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FDW Handbook
Supplemental Materials
December 2015
Thanks!
No new publication happens without a great many people being involved. First,
thanks to all the participants in FDWs in Connecticut who kept asking for “more
resources, more handouts, more model workshops” – and rightly so. They
correctly pointed out that the FDW Handbook at the time contained only a few
samples, and wanted more to gather ideas from. You pushed me to suggest to the
ISW Steering Committee that we greatly expand these resources.
Second, the following people all contributed the initial handouts, sample
workshops, or resource materials to these “Supplemental Materials” – so our
community especially thanks you!
Jon Andersen Glynis Wilson Boultbee Alice Cassidy

Robin Fast Joe Finckel Rayna Friendly
Tom Hodgkin Tricia Hughes Pat Pallis
David Tickner
Now, as you read (and hopefully adapt for your particular needs) the materials in
this section, please consider preparing your own pieces and submitting them.
The more models and ideas our colleagues have access to, the more innovative
ideas we can develop.
Bill Searle, Editor

2015 Edition
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FDW Supplemental Materials

Please note that these materials are from a variety of colleagues throughout our
community. All are provided in Word format to make it easier for colleagues to
adapt and change to meet their needs, but this does mean that formatting may
suffer! Charts and graphs particularly fall directly under the spell of the “Word
Fairies” who have senses of humor beyond ours sometimes, so please check
formatting and adjust to your system and your preferences.
These materials include topics covered in some FDWs; they are not intended to be
a list of topics that anyone should cover in an FDW. What you choose to include
in your FDW is your professional choice, using your best professional judgment
about what is most important for your participants.
If you have materials to share, please do so, even if you see a topic covered here.
We learn new methods and new approaches by reviewing what is successful for
another colleague.
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Contents:
Big Five Personality Traits: Gaining More Insight Into Self and Others 4
Educational Development Resources 21
Daily Reflections 33
Facilitator Partner Conversations: What to Discuss
Before the Workshop Begins 43
Facilitator Feedback Forms: Selecting and Using 47
Honing Your Intentional Teaching 50
Instructional Feedback Forms: Selecting and Using 58
Kolb’s Learning Styles Package 61
Learning Cycle Package 65
Learning Cycle Workshop and Information 90
Learning Styles Short Self-Assessment 117
Learning Styles: Kolb’s Theory Package 121
Lesson Planning: The BOPPPS Method 150
Lesson Planning: The CARD Method 163
Locus of Control: Gaining More Insight Into Self and Others 165
Online-Learning Resources for ISW Facilitators 181
Pre-Workshop Questionnaires: FDW 183
Questions for One-on-One Teacher - Facilitator Sessions 193
Social Styles: Enhancing Understanding of Group Behavior 196
Taxonomies Of Learning: Bloom’s & Anderson
and Krathwohl’s Taxonomies 222
Teaching Goals Inventory Theme Session 231
Teaching Perspectives Inventory 237
Tuckman’s Stages of Group Development 242
Writing Objectives Package 253
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Big Five Personality Traits

Package
Contributed by
Bill Searle
Asnuntuck Community College, Enfield, CT
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Notes:
It is useful to consider covering the “Big Five” in an FDW for many reasons:
 If participants appear reluctant to look at personality as significant in teaching, the “Big
Five” has significant research available online to support its validity.
 Participants get another way to look at themselves through consideration of their
particular set of traits. Additionally, this can lead to a discussion of traits that are
desirable in an ISW facilitator and a faculty member.
 Participants get further insight into ‘typical’ adult behaviors, and may wish to consider
how they, as ISW facilitators, can use personality information to better target their own
ISW to a particular group of participants
 The “Big Five” provide a venue for exploration of differences/similarities between
facilitator-partners. This also provides an entry into discussions regarding working as a
facilitator team
 This can be a useful introduction to the concept of personality traits and their possible
effect upon behavior
 Participants can identify uses in their own teaching. The “Big Five” can assist students
with determining behaviors that are positive for success in higher education.
 One caution: some people take results on psychological assessments very seriously,
typing themselves and others. When presenting this, please regularly refer to the fact that
this is an educational tool, not psychological destiny!
 It is often useful to have people ask several colleagues to also fill out an assessment, to
give additional input. This is sensitive, so you will need to treat it carefully, but it can be
very useful, most especially with participants who do not see themselves clearly.
Program Notes:
 The “Big Five” are widely known and used. If you are not completely comfortable with
your knowledge, simply search online as there is a lot of reliable information available.
Also, to a large extent, the terms mean what you think they mean!
 Since this document is in Word, not all diagrams may appear as drawn. Check the pdf
version if you have doubts.
 Consider accessing some videos of people demonstrating each personality trait
This section contains:

 A short theme session model to use/adapt
 A long theme session model to use/adapt
 Handouts and information on “The Big Five” personality traits (although much more is
readily available online)
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The Big Five Personality Traits

The “Big Five” are seen by many researchers as useful ways of characterizing some basic
personality traits that relate to work behavior, which also carries over to student behavior. As
such they are useful to us as FDW facilitators, ISW leaders, and college faculty members.
Because this is such a well-known theory, there are many valid and reliable tests of Big Five
personality traits that can be purchased. For our purposes you do not need an expensive test.
There are numerous self-assessments online. Do a search on “Big Five Personality Tests” and
you will find a number of sites that have self-assessments useful for educational purposes (it is
sometimes helpful for participants to take two tests and compare the results). Taking self-
assessments before the theme session or workshop saves considerable time.
As with all “measures” of personality, there will be people who object to “quantifying people” or
“typing people”. Assurances that we are not doing this, but only looking at these traits for their
ability to help all of us, as teachers, become more nuanced in dealing with students will generally
handle these objections. Taking the same self-assessments as your participants will also lessen
any reaction that may occur. Also, be sure to explain that personality traits are, to a degree,
malleable. Having a set of traits does not indicate you will never change!
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The Big Five Personality Traits

Caution: This information is not prescriptive or diagnostic. These are merely inclinations, not
absolutes! Consider each of these traits to be on a separate continuum.
Emotionality, often called neuroticism, examines how reactive a person is to events and people
surrounding them. On the highly reactive end of the continuum words such as easily distracted,
excitable, easily embarrassed, reactive, or emotional apply. People at this end of the scale also
tend to get discouraged easily, to see negatives more. People at the low emotionality end of the
scale are characterized by words such as calm, secure, stable, unflappable, and confident. They
also tend to be more positive, and do not react strongly to new situations or people.
Extraversion looks at behaviors from extremely introverted to extremely extraverted. Introverts

tend to like to be alone, are more private, thoughtful and often more interested in theory. Please
note that this does not mean they do not like people! They may be “hard to read”. Extroverts
like to be with others more, are outgoing, sociable, engage in more conversation, and relate more
to others. They are more likely to talk with new people, and to engage newcomers.
Openness, the third dimension of the “Big Five”, looks at how open a person is to new
experiences, new people, and new thinking. On the low end people want to stick with what they
know, including the people they know. They prefer practical (their definition of practical is
something that has worked in the past or that they can easily extrapolate will work from their
past experiences) and specific ideas. Efficiency is important. People with high openness scores
tend to be attracted to the ”new “– seeking out new things, new ideas, new approaches, and new
people. They are more interested in innovation and doing new things than sticking with what
works, are more comfortable with ambiguity, are curious, and come up with more new ideas.
Agreeableness is the personality characteristic that identifies whether a person tends toward
skepticism or accommodation in relation to other people and other ideas. The low agreeableness
end of the scale of course is characterized by being skeptical. People at this end are more likely
to challenge authority, take an independent stance, and may come across as cold, and abrupt.
They are more likely to engage in conflict behavior. The more “agreeable” end of the scale is –
agreeable! Words such as courteous, trusting, a good team member, and accepting are often used
to describe people with high “Agreeableness” scores. They are conflict averse.
Conscientiousness is the final trait. People who rate highly on the “conscientiousness” scale
are, no surprise, often on time (or early!). They tend to be decisive, prefer things clear and
orderly, find it easier to stay focused and to develop a focus, are often neat in personal habits.
They do not like spontaneous behavior, characterizing it as having a lack of discipline. The other
end of the scale is characterized by people who are more open-ended, comfortable with lots of
activity – even what some would say is “chaos”. They are much more easily distracted, and
often find it hard to focus, or to even develop a focus, and are spontaneous. They also tend to be
fun-loving.
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Each of the “Big Five” traits contains behaviors on a continuum. At one end of the continuum
are behaviors which are exhibited by people with very low levels of the trait, conscientiousness
for example. At the opposite end of the continuum are behaviors which are exhibited by people
with very high levels of that trait. Those people who have moderate ranges of a trait exhibit
moderate behaviors.
Low High
Emotionality Emotionality
Low High
Conscientiousness Conscientiousness
Low High
Agreeableness Agreeableness
Low High
Openness Openness
Low High
Extraversion Extraversion
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Big Five Personality Traits – Short Session

