the end of this activity, participants will be able to identify common proofreading errors in reports. - Participants will be able to explain the Mager and ABCD models and their purpose in crafting clear learning objectives. -Participants will be able to apply these strategies to a sample report and identify potential errors. Now you just did a workshop on writing learning objectives – these have some room for improvement, no? What are some elements that are missing? Select a few prompts and run those to see what the outcomes are, get student feedback on initial answers provided by Gemini – or whatever they are using if they are using something else. ACTIVITY TO INCLUDE – BRAINSTORM TOPICS AND ACTIVITIES FOR INCLUSION IN A WORKSHOP BASED OFF OF PRE-GENERATED LEARNING OBJECTIVES Note to self: Find those 5 specific learning objectives. Oops.

Program Design Example: Lia’s Dilemma | MGTS3604 2024

Program Design Example: Lia’s Dilemma | MGTS3604 2024 Completed Lesson Plan: Improving Proofreading Accuracy in Reports *Note: This Lesson Plan Intentionally Has Errors, it is Our Job to Find and Fix Them. Section Description Learning Objectives - By the end of this activity, participants will be able to identify common proofreading errors in reports. - Participants will be able to explain the Mager and ABCD models and their purpose in crafting clear learning objectives. -Participants will be able to apply these strategies to a sample report and identify potential errors. Materials - Projector/Screen - Handout with a sample report containing errors (related to the participants' field if possible) - Handout with Marger and ABCD models - Highlighters/Pens - Flipchart/Whiteboard (optional) - PPT slides - Sticky notes or online brainstorm app (such as Padlet) Activities (Time) Description Introduction (5 minutes) 1. Briefly introduce the importance of proofreading for maintaining accuracy in reports. 2. Briefly explain the Mager and ABCD models and their role in crafting effective learning objectives. 3. Revisit the learning objectives for this activity. Presentation: Common Proofreading Errors (10 minutes) 1. Use a presentation or flipchart to list common proofreading errors (e.g., typos, grammatical mistakes, formatting inconsistencies). 2. Briefly discuss the impact of these errors on report quality and professionalism. Activity: Identifying Strategies (10 minutes) 1. Divide participants into small groups (2-3 people). 2. Task: Groups brainstorm and discuss strategies to improve proofreading accuracy. Encourage them to consider aspects like focus techniques, utilizing proofreading tools, and systematic checking methods. 3. Each group shares their identified strategies with the class. Activity: Applying Strategies (15 minutes) 1. Distribute the sample report handout containing errors. 2. Task: Individually, participants apply the discussed proofreading strategies to identify errors in the sample report. Encourage them to highlight or mark the errors. 3. Facilitate a class discussion where participants share the errors they identified and the strategies they used. Applying Strategies Wrap-up & Assessment (5 minutes) 1. Briefly summarize the key strategies discussed for improving proofreading accuracy. 2. As an informal assessment, ask participants to share one key takeaway from this activity. Presentation: LO Models (5 minutes) Activity: Applying Mager & ABCD (15 minutes) 1. Divide participants into small groups (2-3 people). 2. Task: Each group uses the provided sample report with errors to develop a learning objective related to proofreading accuracy using the Mager model framework (Measurable, Achievable, Given, Expected behaviour, Required

Program Design Example: Lia’s Dilemma | MGTS3604 2024 resources). 3. Groups then refine their learning objective using the ABCD model framework (Audience, Behaviour, Condition, Degree). Group Sharing & Discussion (10 minutes) 1. Each group shares their learning objective and how they applied the Mager and ABCD models. 2. Facilitate a class discussion on the importance of clear and measurable objectives for effective workshop activities. Practice: Identifying Errors (10 minutes) 1. Distribute the handout with common proofreading errors. 2. Task: Individually, participants apply their knowledge of common errors to identify errors in the sample report. Encourage them to highlight or mark the errors. 3. Briefly discuss the identified errors as a class. Objectives Activity Wrap-up (5 minutes) 1. Briefly summarize the key aspects of crafting clear learning objectives using the Mager and ABCD models. 2. Reinforce the importance of applying these models when designing workshops focused on improving attention to detail. Workshop Wrap-up (5 minutes) 1. Briefly summarise key points: Importance of clear learning objectives, applying Mager & ABCD models, designing engaging activities 2. Facilitate discussion on benefits of the models and their application in personal workshop design 3. Briefly discuss tailoring objectives/activities to audience and goals. 4. Encourage practicing lesson plan building with a focus on clear objectives and engaging activities. 5. Thank participants and mention additional resources.

Program Design Example: Lia’s Dilemma | MGTS3604 2024 EXAMPLE OF WORKSHOP LESSON PLAN OUTLINED – essentially an expanded version of the lesson plan.  Obviously we cannot cover all of this, but you can walk through one activity, they can look at the remaining on their own.  This should also drive home to them just how much work goes into planning a workshop (and you can make a joke about imagining how long it takes to create a lecture on creating a workshop about creating a workshop to improve attention to detail through proof reading and all the activities, facilitator notes, etc. involved – it isn’t something that can be done in 30 minutes, even with AI help) Workshop: Building Effective Workshops: Sharpening Focus on Attention to Detail Target Audience: Trainers, HR Professionals, Educators (Anyone who designs and delivers workshops) Workshop Purpose: This workshop equips you with the skills to design and deliver a targeted training program aimed at improving attention to detail, specifically focusing on proofreading accuracy in reports. You will learn how to guide participants through learning and applying the Mager and ABCD models to craft clear learning objectives for their workshops. Overall Learning Objective: By the end of this workshop, participants will be able to:  Design a workshop focused on improving attention to detail, including a clear learning objective and engaging activities that guide participants through applying the Mager and ABCD models.  Facilitate activities that help participants analyze and refine learning objectives for effective workshop design. Scenario: Imagine you are working with an employee who struggles with proofreading reports, leading to errors and inconsistencies. This workshop will guide you through developing a training program to address this specific need using well-defined learning objectives and practical activities that incorporate the Mager and ABCD models. Materials:  Whiteboard/Projector  Markers/Pens  Handout with Mager and ABCD model explanations (including examples)  Sample Report with Errors (related to a common workplace scenario)  Lesson Plan Template (basic structure with sections for Learning Objectives, Materials, Activities, Time Allocation, and Assessment) Facilitator Notes:  Briefly introduce yourself and the workshop objectives.  Workshop purpose, learning objectives, and scenario can all be on individual PPT slides and you as the facilitator draw attention to the key points  Highlight the importance of well-designed workshops, not just for promoting attention to detail, but for any topic. o Attention to detail is being used today because it is relevant to our case: Lia’s Dilemma o You could incorporate a case into the workshop, as we somewhat do here [Remaining content of the workshop outline can be adjusted as follows]

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