ISI Workshop Information

Invitational Summer Institute Information
Your Workshop

"The greatest good you can do for another is not just to share your riches
but to reveal to him his own." Benjamin Disraeli

"Simplicity is the ultimate sophistication."

Leonardo da Vinci

The relationship between you and your coach is one of support and consultation, not evaluation and critique.
This is your workshop, and the final decisions rest on your intentions and experience; your coach is an experienced respondent but not responsible for your feelings of success or failure.
Your workshop is like the draft of a manuscript: up for revising and fine tuning. Your job is not to defend your workshop but to think about how best to reach your audience. Your workshop should be viewed—even after its presentation—as a work in progress.

Define your purpose and objectives.
Maintain a clear focus, and design relevant activities.
Provide something to think about, not just something to do.
Be knowledgeable about and have a passion for your topic.
Use a variety of formats for activities and for sharing information/work.
Narrow your topic: less is better.
Prepare an agenda including approximate times for each agenda item/activity.
Make sure handouts cover all appropriate materials; inform the audience of the information you present is available on a handout.
Provide usable and concise information: avoid too little or too much information.
Include a bibliography, both for sources you use and for sources that provide additional information; consider annotating the bibliography.

Dress comfortably but professionally.
Remain mindful that enthusiasm generates enthusiasm.
Maintain flexibility but remain well organized.
Maintain a sense of humor.
Be confident but not arrogant.
Model the process approach.
Represent the authentic practice of teaching.
Provide theoretical basis and/or rationale.
Give credit to others who provide you with ideas or methods.
Take control of the time; bring a timer if necessary.
Post an agenda or distribute one early in the workshop.
Briefly introduce yourself and describe your background.
Provide opportunities for the audience to do the activities rather than simply to discuss them.
Establish two-way peer respect: recognize adult learners by allowing for input/ideas from the group. Validate workshop participants, and rely on their expertise (i.e., brainstorming).
Match vocal tone, pitch, and volume to workshop conditions.
Include closure: a clean, crisp finish rather than a bland “Well, I guess that’s it."

Gray, James. “An Excerpt from Teachers at the Center.” The Voice (6): 13.
Sharp, Peggy A. “The ‘Never-Evers’ of Workshop Facilitation.” Journal of Staff Development 13 (1992): 38-40.

Updated: 05.16.10