Note: Have people take an online self-assessment prior to this session. Copy information on the
“Big Five” as a separate sheet to hand out. Make a handout with additional questions for
participants to ponder after the workshop. Italics indicate suggested wording.
B 5 minutes
Let me ask you all, why is knowing something about personality traits important to ISW
facilitators?
Take ideas from the team, make sure they include the next two
Self-knowledge
Add to the “toolbox” we all have as educators
As ISW facilitators, the more we know about ourselves and others, the more effective we are
This is also a good way to explore implications for structuring your future ISW
O 5 minutes
Give participants another tool to be able to use in their ISW’s
Give participants further insight into their own personality
Begin thinking about their role as a potential co-facilitator and who might/might not be a useful
partner
P 5 minutes
Has anyone heard of the “Big Five”?
Does anyone have experience using the “Big Five”?
Can anyone explain what the” Big Five” is?
How about experience using a different personality inventory as a teacher, and/or with other
teachers?
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P 10 – 15 minutes
What is the “Big Five” - handout
Briefly review traits
Organizational psychologists have found the “Big Five” traits to be fairly accurate predictors of
work-related behaviors – probably also useful when examining “student behaviors”
Form pairs/groups of three

Compare results on self-assessments – similar, different – anything interesting?
Full group
What questions do you have about what the “Big Five” are?
These terms may sound intuitive, and in large part they are, which is another benefit of using the
“Big Five” traits, but let’s clear up any questions you have about what the terms mean.
Let’s build up our understanding of these by looking at how we might use them.
Can this form the basis for discussion with a possible partner about traits you want to have as a
pair, areas where you might get into conflict, ways of working together?
As a full group why don’t we brainstorm and see if we can come up with at least 7 ways to use
the “Big Five” in an ISW we might run. Someone please take notes on your tablet or laptop so
we can share with everyone after we finish today.
Note: consider handing out some of the questions in the guide in this section that you feel
relevant to your group. Mention that they can use the questions to further their understanding of
how to apply the “Big Five” to their work as facilitators and teachers.
P 10 minutes
In pairs
Without looking at material, list 3 adjectives that you think characterize people at the far end of
each scale. Take 3 minutes.
After giving them time to do that

Looking at your words, is any trait portrayed negatively? Nothing inherently negative about any
trait. Nothing inherently good about “scoring” in the middle of any of the spectrums either.
Let’s analyze what you all wrote to further your understanding of these traits.
Discuss as necessary
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S 5 minutes
Here is the situation. You have decided to use the “Big Five” in one of your ISW’s. Write a
three sentence introduction to the “Big Five” that you will send out to your ISW participants
ahead of time, when asking them to go online to take a self-assessment. Please put it on your
laptop or tablet so we can all share with each other after this session. Take 4 minutes to do this.
After giving them a few minutes to do this…

Issues?
Concerns – personal or in how to use? Other questions?
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Big Five Personality Traits – Long Session

Note: Have people take an online self-assessment prior to this session, or ask faculty in an
appropriate department (psychology or organizational behavior) if they have a “Big Five” self-
assessment that you can use to provide to participants. Copy information on the “Big Five” as a
separate sheet to hand out. Make a handout of additional questions for participants to take away
and ponder after the workshop. Also consider using some/all of the follow-up questions as the
heart of a workshop on the “Big Five”.
B 5 minutes
Let me ask you all, why is knowing something about personality traits important to ISW
facilitators?
As ISW facilitators, the more we know about ourselves and others, the more effective we can
become
This can also be a good way to explore choosing and working with an ISW facilitator-partner
O 8 minutes
Ours:
Begin thinking about their role as a co-facilitator and who might/might not be a useful partner
What are yours?
P 5 minutes
Has anyone heard of the “Big Five”?
Does anyone have experience using the “Big Five”?
Can anyone explain what the” Big Five” is?
teachers?
Do you have concerns about using personality self-assessments?
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P 30 minutes
What is “The Big Five” - handout
Organizational psychologists have found the “Big Five” traits to be fairly accurate predictors of
work-related behaviors – probably also useful when examining “student behaviors”

Compare results on self-assessments – similar, different – anything interesting?
Give each pair/group 2 or 3 traits

Create a visual description of the traits – use video or draw out – no more than 6 words
Take each trait separately and physically represent that scale right here
Let’s form a continuum from [one end of the scale to the other end]and look at where we end up
as a group. So, those of you who scored low on Emotionality, for example, go to the left, those of
you who scored high on Emotionality go to the right
Is this indicative of where most of our faculty colleagues will fit? Why? Or, why not?
Are there any implications for our work as ISW facilitators?
Is this indicative of where our typical students will fit? Why? Or, why not?
Again, implications of this for our work as ISW facilitators and what we may talk with our
participants about?
Full group
What questions do you have about what the “Big Five” are?
These terms may sound intuitive, and in large part they are, which is another benefit of using the
“Big Five” traits, but let’s clear up any questions you have about what the terms mean.
Are there any traits you think might distinguish faculty who voluntarily choose to attend an ISW
versus faculty who do not?
How can we use this information?
In your pair/group of three

Take some of the questions from the guide and discuss/answer them. Please put on your laptop
or tablet so we can share with everyone after the session.
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Full group
Let’s build up our understanding of these by looking at how we might use them.
As a full group why don’t we brainstorm to come up with at least 7 ways to use the “Big Five” in
an ISW we might run. Someone please take notes on your tablet or laptop so we can share with
everyone after we finish today.
What might be some problems that could arise if you use this in an ISW?
relevant to your group. Mention that they can use the questions to further their understanding of
how to apply the “Big Five” to their work as facilitators and teachers.
P 15 minutes
In pairs
The situation is that you are using the “Big Five” in your ISW. Design a post-test to see if
participants understand and can use the material covered. Take 7 minutes and then we will
compare. Please put on your tablet or laptop so you can share with each other after the session.
Full group
Compare post-tests
Note differences. Any differences that could be thought of as partially because of the personality
of the people designing the post-test?
If you share your post-tests, you will each have more than one model!
S 10 minutes
In pairs
You are using the “Big Five” in your ISW. Write the material you will send out to participants,
asking them to take a self-assessment online (or providing them with a self-assessment if you
have access to one). Please put on your tablet or laptop for sharing.
Any issues/concerns?
Anything else to discuss?
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Exploring the “Big Five” Personality Traits

Are you surprised by any of your scores? Briefly explain.
Draw a continuum for each of the traits and place your “score” on the continuum. Anything
interesting that pops out now?
Look at your scores on each of the “Big Five” traits, and the words that describe the scale. For
each of your scores, identify words that you think explain you (note that the words on the lists
may not fit if you scored in a middling range so you may need to think of other words to describe
you on particular scales).
With your combination of traits, what are four key strengths you bring to facilitating?
With your combination of traits, what are four key weaknesses you bring to facilitating?
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List two strategies you could use to mitigate your weaknesses.
What kind of ISW participant may be hard for you to deal effectively with because of their
combination of traits, compared to yours? Describe the person’s combination of traits first, then
discuss.
List two strategies that you could use to deal effectively with this type of ISW participant.
What kind of ISW co-facilitator may be hard for you to work with, because of that person’s
combination of traits? First, describe the combination of traits this person has, then discuss.
List two strategies you could use to deal effectively with this type of colleague.
Given your traits, what are the traits of a co-facilitator that you feel best complements yours?
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Fun with the “Big Five”

No personality trait is, in itself, either “good” or “bad” to have. How we use our personality is
what is important. Being aware of our tendencies, conscious of our actions and reactions, makes
us more intentional as people. That is positive! After all, our traits are merely tendencies, not
our destiny! Once we are aware of our tendencies, we can choose to act or react in a different
way in a given situation.
So – let’s have some fun with the “Big Five” traits.
Imagine that each trait below is taken to the extreme. At the same time, imagine that the
remainder of the traits are in the middle range.
How might someone with very low “agreeableness” act as an ISW participant?
How might someone with very high “emotionality” act in an ISW?
How might someone with very low “openness” act in an ISW?
How might someone with very low “conscientiousness” act in an ISW?
How might someone with very high “extraversion” act in an ISW?
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The “Big Five” – Implications for Practice

