Example facilitation plan

‘Secret’ Plan for the Workshop

Items in italics are probably things that I might not share with the group, but things that I would include in my secret plan

Ice Breaker –
What makes a good tutorial?
(~15 min)
  • Get people to write on the whiteboard what makes a good tutorial, and what makes a bad tutorial.
  • Then discuss the answers on the whiteboard, and get people to discuss their SMART goal for their facilitation
Discussion of the Readings
and possible Activities
What to include?
(~30 min)
  • How much reading should you set?
  • In pairs, what did people read, and what reading did they bring to the workshop? Then share with the group. (10 minutes)
  • Join back in the group for a discussion, and discuss the best readings. 
  • Move into the activities that people have thought about from their tickets.
Quick Break (~5 min)
Writing Good Tutorial Instructions (~10 min)
  • What makes good instructions?
  • Do good instructions make a good tutorial?!
Devising a Secret Plan (~25 min)
  • On whiteboards with your partner, collaborate on your secret plan (15 minutes)
  • Share with the rest of the group (5 minutes)
  • Reframe the Plan based on your SMART+ goal (10 minutes)
Conclusion (~5 min)
  • What do we do from here? Sharing of tips and techniques…
Informal Discussion (remaining time)
  • An opportunity for students to discuss ideas informally.

Writing Tutorial Instructions

Writing good instructions is difficult – you should attempt to make them clear, concise and they should match your SMART+ goal.

Below is an example of three tutorial instructions that came out of the same workshop – writing clear instructions will be a point of discussion in your Workshop.

Example 1

Tutorial Aims:

  1. To discuss the question of ‘how to get the most out of the University experience’ in a meaningful and measured way.
  2. To engage with the experience and knowledge of others when forming views as to how the university experience can be enhanced.
  3. To explore your own views on what should be a priority for universities.

Tasks:

1) Read the ANU by 2020 strategic plan [http://about.anu.edu.au/__documents/strategic-plans/anu-2020-strategy.pdf] Evaluate one of the strategies for success against the SMART+ framework described by Geoff Mortimore in Week 2 (i.e. your idea should be Specific, Measurable, Achievable, Relevant and Time-bound) (150 words)

2) Read Student and Youth Leadership: A focused literature review’ by Dempster N et all (2011), [found on Wattle]. Do you believe that the youth leadership is its own distinctive style? Is influence limited by age? (100 words)

3) Consider the following:

a) If you could enhance your own university experience by doing one thing tomorrow what would it be? (e.g. actually go to classes, do the readings, join a club, apply for exchange)

b) If you could enhance the wider university experience in one way (anything at all) what would you want?

Other:

It may also be of interest to you to watch the following video in considering how to enhance the university experience: http://www.youtube.com/watch?v=RbpCaNxOMo0

N.B: Please submit all tickets by Wed 6pm.  Please also come with your answers to class on Thursday. Everyone must submit a tutorial ticket.

If you have any questions feel free to email me.

Example 2

This week we will discuss ideas to improve the student experience at ANU.
Required Readings
Tutorial Ticket
  • In 150 characters or less, pitch a SMART+ idea for improving the student experience at ANU. (Remember Geoff Mortimore’s Specific, Measureable, Achievable, Relevant, Time-bound and Positive framework).
  • In 150 words or less, identify how this idea fits into the ANU by 2020 plan, and rank at least three attributes required to be a champion of this idea from the table (p4) in Waters et al.
Background Knowledge
A great recent example of students actually improving their experience at ANU can be seen in the creation of the XSA. Two VC course alumni influential in establishing this student group can be seen in a TEDx Canberra talk – Annette Zou and Richard Dear on Curiosity.
Submission
Please post your tickets by 6pm on Wednesday 14 Mar, so that I can integrate your responses into the tutorial. Students with late tickets will not be allowed to attend!

Example 3

Educational Leadership: Enhancing the student experience at ANU

This tutorial has two main aims:

  1. to further our consideration of issues raised in the March 9th panel on enhancing the ANU student experience.  In so doing the tutorial will assist your group work assessment due in Week 13 (your “pitch” to the Vice Chancellor)
  2. to demonstrate how a student-facilitated tutorial might run, to give you a better idea of what you are expected to do in your student-run tutorial facilitations from Week 5 onwards.

On this second aim it needs to be stressed that the format of this tutorial is merely illustrative, if you want to facilitate your tutorial in a more creative or innovative way, you are encouraged to do so, provided that you still meet the learning outcomes for the tutorial facilitation assessment task.

Week 4 Tutorial Instructions: Ticket: please submit by 6pm Wednesday March 14th

Write 100 words on an idea you have for improving the student experience at ANU. The idea you describe should adhere to the SMART+ framework described by Geoff Mortimore in Week 2 (i.e. your idea should be Specific, Measurable, Achievable, Relevant and Time-bound)

Write another 100 words identifying a leadership trait or practice from the Week 3 Panel and/or from the readings below that would be important in order to effectively implement your idea.

Note on Submission: Please post your tickets by 6pm on Wednesday 14 March, so that I can integrate your responses into the tutorial. Students with late tickets will not be allowed to attend!

Readings

Please do the following readings (accessible on Wattle), paying attention to the focus questions while completing each reading. We will be discussing the readings and the focus questions during the tutorial:

[Reading 1] ‘Balanced Leadership: What does 30 years of research tells us about the effect of leadership on student achievement’ by Waters, Marzano and McNulty (2003),pages 2 – 8.

–       Do you think the findings in this paper are relevant or applicable in a university context? If so, which findings in particular need to be considered when thinking about enhancing the student experience at ANU?

[Reading 2] Student and Youth Leadership: A focused literature review’ by Dempster N et all (2011), p1-6, Summary on p9, Closing Summary on p17

–       Do you find that any of the adolescent perceptions of leadership canvassed in the article resonated with you?

–       Do you think there is a generational divide in terms of people’s understandings of leadership and influence?

[Reading 3] ‘Solitude and leadership’

–       Do you think the issues raised in this article apply to ANU, or to your academic college within ANU? Why/why not?

Further Readings (not compulsory)