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| 1 | +# Developing or updating material |
| 2 | + |
| 3 | +This section contains, for now, lessons learned on developing new or |
| 4 | +existing material. |
| 5 | + |
| 6 | +## Design shorter rather than longer sessions |
| 7 | + |
| 8 | +Sessions within a workshop should aim to be around 50 minutes to 1.5 |
| 9 | +hrs. |
| 10 | + |
| 11 | +The shorter the session, the more focused the content and the more |
| 12 | +likely the learners will retain the information. |
| 13 | + |
| 14 | +It also makes it easier to design the session and to create a natural |
| 15 | +break in the material, both figuratively and literally. When the session |
| 16 | +ends, have a 5-10 minute break for the learners to get up, rest their |
| 17 | +mind, and do something else. This break helps learning. |
| 18 | + |
| 19 | +A shorter session also makes it easier to have new instructors take on |
| 20 | +less content but still have a space to learn. There needs to be a |
| 21 | +balance between giving space for new instructors to learn but also |
| 22 | +ensure that the learners get (on average) high-quality instruction |
| 23 | +(given by more experienced instructors). |
| 24 | + |
| 25 | +## End a session with a "recall" activity |
| 26 | + |
| 27 | +One of the most effective ways to learn is through retrieval of items |
| 28 | +stored in (working or long-term) memory. To help enable this during the |
| 29 | +workshop, aim to end a session with a short think-pair-share activity, |
| 30 | +where they try to go over in their minds what was covered and then share |
| 31 | +and reinforce those ideas with a neighbour (when in person). |
| 32 | + |
| 33 | +## If a session starts in the morning, include a "recall" activity |
| 34 | + |
| 35 | +Just like with ending a session with some retrieval practice through a |
| 36 | +think-pair-share, do one of these activities for sessions that start in |
| 37 | +the morning. |
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