Let’s examine some situations where it might be useful for you to apply your knowledge of “The
Big Five” personality traits.
What strategies might you employ with an ISW participant who seems to be very low on the
“agreeableness” scale?
If the situation was that not only is the participant low on “agreeableness” but also in
“openness,” how might this affect what you do to work with the participant?
What strategies might you employ with an ISW participant who seems to have high
“emotionality” and high “extraversion?”
If you find out that a group as a whole is low in “conscientiousness” how might you compensate
in your ISW?
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Reverse the situation; assume the group as a whole is high in “conscientiousness.” How might
you adjust your ISW to make this work for all?
Assume that you have a group that is low in “agreeableness” – what implications are there for
the way you will run that ISW?
Assume you have a group that appears to be low in “openness” – what are the implications for
the way you will handle that ISW?
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The “Big Five” – Working With A Partner

List your score What score would be best
for a co-facilitator
Emotionality
Openness
Extraversion
Agreeableness
Conscientiousness
Given what your scores are and what you think best in a co-facilitator, what strengths will you
two bring to your ISW?
What are some issues you may have with each other?
Strategies you can use to mitigate potential problems and maximize the chance for synergy?
Concerns or issues you have, based upon this information?
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Educational Development References

Compiled by Alice Cassidy, In View Education and Professional Development
This list is organized by topic:
Educational developer pathways and related:
McDonald, J., & Stockley, D. (2008). Pathways to the profession of educational development:
An international perspective. International Journal for Academic Development, 13(3), 213-218.
Amundsen, C., and Wilson, M. (2012). Are we asking the right questions? A conceptual review
of educational development in higher education. Review of Educational Research 82(1), 90-126.
Amundsen, C.,P. Abrami, L. McAlpine, C. Weston, M. Krbavac, A. Mundy and M. Wilson.

2005. The What and Why of Faculty Development in Higher Education: An In-depth Review of
the Literature. AERA Conference, Montreal.
Gosling, D., J. McDonald and D. Stockley. 2007. We did it our way! Narratives of pathways to
the profession of educational development. Issue 8.4 (November, 2007). Educational
Developments. The Magazine of the Staff and Educational Development Association Ltd.
(SEDA). www.seda.ac.uk
McAlpine, L., Amundsen, C., Clement, M., & Light, G. (2009). Challenging the assumptions of
what we do as academic developers. Journal of Continuing Studies, 31(3), 261-280.
Simmons, N. 2010. Canadian Educational Development Website: More ebb than flow?
Collected Essays on Learning and Teaching (CELT). Volume 3. Article 12. p. 69-74.
http://ojs.uwindsor.ca/ojs/leddy/index.php/CELT/article/view/3242/2618
Sorcinelli, M.D., A.E. Austin, P.L. Eddy and A.L. Beach. 2006. Creating the future of faculty
development: Learning from the past, understanding the present. Bolton, Massachusetts: Anker
Publishing Co.
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Educational development portfolios and philosophy statements:
Kenny, Natasha. Blog: https://natashakenny.wordpress.com/2013/07/10/soaring-high-

supporting-the-development-of-an-educational-development-ed-philosophy-
statement/?goback=%2Egde_4438375_member_257479132
Holmes, Trevor and Julie Timmerman, of the University of Waterloo, led an EDC pre-
conference workshop in 2012 on ED portfolios; see their materials at
http://eddossierproject.wikispaces.com/
The University of Windsor holds an annual Teaching Dossier Academy. In June, 2012, they
introduced a stream for educational developers dossiers/portfolios. Watch for upcoming
announcements to the EDC listserv about the next Academy, June 2-6, 2013. See
http://www1.uwindsor.ca/ctl/tda#tda  for a video and
http://www1.uwindsor.ca/ctl/system/files/TDA-brochure.pdf    for a brochure.
Three examples from colleagues (used with permission):
Judy Chan http://blogs.ubc.ca/jchan/
Isabeau Iqbal Isabeauiqbal.ca
Jordanne Christie https://sites.google.com/site/jordanneportfolio/curriculum-development-and-

or-development-of-innovative-teaching-learning-materials
Also see:
Stavros, Jacqueline, Cooperrider, DL, & Kelley, D Lynn. (2003). Strategic inquiry appreciative
intent: inspiration to SOAR, a new framework for strategic planning. AI Practitioner. November,
10-17.
Stavros, Jacqueline M, & Hinrichs, Gina. (2011). The Thin Book Of SOAR: Building Strengths-
Based Strategy: Thin Book Publishing.
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Wright, W Alan, & E Miller, Judith. (2000). The educational developer’s portfolio. International
Journal for Academic Development, 5(1), 20-29.
http://www.tandfonline.com/doi/abs/10.1080/136014400410079#.UgUrG6y0RI0
Land, R. (2001). Agency, context and change in academic development. The International
Journal for Academic Development, 6(1), 4-20.
Core Competencies of Educational Developers:
Dawson, D., J. Britnell, and A. Hitchcock. 2009. Developing Competency Models of Faculty
Developers. Using World Café to Foster Dialogue. In L. Nilson and J.E. Miller, Eds. To Improve
the Academy: Resources for faculty, instructional and organizational development. Volume 28,
p. 3-24. San Francisco, CA: Jossey-Bass/Anker. http://www.stlhe.ca/constituencies/educational-
developers-caucus/resources/
Rodgers, R. 2012. Entry-level Faculty Developer Competencies Matrix with competencies from
Dawson et al., 2009, adding current and possible new pathways to achieve
each. http://www.stlhe.ca/constituencies/educational-developers-caucus/new-educational-
developers-institute/edc-institute-resources/
Roderick, C., and F. Isukuru. 2011. Charting Forward: The career advancement of new
educational developers. 2011 EDC Grant Project.
http://www.stlhe.ca/constituencies/educational-developers-caucus/grants/
In February, 2013, Nicola Simmons (Brock University) and Ruth (Durham College) led pre-
conference EDC Institute sessions related to core competencies focused around ethical practice.
See related refs and more details at http://www.stlhe.ca/constituencies/educational-developers-
caucus/new-educational-developers-institute/edc-institute-resources/
2013 EDC conference at Wilfrid Laurier University, February, 2013 had as its theme, Crossing
Boundaries, Building Capacity. You can find the conference program (and who presented
what), as well as download the slides of keynote Connie Schroeder (click on Keynote Speaker) at
http://www.wlu.ca/page.php?grp_id=12499&p=22794
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Routes and resources for developing ED skills:
Covey, S.R. 1989. The Seven Habits of Highly Effective People. Free Press
Davis, S. http://facilitatoru.com/blog/ and especially

http://facilitatoru.com/blog/?s=facilitation+checklists+collection
Kerpen, D. 2013. 6 Secrets to Better Networking. http://www.davekerpen.com/blog/6-secrets-to-

better-networking-at-conferences.html
West, Kim. and Carolyn Hoessler. 2013. University of Saskatchewan. Rapport in educational
development consultations.
Specific to Facilitation:
Thiagarajan, S. 1998. The Secrets of Successful Facilitators. http://www.thiagi.com/article-

secrets.html
Programs, Workshops and Resources:
Cassidy, Alice. 2011. Communities of Practice: A checklist for success. Transformative

Dialogues: teaching and learning eJournal. Volume 4, Issue 3, March 2011. Learning
Communities: Online and Face to Face.
http://kwantlen.ca/TD/TD.4.3/TD.4.3.6_Cassidy_Communities_of_Practice.pdf
Eison, J. and E. Steeves. 1995. Faculty Workshops and Institutes. Chapter 8 (p 206-236) in
Teaching Improvement Practices: Successful Strategies for Higher Education. W. Alan Wright
and Associates. Bolton, MA: Anker Publishing Company, Inc. See a review
http://www.lib.unb.ca/Texts/Teaching/bin/get2.cgi?directory=SEPT98/&filename=Book.html
Impact and assessment of T&L Centers:

