This has become a favorite opening with task-oriented groups; it subtly informs participants of their responsibility for the session's outcome.
Post the heading: What has to happen for this course (or session) to be a success?
- Ask participants to call out descriptions of what they'd consider evidence
of success. Below are some examples, recorded in such a way as
to distinguish content from process issues. If then numbers warrant
it, ask people to form groups of five to six members and have each group
complete a sheet. Five minutes are probably enough.
What Has to Happen for This Course to Be A Success:
-Clear learning goals
-Instructor shares her expertise
-We tap participants' expertise
-Regular progress checks
-Up-to-date research data
-Relevant to back-home needs
-Everyone gets involved
-We don't waste time
-Students have a say on agenda
-Short, focused lectures
- Post the sheets side-by-side and lead a brief discussion of the
entries. Explore how these expectations
relate to the course agenda.
- Throughout the course, refer to the success statements to keep the group
focused on their desired
Source: Renner, Peter (1994). The Art of Teaching Adults: How to Become an Exceptional Instructor and Facilitator. Vancouver: Training Associates. (Can be found in the Emma Waters Summar Library in the Faculty Development Section - LC5219.R458)