Workshops

Reflection on Delivering Workshops: Empowering Educators and Enhancing Teaching Practices

As an educational developer, delivering workshops is at the heart of my role. Each session I design and facilitate is more than a one-time event; it is a dynamic learning experience that enables educators to refine their practices, explore new ideas, and ultimately enhance the learning experiences they create for students. Workshops are not merely instructional sessions, they are collaborative spaces where ideas are exchanged, new strategies are developed, and foundations for transformative educational practices are laid. This reflection delves into the importance of workshops in my role as a teaching and learning specialist, the impact of these sessions on educators, and the key lessons I’ve learned along the way.

The Importance of Workshops in Education

Workshops are vital to fostering a culture of continuous improvement in teaching and learning. They are an avenue for educators to engage with both new pedagogical trends and time-tested strategies. As Chickering and Gamson (1987) emphasize in their research, active engagement and participation are critical to effective learning, not just for students but for educators as well. Workshops provide a platform for such engagement, offering opportunities for faculty to reflect on their teaching, share experiences, and adopt innovative approaches to enhance student learning outcomes.

Furthermore, workshops support the professional development of faculty members by addressing both foundational and emerging challenges in teaching. In my work, I have designed and facilitated workshops that address crucial aspects of the teaching experience, from setting the tone on the First Day of Class to fostering meaningful connections through Getting to Know Students. These sessions serve as important touchpoints where educators can pause and reflect on their practices, making necessary adjustments to their approach and strategies.

Reflective Workshops and Practical Applications

One of the key workshops I have facilitated is focused on the Perry Scheme, a theoretical framework for understanding students’ intellectual and ethical development. By introducing this model, I empower faculty to meet students where they are in their development, adapting their teaching strategies to effectively guide students through the stages of cognitive and moral growth (Perry, 1970). This approach encourages instructors to view their students not as static recipients of knowledge, but as active participants on a developmental journey. The Perry Scheme underscores the significance of student-centered teaching, helping instructors design lessons that align with the diverse intellectual and ethical stages of learners.

Another impactful workshop has been on Sticky Points, Stuck Places, which explores common barriers in the learning process and strategies for helping students overcome them. This session emphasizes the importance of identifying and addressing these “sticky points”—moments when students become confused or disengaged—and offers faculty practical tools to break down complex ideas into manageable, digestible concepts (Ambrose et al., 2010). It highlights the vital role of scaffolding in teaching, where educators build upon prior knowledge to promote deeper understanding and retention.

I’ve also had the privilege of facilitating workshops on Threshold Concepts, which address transformative ideas that shift students’ understanding and the way they think about a subject. These ideas, often difficult to grasp but fundamentally changing a student’s approach to learning, are crucial in fields such as the sciences, humanities, and social sciences. By guiding instructors through these concepts, I help them recognize the barriers students may face in mastering these critical turning points, as well as strategies for facilitating breakthroughs (Meyer & Land, 2003). The conceptual change approach inherent in this workshop encourages faculty to focus on pivotal moments in their teaching, thus improving the quality of student learning.

Reflective Lessons and Takeaways

From my experience in designing and delivering these workshops, several important lessons have emerged. First, I’ve learned that the active involvement of participants is key to the success of any session. Workshops must be designed with opportunities for interaction, discussion, and practical application of the content. This engagement deepens learning and allows participants to see how the material directly applies to their teaching context. As Biggs (1999) points out, fostering an interactive environment encourages reflection and the internalization of teaching strategies, which ultimately improves the teaching process.

Additionally, the importance of flexibility and adaptability has become increasingly evident. In each workshop, I must remain responsive to the unique needs and experiences of participants, tailoring the content to resonate with their specific teaching challenges and contexts. By adapting to the diverse perspectives of attendees, I can ensure that the learning experience is both meaningful and relevant to all involved (Brookfield, 2017). This adaptability not only improves the quality of the workshops but also builds trust and rapport with participants.

Lastly, I’ve learned that feedback is a powerful tool for growth. After each workshop, I solicit feedback from participants to assess the effectiveness of the session and identify areas for improvement. This reflective practice helps refine future workshops, ensuring that they remain responsive to faculty needs and aligned with institutional goals. Continuous improvement is integral to my role, and feedback mechanisms are essential for maintaining a cycle of learning and development (Hattie & Timperley, 2007).

Empowering Educators for Transformative Change

Through my work as a teaching and learning specialist, delivering workshops is one of the most impactful ways I contribute to the professional growth of faculty members. These workshops offer more than just content delivery; they provide spaces for deep engagement, reflective practice, and meaningful change. By designing and facilitating sessions that address both foundational and emerging teaching challenges, I help educators develop the skills and confidence they need to create vibrant, inclusive, and transformative learning environments. Ultimately, my goal is to foster a culture of innovation and continual improvement in teaching, supporting educators in their journey toward creating the best possible learning experiences for students.

References

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. Jossey-Bass.

Biggs, J. (1999). Teaching for quality learning at university. SRHE and Open University Press.

Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Meyer, J. H. F., & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising within the disciplines. Proceedings of the 2003 ESRC Learning and Teaching Conference.

Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. Holt, Rinehart & Winston.