https://sites.google.com/a/podnetwork.org/wikipodia/Home/topics-for-discussion/impact-
_of_teaching_centers
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See this recent resource created in BC: Randall, N., P. Heaslip, P., and D. Morrison. 2013.
Campus-based Educational Development & Professional Learning: Dimensions and Directions.
Vancouver, BC, Canada: BCcampus. http://urls.bccampus.ca/24h
An Open Educational Resource found on the SCoPE site, a total of 21 BC colleges, institutes and
universities contributed to this study of teaching and learning enhancement structures, practices
and directions, including comprehensive conceptual frameworks that illustrate dimensions and
models for organizing educational development and chapters on many related topics.
Tools and Techniques for educational developers:
Surveys and related: Background Knowledge Probe (originally from Angelo and Cross, with
further work by Mimi Harris Steadman and Pat Cross; it has also been used in a Reading and
Literacy course at Phoenix College site. You can download the survey here:
http://pc.maricopa.libguides.com/content.php?pid=118016&sid=1086326
A Tool for Measuring Active Learning in the Classroom and other ideas
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2064883/
National Survey on Student Engagement (NSSE) http://nsse.iub.edu/
Community College Survey of Student Engagement (CCSSE) http://www.ccsse.org/
Sawada, D., M.D. Piburn, E. Judson, J. Turley, K. Falconer, R. Benford and I. Bloom. (2002).
Measuring reform practices in science and mathematics classrooms: The Reformed Teaching
Observation Protocol. School Science and Mathematics: 102, 245–253.
Surveys based on self-determination theory, Purdue University

http://selfdeterminationtheory.org/questionnaires
ALIT (Active Learning Inventory Tool) at Northeastern University

http://activelearning.uta.edu/QEP/assets/alit/ALIT%20Study.pdf
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Also see Van Amburgh, J.A., J.W. Devlin, J.L. Kirwin and D.M. Qualters. 2007. A Tool for
Measuring Active Learning in the Classroom. Am. J. Pharm. Educ. October 15; 71(5): 85.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2064883/
Icebreakers and other activities for educational development

events: http://cassidyinview.wordpress.com/in-class-activities/ways-to-get-to-know-everyone-at-
the-start-of-a-course/icebreakers-and-other-activities-for-educational-development-events/
Also see:
Cassidy, Alice, Yona Sipos and Sarah Nyrose. 2014. Supporting Sustainability Education and
Leadership: Strategies for Students, Faculty and the Planet. Chapter 12. In: Siran Mukerji and
Purnendu Tripathi (Eds.) Handbook of Research on Transnational Higher Education
Management. Hershey, Pennsylvania: IGI Global. http://www.igi-global.com/book/handbook-
research-transnational-higher-education/75837
Cassidy, A. 2011a. Sustainability Education: Leading by Example. Pages 15-16, Bridges,

January 2011. Volume 9, No. 2. University of Saskatchewan. www.usask.ca/gmcte
Cassidy, Alice. 2011b. Building Critical Reflection into CSL Group Assignments: Show what
you learned in school today. Pages 198-202. Chapter 10.5. Example Syllabi and Assignments.
http://ethicsofisl.ubc.ca/?page_id=1750
Global Praxis: Exploring the ethics of engagement abroad.

http://ethicsofisl.ubc.ca/downloads/_2011-EIESL-kit-loRes.pdf
Cassidy, Alice. 2011c. Communities of Practice: A checklist for success. Transformative

Dialogues: teaching and learning eJournal. Volume 4, Issue 3, March 2011. Learning
Communities: Online and Face to Face.
http://kwantlen.ca/TD/TD.4.3/TD.4.3.6_Cassidy_Communities_of_Practice.pdf
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Cassidy, A. 2010. Learning Portfolios: Creative Connections between Formal and Informal
Learning. Collected Essays on Learning and Teaching (CELT), Volume 3. Society for Teaching
and Learning in Higher Education (STLHE).
http://apps.medialab.uwindsor.ca/ctl/CELT/vol3/CELT11.pdf
Cassidy, A. 2009. 50 ways to lure your learner. Volume II, Collected Essays on Learning and
Teaching (CELT). Society for Teaching and Learning in Higher Education (STLHE);
http://apps.medialab.uwindsor.ca/ctl/CELT/vol2/CELT1.pdf
Cassidy, A. 2009. Follow the trail from learning to teaching with real world connections.
Transformative Dialogues: Teaching and Learning Journal. March 2009
http://kwantlen.ca/TD/TD.2.3/TD.2.3_Cassidy_Follow_the_trail.pdf
Cassidy, A., M. Nabavii and Y. Sipos. 2008. Learning Objectives and Objectives. In Road to
Global Citizenship: An Educators' Toolbook. (Harlap, Y., Editor). Centre for Teaching and
Academic Growth, in collaboration with UNICEF, University of British Columbia.
http://wiki.ubc.ca/Documentation:CTLT_programs/Global_Citizenship/Road_to_Global_Citizen
ship
Cassidy, Alice. 2007. Teaching and learning approaches. Pages 60-61. Road to Global
Citizenship. An Educator’s Toolbook (Yael Harlap, Editor). Centre for Teaching and Academic
Growth. University of British Columbia. Vancouver, Canada. http://gc.ctlt.ubc.ca/
Cassidy, A. 2007. Learning: The Times, the Ways, and the Places. The Teaching Professor.
January, 2007. Volume 21 (1): 4. http://www.magnapubs.com/newsletter/issue/681/
Cassidy, A., T. Griffiths and J. Nakonechny. 2001. Concept Mapping: Mirroring processes of
thinking and learning. Tapestry. Number 4. September, 2001. Centre for Teaching and Academic
Growth (TAG). University of British Columbia. http://tag-
test.olt.ubc.ca/Tapestry/Number4/mapping.html
Cassidy, A.L.E.V. 1998. Prior Learning Assessment (PLA): An overview and resources
summary. Report to UBC PLA Steering Committee. University of British Columbia. Vancouver.
http://www.tag.ubc.ca/archiveOld/links/Topics/PLAcomplete.pdf
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The Communiversity Project: A web resource for staff and educational development for
community-based learning in the higher education curriculum
http://communiversityproject.wordpress.com/
To download for use as is or to adapt (please cite):
Human Bingo for teaching or educational development: http://cassidyinview.wordpress.com/in-

class-activities/ways-to-get-to-know-everyone-at-the-start-of-a-course/human-bingo-icebreaker/
CBAM and Value Line http://cassidyinview.wordpress.com/in-class-activities/group-

work/cbam-concerns-based-adoption-model-and-value-line/
Active Listening (used with permission) Active Listening Skills
Also go to In-class Activities (one of the tabs at the top of http://cassidyinview.wordpress.com/ )

and view the drop-down menu for many other activities you can use or adapt in a class with
students or a workshop with teachers.
Scholarship of Teaching and Learning, and Peer Mentoring:
See the new Peer Mentoring action group via EDC and its link to the Living Plan -
http://www.stlhe.ca/constituencies/educational-developers-caucus/edc-professional-
development-plan/
The most recent EDC Resource Review focused on mentoring:

http://edcresourcereview.blogspot.ca/
Also related to this topic:Cassidy, Alice and Jack Lee. 2011. Peer Review: Structured, informal,
confidential, helpful! Collected Essays on Learning and Teaching (CELT), Volume 4. Society
for Teaching and Learning in Higher Education (STLHE)
http://ojs.uwindsor.ca/ojs/leddy/index.php/CELT/article/view/3275
Zachary, Lois. 2011. The Mentor's Guide: Facilitating Effective Learning Relationships
http://www.amazon.ca/The-Mentors-Guide-Facilitating-Relationships/dp/047090772X
And http://leadservs.com/lois-zachary.php
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Take action:
See other action groups via EDC such as Education for Sustainability, Educational Developers
Portfolio, Social Media: http://www.stlhe.ca/constituencies/educational-developers-caucus/edc-
special-projects-action-groups/
New SOTL Special Interest Group, headed up by Nicola Simmons. See

http://www.stlhe.ca/special-interest-groups/scholarship-of-teaching-and-learning-canada/ and for
other Special Interest Groups.
Top Ten Articles in International Journal for Academic Development (on a tab on the far right).
The authors include EDC folk such as Lynn Taylor, Dieter Schönwetter, Sue Fostaty Young and
other active in SOTL such as Caroln Kreber and Keith Trigwell
http://www.tandf.co.uk/journals/journal.asp?issn=1360-144x&linktype=10
Cassidy, A. and G. Poole. 2008. The Scholarship of Teaching and Learning (SoTL): Some
suggested steps for getting started. Pages 54-61. In Canuto, L., and S. Bonic (Editors). 2008.
New Faculty Teaching Guide. Centre for Teaching and Academic Growth, University of British
Columbia. (Contact Alice if you cannot find it online). Overview: Steps to Scholarly Research
Also see:
Hubball, Harry, Pearson, Marion L, & Clarke, Anthony. (2013). SoTL Inquiry in Broader
Curricular and Institutional Contexts: Theoretical Underpinnings and Emerging Trends.
Teaching and Learning Inquiry: The ISSOTL Journal, 1(1), 41-57.
Christensen Hughes, Julia, & Mighty, Joy. (2010). Taking Stock: Research on teaching and
learning in higher education. McGill-Queen University Press, Kingston, ON.
Grabove, V., Kustra, E., Lopes, V., Potter, M.K., Wiggers, R., & Woodhouse, R. (2012).
Teaching and Learning Centres: Their Evolving Role Within Ontario Colleges and Universities.
Toronto: Higher Education Quality Council of Ontario.
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Excerpts used in a Jigsaw activity:
Constructivism (philosophy of education) from Wikipedia

http://en.wikipedia.org/wiki/Constructivism_(philosophy_of_education
Kolb, D. and R.E. Boyatzis. 2001. Experiential Learning Theory: Previous Research and New
Directions. p. 227-228 in Sternberg, R.J. and L. Zhang, eds. 2001. Perspectives on Thinking,
Learning and Cognitive Styles. Mahwash, NJ: Lawrence Erlbaum Associates.
Technology to Support Learning p. 226-227 from Bransford, J.D., A.L. Brown and R.R.
Cocking, editors. 2000. How People Learn. Brain, Mind, Experience, and School. Committee on
Developments in the Science of Learning. Washington: National Academy Press. Expanded
edition, 374 pages. Available online at http://www.nap.edu/openbook.php?isbn=0309065577
What Factors Motivate Students to Learn p. 64-75 from Ambrose, S., M.W. Bridges, M.
DiPietro, M.C. Lovett and M.K. Norman. (2010). How Learning Works: 7 Research-based
principles for smart teaching. The Jossey-Bass Higher and Adult Education Series. San
Francisco: John Wiley & Sons, Inc.
Related to Teaching and Learning Centres
Hilsen, L.R and E.C. Wadsworth. 2002. Staging Successful Workshops. Chapter 11 in A Guide
to Faculty Development. Gillespie, K.J, L.R. Hilsen and E.C. Wadsworth, Editors. Bolton, MA:
Anker.
Lunde, J.P. and M.M. Healy. 2002. A Faculty Development Committee Checklist. Chapter 23 in
A Guide to Faculty Development. Gillespie, K.J, L.R. Hilsen and E.C. Wadsworth, Editors.
Bolton, MA: Anker.
Lucas, A.F. 2002. Reaching the Unreachable: Improving the Teaching of Poor Teachers.
Chapter 16 in A Guide to Faculty Development. Gillespie, K.J, L.R. Hilsen and E.C.
Wadsworth, Editors. Bolton, MA: Anker.
Sorcinelli, M.D. 2002. Ten Principles of Good Practice in Creating and Sustaining Teaching and
Learning Centers. Chapter 2 in A Guide to Faculty Development. Gillespie, K.J, L.R. Hilsen and
E.C. Wadsworth, Editors. Bolton, MA: Anker.
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Teaching and learning principles and related to research on the topic
Ambrose, S., M.W. Bridges, M. DiPietro, M.C. Lovett and M.K. Norman. (2010). How
Learning Works: 7 Research-based principles for smart teaching. The Jossey-Bass Higher and
Adult Education Series. San Francisco: John Wiley & Sons, Inc.
Angelo, T. and K.P. Cross. (1993). Classroom assessment techniques: A handbook for college
teachers. San Francisco: Jossey-Bass.
Bloom, B.S. (Ed.,1956). Taxonomy of educational objectives: The classification of educational

goals: Handbook I, cognitive domain. New York; Toronto: Longmans, Green. See
http://www.coun.uvic.ca/learn/program/hndouts/bloom.html for chart adapted from Bloom.
Boschloo, A. T. Leeuwen, J. Merrienboer, J. Jolles, J. Hell, S. Manlove, K. Jenks, T. Gog and T.

Jong. 2009. Explorations in Learning and the Brain. On the Potential of Cognitive Neuroscience
for Educational Science. Springer. http://link.springer.com/book/10.1007/978-0-387-89512-
3/page/1 (Thanks to Sarah Bowers for this reference.)
Bransford, J.D., A.L. Brown and R.R. Cocking, editors. (2000). How People Learn. Brain,
Mind, Experience, and School. Committee on Developments in the Science of Learning.
Washington: National Academy Press. Expanded edition, 374 pages. Available online at
http://www.nap.edu/openbook.php?isbn=030906557
Brinko, K.T. (Editor). 2012. Practically Speaking: A Sourcebook for Instructional Consultants.
Stillwater OK: New Forums Press. http://store.newforums.com/Practically-Speaking-2nd-
Edition-UCT001.htm
Driscoll, M.P. (2002). How people learn (and what technology might have to do with it). 
http://www.ericdigests.org/2003-3/learn.htm
Felder, R. (1988). Learning and Teaching Styles in Engineering Education. Engineering

Education, 78(7), 674–681.
Also see: Felder, R. Resources in Science and Engineering Education. Richard Felder’s Home
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Page: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to

designing college courses. San Francisco: Jossey-Bass.
Gardner, H. 1993. Multiple Intelligences: New horizons in theory and practice. Publisher: Basic
Books.
Kolb, D. R.E. Boyatzis and C. Mainemelis. 2001. Experiential Learning Theory: Previous
research and new directions. P. 227-247. Chapter 9 in Perspectives on Thinking, Learning and
Cognitive Styles. (R.J. Sternberg and L. Zhang, Editors). Mahwash, NJ: Lawrence Erlbaum
Associates, Publishers.
Pratt, D.D. (1998). Five Perspectives on Teaching in Adult and Higher Education. Melbourne,
FL: Krieger Publishing. Also see Teaching Perspectives Inventory:
http://teachingperspectives.com/
Svinicki, M. (2004). Learning and motivation in the postsecondary classroom. Bolton, MA:
Anker.
Svinicki, M. (1998). A theoretical foundation for discovery learning. American Journal of

Physiology. 275 (Adv. Physiol. Educ. 20) S4-S7.
Svinicki, M. and N.M. Dixon. 1987. The Kolb Model Modified for Classroom Activities.
College Teaching. Vol. 35. No. 4. P. 141-146. Fall, 1987.
Vella, J. 2008. On Teaching and Learning: Putting the Principles and Practices of Dialogue
Education into Action. San Francisco: Jossey-Bass.
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Daily Reflections
Notes:
 Daily reflections help solidify learning.
 This section contains a variety of end-of-day reflective models that can be used to help
FDW participants get the most from their experience.
 In addition to using these during an FDW, consider reviewing them along with some ISW
daily reflections, to discuss why having ISW participants also do daily reflections is an
effective idea.
 To maximize impact, all should be shared with FDW facilitators.
 FDW facilitators can gather valuable information about participant’s particular needs, as
they change throughout the FDW, by reviewing these each day.
 At the end of an FDW, consider giving participants time to review their daily reflections
to help inform their final reflection and plan upon completing the FDW
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Three Level End of Day Reflection

This “End of Day Reflection” is based upon the 3-level reflection technique.
Level 1 is informational – explaining what you have learned.
Level two involves a higher level of thinking because it requires figuring out how to apply the
new learning to one’s life.
Level three is significantly harder to do because it requires deep thinking about how this new
learning will affect some subconscious levels of understanding. Level three is also the most
powerful.
If you use this, consider doing it each night. While most college faculty have experience doing
level 1, most will need practice doing levels 2 and 3. Level 2 is deceptively simple, but both
Bloom and Krathwohl identify it as a higher order thinking skill. Level 3 is clearly significantly
harder to do than the others
This is something teachers can show their students how to do. First level courses might work on
levels one and two; and students in more advanced courses might work on level three.
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Three Level End Of Day Reflection
Identify 3 things you learned today.
How – exactly how – will you apply this new learning in your roles at the college?
How is this new learning going to change the way you do things? Perhaps it
causes you to look at some of your assumptions or beliefs, or a common perception
or understanding you have?
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Feedback – End of Day FDW

What I Need to Succeed
What are we doing that helps you succeed?
What are we not doing that you need to succeed?
What are we doing that you would like to do?
What can we do to give you the opportunity to achieve your objectives?
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Formative Evaluation – FDW

Participant:
Day number:
The best part of the day for me has been….
Because ….
If I had a chance to redesign today’s session, I would ….
Because…..
3. I also want to say/suggest/observe ….
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Facilitator Self-Assessment and Development

Instructor: Day:
One thing I learned today about myself that is intriguing …
One thing about my facilitating that I need to improve is …
One thing about working with a group of instructors that I need to improve is …
One thing about leading my own ISW that I want to remember is …
One piece of feedback I got today that I do not think is accurate is … (do I need to think more
about this?)
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Facilitator Self-Assessment and Development

Instructor: Day:
It is often useful to reflect upon an activity right after we do it. Looking back at your day,
respond to the following prompts.
Room Set Up, nuts and bolts:
Preparation of Instructor:
Coordination with instructor during mini-lesson:
Video and notes on class:
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Handling instructor after her/his mini-lesson:
Conducting student feedback session:
Wrapping up the mini-lesson cycle:
Feedback on facilitation:
Two points to remember:

1.
2.
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Facilitator Development:
Personal Plan for Self-Development
Affirmations of My Strengths as a Facilitator:
Development areas as a Facilitator

What I might work on: How I might develop this:
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Synthesizing the Learning:

Daily Reflections on My Facilitation:
Points I want to remember for reflection later:
Thoughts Upon Reflection:
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Facilitator Partner Conversations:

What to Discuss Before the Workshop Begins
Contributed by: Glynis Wilson Boultbee

Developed by: A group of Red Deer College trainers in the 1990s
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Facilitator Partner Conversations:

What to Discuss Before the Workshop Begins
Contributed by: Glynis Wilson Boultbee
Developed by: A group of Red Deer College trainers in the 1990s
This exercise was developed by a group of Red Deer College trainers for individuals to complete
near the end of the FDW. (It has been adapted slightly since then.) It is designed to:
 clarify what agreements facilitator partners might want to make as a team before their
ISW begins.
 invite potential partners to think about how they will work together.
The exercise is a chance for FDW participants to "practice" an activity that can later be
duplicated with a co-facilitator before an actual ISW. It can be especially useful if the partners
happen to have different approaches or preferences related to logistical or other issues. It is also
useful if the partners aren’t acquainted well and don’t know how the other may respond once the
workshop begins.
The Exercise
Participants are divided into pairs and are asked to imagine they are about to work as a team in
their first ISW. The partners begin by identifying issues related to how they work as a team that
they think may be useful to discuss. One way for individuals to think about this is to reflect back
on wonderful team teaching or co-facilitating experiences they have had and identify what went
well and why. Alternatively, the individuals might think about times when a conflict or difficulty
arose in a team teaching or co-facilitating setting (without of course naming names.)
Once several potential issues are identified, some can be framed as two ends of a continuum. So,
for example, if the partners want to discuss how they will handle time, they might create the
following continuum:
Stick to timelines Be flexible with timelines
The partners now create a continuum on the floor with masking tape. They each stand along that
continuum where they would prefer to be in a variety of circumstances. It might look like this:
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When the workshop is going smoothly:

X Facilitator A X Facilitator B
This pair might discuss when it’s important to stick to timelines (Facilitator A might say “to
avoid falling behind in the agenda”, for example) and when it would be important to be flexible
(Facilitator B might want to be especially flexible when an important learning moment is
emerging, for example). They may also want to decide how they will negotiate the move away
from and back to published timelines during the workshop.
If conflict emerges within the group:

X Facilitator B X Facilitator A
This pair might discover during their conversation that they are both kind of uncomfortable with
conflict and that their way of dealing with it is to slow things down. They might then discuss
how they want to handle this possibility and how they will support one another if conflict
happens to emerge.
If the partners are far apart on a particular issue, it is helpful to name this and develop strategies
for addressing potential points of conflict that may not serve the group. If the partners are very
similar, however, it is equally important to notice this. They may wish to decide how they want
to handle the fact that something might get lost because they both think or react in a similar way.
The group is now asked to move to another issue that can be placed on a continuum. Depending
on the interests of the group, this might be:
 the potential challenge of deciding between “attending to tasks/workshop goals” and

“attending to relationships”;
 who might have more energy earlier or later in the day;
 preferences related to dealing more or less directly with conflict;
 and so on.
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The pairs might then identify some issues that aren’t on a continuum but that they feel would
significantly affect the way they will work together. (Eg. preferences for talking throughout
lunch vs. taking at least some time away from one another, issues they anticipate might be most
important to discuss during end-of-day debriefing, etc.)
If there is time, the pairs might be asked to create a partner agreement based on their
conversations. They are asked to note especially the themes that emerged during their
conversation. (Eg. the importance of open and regular communication in breaks, etc.)
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Mini-Theme Sessions:
Selecting and Using
Facilitator Feedback Forms
Notes:
 It may be useful to take FDW participants through many different feedback forms, to
familiarize them with different ones, review strengths and weaknesses of each, and just to
talk about them
 Consider firmly, but gently, pushing participants to especially look at forms that they do
not like at all – what exactly is it that they are reacting to, and is this something that
(perhaps) they need extra work on themselves?
 It may be useful to provide leaders personal feedback on forms that appeal/do not appeal
– with reasons why
 Consider having participants work on a metacognitive level designing their own feedback
for, as it may spark a variety of ideas
 Session can be done in a half hour
 Alternatively, leaders may ask participants if one of them would do a mini-lesson on
“Facilitator Feedback Forms”
 Alternatively, leaders can simply review each form in turn with participants
Contributed by
Tom Hodgkin, Northwestern Community College
Bill Searle, Asnuntuck Community College
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Mini-Theme Session
Facilitator Feedback Forms
Notes:
 Prepare a package of facilitator feedback forms
 Have paper and materials available, or laptop or tablet computers
 Consider making the Pre-Test the opening of the Bridge for this session
 If time, consider having them spend some time designing their own facilitator feedback
form and then sharing it with the group, or at least copying it so each group member can
have a copy (putting their name on it so a person can ask them questions afterward)
 Consider reviewing creative ways of doing facilitator feedback as a larger portion of this
workshop
B:
Why is it important that we facilitators really understand the feedback forms?
What are the components of a “good” facilitator feedback form?
Why is it important to consider and think about our personal reactions to particular feedback
forms?
O:
Upon completion participants will
 Have notes on each facilitator feedback form about what it is useful for and what it
probably “misses”
 Have a package of facilitator feedback forms in one place
 Have experience designing an outlandish summary
 Have at least one model of an affective post-test
P:
On a scale of 1 to 7, where 1 = I have no confidence to 7 = I have complete confidence
 How confident are you that you know the strengths and weaknesses of each of the
facilitator feedback forms?
 How confident are you that you could design a completely affective post-test for a
lesson?
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P:
Ask the full group
Is it useful to have a feedback form that largely reaffirms what we might already know,
or at least suspect, about ourselves as facilitators?
Hand out package of facilitator feedback forms
Tell people that this will be something they will immediately use, so probably want to write
notes on the back of each form as we review that form
Take each feedback form in turn and ask full group

 Questions on how to use?
 What does this form do particularly well?
 What does this form miss?
 What is your initial reaction to the form?
After all forms are reviewed, ask everyone to go back through the forms, and for each one they
did not like, mark it to ensure that they use it during this FDW. Explore. Try things out that do
not appeal. See if there is something new that initially looks unappealing, but that can teach you
something about yourself.
P:
In groups of 2 or 3
Design a completely affective post-test for this workshop
Have each group explain their post-test
S:
In groups of 2 or 3
Design an outlandish summary for this session – but one that nevertheless does summarize the
material!

 Point out what it does
 Point out what it misses
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Honing Your Intentional

Teaching
Contributed by
Joseph Finckel, Asnuntuck Community College
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Honing Your Intentional

Teaching
Notes:
This material may be adapted and used
 As a handout during an ISW where participants are resisting having clear objectives
 As the basis for a theme session or a mini-theme session by using some of the questions
included as prompts as the heart of the workshop
 As an effective end-of-ISW handout to assist participants in continuing to improve their
teaching and becoming more intentional
 As a useful follow-up after an ISW, possibly to bring participants back together again to
discuss teaching and have a concrete focus on a way to continue to innovate and change
 With new teachers to get them to think more deeply about why they are engaging in
certain teaching behaviors and why they are making certain assignments
 With experienced teachers to get them to think more deeply about whether what they
are doing really fits with their outcomes for a course.
 Consider developing a set of videos illustrating each of the major components and how a
person might use them in a specific course.
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Hone Your Intentional Teaching

“Intentional Teaching”. Sounds good, but what is it? Very simply, it is organizing a lesson or
course around outcomes or goals. After the goals or outcomes are clear, the next step is to make
sure that student learning activities are directly aimed at one or more outcomes/goals. Next, all
instructor activities need to be aimed at a goal or outcome. Of course, the impact of instructional
activities upon student learning must be evaluated and steps taken to close gaps between
expected learning and actual learning. That’s it. A chart of an intentional teaching cycle is
included on the next page.
The advantage of becoming more intentional in your teaching is that you must be very clear
about everything you do in a course, and what you expect students to learn from course
assignments, class activities, and homework. When many people first become more intentional
with their teaching, they find that some course activities are only loosely connected to their
“real” course outcomes or goals. Tightening up the connections, revising activities, and
clarifying what students are supposed to learn from specific activities actually helps instructors
have more impact on student learning. (And, it really helps students!)
The biggest complaint about being intentional and focused is that some learning is hard to
specify, and “softer” to draw out. Perhaps you have heard that complaint. Advocates of being
very intentional in teaching reply that what this means is that more time must be spent on the
outcomes/goals. It is perfectly acceptable to include “soft” outcomes/goals or ones that are very
hard to quantify. Such goals give instructors space to include more open-ended activities.
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Intentional Teaching Cycle
goal or
outcome
student
revision of learning activity
learning activity designed to
based upon move students
feedback toward
goal/outcome
instructor student
review of feedback on
feedback learning
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Example #1: The Executive Summary

Outcome: Students will be able to prepare an “Executive Summary” of complex material.
Learning Activities: First, students will be taught how to write an “Executive Summary” and
given several examples each of the first three weeks of the semester. Second, for the next two
weeks, students (individually) will identify the topics that should be included in an “Executive
Summary” of what we have covered in class. We will critique choices of topics as a class, and I
will give my thinking regarding the key topics to select (while giving some space for people to
have different key topics based upon their background and interest). Third, for the next two
weeks, students will write their individual “Executive Summary” and then be paired up to
critique each other’s work. Full class will discuss issues. Fourth, for the final weeks of the
course, students will prepare their individual “Executive Summary.” The first two times, I will
critique their work, and after that they will be graded on their work. This grade will be the most
significant portion of their overall class participation grade.
Student Feedback on Learning: The actual summaries will be their feedback, as it will tell me
how they are doing and what I need to emphasize, more completely explain, or adjust.
Instructor Review of Feedback: Will be an integral part of full class activities that critique
summaries, or when students have questions based upon their partner’s critique. I will also be
reviewing their actual summaries to adjust my teaching.
Revision of Learning Activity: At the end of the semester, I will review final “Executive
Summaries” that students prepare for: (1) choice of topics; (2) explanations; (3) method of
providing summary. Based upon how they do, I will adjust the way I teach “Executive
Summaries” the following time I teach the course.
Example #2: Critical Thinking

Outcome: Students will be able to think critically about a reading and the topic or issue that it
explores.
Learning Activities: First, students will generate a working definition of “critical thinking.”
They will work in small groups to first draft a written definition of how they define “critical
thinking” and then a written theory about why “critical thinking” is important and/or why each of
them individually needs to be able to do it. Throughout this activity, I emphasize the “draft”
nature of the definition and importance theory that students are generating. I am preparing them
for subsequent classes, activities, and assignments during which I will ask them to revisit and
revise these.
Next, I ask the entire class to brainstorm a list of things we can do when discussing something or
writing about it that might meet our definitions of “critical thinking.” If I think they are
struggling to conceptualize critical thinking, I might frame the question this way: if you are
discussing or writing about something you have read, what are some things you can do besides
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summarizing, agreeing, or disagreeing with what the writer says? The class then evaluates the
list of things that we brainstorm using the working definitions of critical thinking that they
drafted. The list almost inevitably includes things like ask a question, connect an idea to another
reading or situation, offer another explanation, etc. I then allow the individual groups to revise
their definitions of critical thinking.
During the next week, students read articles and sample student papers with this assignment:
identify moments in the texts when you see the writer thinking critically according to your
working definition and the kinds of critical thinking that we have brainstormed as a class. We
discuss these in class and continually revisit our definition of critical thinking and why it is
important. The following week, I shift the focus from identifying critical thinking to responding
to it. My assignment might read something like this: First, identify two moments in the assigned
article that meet your definition of critical thinking. Now respond in writing to both of those
moments by doing one of the critical thinking things that we’ve discussed in class (the list of
things a writer can do other than agreeing, disagreeing, or summarizing).
As we approach a formal paper assignment, I ask the entire class to revise one working definition
of critical thinking and a list of the five most interesting forms of critical thinking in writing.
The formal paper assignment then requires them to demonstrate at least two of the five forms of
critical thinking that the class decided on.
Student feedback on learning: At the heart of this activity is students’ own evolving sense of
critical thought and their continuing critical thought about critical thought. Students’ feedback
on learning comes in the form active involvement in brainstorming ideas and defining and
identifying critical thinking.
Instructor review of feedback: I will be providing focus and direction to full-class discussions
of examples of critical thinking so as to hold students accountable for justifying their
contributions with thought and elaboration. I will also provide individual feedback on informal
assignments in which students identify critical thinking in texts and respond to it in writing. I
will also provide feedback on the critical thinking that they demonstrate in formal paper
assignments.
Revision of learning activity: As I grade each formal paper assignment, I will review the
critical thinking skills that my students have chosen and how successfully they are demonstrating
what they believe they are demonstrating. I will revise future lessons as needed if I feel that their
conceptualization of critical thinking needs more concrete example and direction in the early
lessons.
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Questions to Help Focus Thinking

As you consider becoming more intentional in your teaching, these questions may help you focus
on areas to consider. If you are working on a specific outcome instead of a specific goal,
substitute “outcome” for “goal” below.
For each question below, you can also profitably think about how the reverse of the question
may need to be considered. For example, after considering the first question as written, consider
the reverse – “How do the readings for the course NOT further the goal?”
Exactly how will students learn that this goal is critical?
Exactly how will you reinforce the importance of this goal throughout the course, so
students keep their eyes firmly fixed on achieving the goal?
How does the syllabus reflect the goal?
How does the grading system, in general, further the goal?
How do specific aspects of the grading system further the goal?
Can anything be more targeted to further the goal?
Does the level of work required (both in terms of the amount and the manner in which it is
graded) reflect and further the goal?
How do the readings for the course further the goal?
What specific parts of the readings further the goal?
Exactly how will you determine what background, experience, or knowledge that students
have in relation to this goal at the beginning of the course?
Exactly how will you modify the course based upon the information you get from students
about their level of readiness to achieve this goal (or, in an extreme situation, if you
discover that most students have already achieved this goal prior to taking the course)?
Which early-in-the-course in-class or online activities further the goal?
Which late-in-the-course in-class or online activities further the goal?
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How do specific assignments reflect the goal?
Will students see these assignments as reflective of this goal, or will they see the assignment
as something else?
Are course handouts/online materials aimed at furthering the goal? How?
What types of feedback will be provided to students? How does the way you provide
feedback to students further the goal?
If for an on-ground course, does the classroom physical configuration further the goal?
If for an on-line course, does the design of the course site further the goal?
How does the way that you physically teach further student achievement of this goal? If an
online course, how does the way you have physically organized the online materials – and
the nature of the materials themselves – further student achievement of this goal?
Will you need to adjust any activities based upon the number of students actually in the
course to better focus on this goal?
Exactly what will you do, weekly, to remind yourself that this is a crucial goal?
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Mini-Theme Session:
Selecting and Using
Instructional Feedback Forms
Notes:
 It may be useful to take FDW participants through many different feedback forms, to
familiarize them with different ones, review strengths and weaknesses of each, and just to
talk about them
 Consider gently but firmly pushing participants to especially look at forms that they do
not like at all – what exactly is it that they are reacting to, and is this something that
(perhaps) they need extra work on themselves?
 It may be useful to provide leaders personal feedback on forms that appeal/do not appeal
– with reasons why
 Consider having participants work on a metacognitive level designing their own feedback
form, as it may spark a variety of ideas
 Session can be done in a half hour
 Alternatively, leaders may ask participants if one of them would do a mini-lesson on
“Instructional Feedback Forms”
 Copy all Instructor Feedback Forms to hand out to session participants
Contributed by
Tom Hodgkin, Northwestern Connecticut Community College
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Mini-Theme Session
Instructional Feedback Forms
Notes:
 Prepare a package of instructional feedback forms
 Have paper and materials available for people to design their own forms, or
laptops/tablets
 Consider making the Pre-Test the opening of the Bridge for this session
 If time, consider having them spend some time designing their own instructional
feedback form and then sharing it with the group, or at least copying it so each group
member can have a copy (putting their name on it so a person can ask them questions
afterward)
B:
Why is it important that we facilitators really understand the feedback forms – don’t the actual
ISW participants select their own forms?
What is our role as facilitators, in regard to feedback forms?
O:
Upon completion participants will
 Have notes on each instructional feedback form about use and strengths/weaknesses of
that particular form
 Have a package of instructional feedback forms in one place
 Have experience designing a highly creative post-test
 Have at least one model of an affective summary
 Report more confidence in their ability to help future ISW participants select an
instructional feedback form
P:
On a scale of 1 to 7, where 1 = I have no confidence to 7 = I have complete confidence
 How confident are you that you know the strengths and weaknesses of each of the
instructional feedback forms?
 How confident are you that you could design a completely affective summary for a
lesson?
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P:
Hand out package of instructional feedback forms
Tell people that this will be very practical so probably want to write notes on the back of each
form as we review that form
Take each feedback form in turn and ask full group

 Questions on how to use?
 What does this form do particularly well?
 What does this form miss?
 In what situations might this form be especially useful?
 When might this form NOT be useful?
 What is your initial reaction to the form?
If you do not like it, make sure to use it during this FDW
P:
In groups of 2 or 3
Design an outlandish – but useful – post-test for this workshop. No limits to creativity!

 Point out what it does
 Point out what it misses
S:
In groups of 2 or 3
Design a completely affective summary for this session – not knowledge based, as most are, but
rather feelings and emotions based
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Kolb’s Learning Cycle Theme Session
*Materials:
Packet with bibliography and links to further inquiry, charts
Paper
Self Assessment?
PowerPoint?
Contributed by
Jonathan Andersen
Quinebaug Valley Community College
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Learning Cycle Theme Session:
*BRIDGE IN:
While distinguishing between a focus on teaching and a focus on learning can sometimes be like
the proverbial problem of distinguishing between the dancer and the dance, we are going to try to
turn our attention to a learning focus, as opposed to a teaching focus. Of course this will help us
be better teachers, but here we are going to try to really think about and get inside of the learning
process. Specifically, we are going to focus on the Learning Cycle as described by influential
educator David Kolb.
One premise is that learners are most effective when they are aware of their processes and can be
empowered to make deliberate choices to maximize their learning based on their awareness
Also mention – how to use this information in ISW’s as well
*OUTCOMES:
 Help learners learn the most they can in the most effective ways
 Help learners learn how they learn best and work on ways of maximizing their learning
by thinking about how to learn
*PRETEST:
TASK ONE: 8 minutes: With your group, develop a pre-test for your ISW participants to see
what they know about The Learning Cycle as described by David Kolb
(Circulate among the groups to assist as necessary – answering questions about how they can
develop a pre-test when many of them do know even know what The Learning Cycle is”
(ACTUALLY – this is a good question!)
(Call time and have a few groups share a few ideas and pick one to use – use one of the pre-test
techniques to gather information from the group)
Note how quickly we have moved to involve this group in the lesson. We’ve actually started
with a pretty specific CONCRETE EXPERIENCE, which is one of the phases in Kolb’s
Learning Cycle. Now I have gathered the information that I need to present information and a
workshop based upon your specific needs.
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OUTCOMES (Part II):
(Put Learning Cycle up and hand out hard copy)
This is the Learning Cycle and in a few minutes we will review it. Right now I need you to write
out your objectives for this workshop while I review your pre-test comments. You have five
minutes to write up to 3 objectives you have for today.
(Review pre-test – NOTE any changes needed for lesson)
(While participants write, review Pre-Test comments and prepare for adjustment. Then ask for
objectives, put some on board. Reveal my objectives and ask for discussion of differences and
overlap. Discuss and resolve as necessary).
Outcomes list:
Participants will:
*Identify all four phases of Kolb’s Learning Cycle
*Design four different ways to introduce a topic using different phases of the Learning
Cycle
*Design three ways to use Concrete Experience to help learners understand new concepts
*Design four different ways to use Reflective Observation to help learners understand
new concepts
*Design different ways to use Abstract Conceptualization to help learners understand
new concepts
* Explain four different ways to use Active Experimentation to help learners understand
new concepts
* Express at least beginning level of confidence that they can use the Learning Cycle as a
facilitator of an ISW
PARTICIPATORY LEARNING:
(Describe terms on the learning cycle. Describe WHY it is important to understand this cycle and
how it will benefit them by maximizing their impact on learners – and HOW to talk about this
with their own ISW participants).
(Use several of the ‘Learning Cycle’ charts to explain different points about learners who sent
the instructor to be more active, or be more active themselves, taking notes, etc.)
In groups again, you have 10 minutes to design four different ways – ONE FOR EACH
POINT ON THE CYCLE to INTRODUCE the Learning Cycle to your ISW participants).
(After 10 minutes, ask to look at a sampling of these – call upon 2 different pairs to share out)
ASK DIRECTLY – CHECK FOR UNDERSTANDING Questions? Concerns?
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(NOW GIVE 3 minutes to design two ways ABSTRACT CONCEPTUALIZATION to

introduce the vertical PERCEPTION AXIS to a participant)
(NOW GIVE 3 minutes to design two ways to use CONCRETE EXPERIENCE to do

introduce the horizontal PROCESS AXIS)
After 6 minutes: Let’s see these just briefly – call upon a few participants to discuss.. Questions/
concerns? Which was harder? Why?
The Learning Cycle can be complex to implement at first, but, as with all learning, the more you
make the cycle a deliberate part of your practice, the more you work with and against your own
inclinations to fall into the same patterns or same points, and the more you reflect, the more
deeply you’ll internalize it and the more effective you’ll be using it.
Here’s a question: which part of the Learning Cycle do you think is most commonly skimmed
over or ignored completely in the college classroom? (Discussion)
(THINK, PAIR, SHARE)

-Individually, I want you to take two minutes and write down what kinds of resistance
you think you might encounter from students or ISW participants when you present the Learning
Cycle?
-Please take a moment to share with a partner
- Share with group: What kinds of steps can we take to lessen or address the resistance?
POST-TEST:
Everyone try to think for a couple of minutes about how we could design a post-test for this
theme session, then we will build one as a group. Try to design two different post-tests that use
Active Experimentation.
(After three minutes, build ideas with group. Take questions and concerns)
SUMMARY:
Now split into two groups to design two types of summaries
PAIR ONE: Concrete Experience
PAIR TWO: Reflective Observation
Share ideas out with group
(IF TIME: SELF ASSESSMENT)
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Resources for Kolb’s Learning Cycle

Theme Presentation
Contributed by
Jonathan Andersen
Quinebaug Valley Community College
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RESOURCES FOR KOLB’S LEARNING CYCLE
Learning is the process whereby knowledge is created through the transformation of

experience. Knowledge results from the combination of grasping experience and
transforming it. - Kolb (1984, 41)
FROM Donald Clark’s BIG DOG AND LITTLE DOG’S PERFORMANCE

JUXTAPOSITION:
“Kolb proposes that experiential learning has six main characteristics:
Learning is best conceived as a process, not in terms of outcomes adaptation to the world
(learning is by its very nature full of tension).
Learning is a holistic process of adaptation to the world.
Learning involves transactions between the person and the environment.
Learning is a continuous process grounded in experience.
Learning requires the resolution of conflicts between dialectically opposed modes of
Learning is the process of creating knowledge that is the result of the transaction between
social knowledge and personal knowledge.
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Image Source: Big Dog and Little Dog’s Performance Juxtaposition:

http://www.nwlink.com/~donclark/hrd/styles/kolb.html
CRITICAL POINTS ABOUT THE CYCLE:
*Kolb asserts that the best learning happens when all

four points of the learning cycle are engaged
*A learner may enter the cycle at any point!
*The vertical axis represents a continuum of ways

learners perceive (or feel about) new information.
*The horizontal axis represents a continuum of ways

learners process (or think about) new information
EXAMPLES (adopted and modified from Clark’s Big Dog and Little Dog website)
Learning to ride a bicycle:

Reflective observation - Thinking about riding and watching another person ride a bike.
Abstract conceptualization - Understanding the theory and having a clear grasp of the biking
concept.
Active experimentation - Leaping on the bike and have a go at it in the driveway (starting,
stopping, steering).
Concrete experience – Farther and more adventurous riding.
Learning a software program:

Active experimentation - Jumping in and doing it.
Concrete experience - Using the help feature to get some expert tips.
Reflective observation - Thinking about what you just performed.
Abstract conceptualization - Reading the manual to get a clearer grasp on what was performed
(and to inform restarting the cycle with more active experimentation).
Learning algebra:
Abstract conceptualization - Listening to explanations about algebra.
Active experimentation – Practicing on a few simple problems
Concrete experience - Going step-by-step through an equation with a tutor’s help
Reflective observation – Thinking about concepts.
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AND HERE’S ONE OF MY OWN THAT SHOULD BE FAMILIAR BY THE END OF

THE LESSON!
Learning About Kolb’s Learning Cycle:

Concrete Experience: Participants develop pretest and outcomes for lesson on Learning Cycle
Reflective Observation: Participants reflect upon pretest and outcomes and connect with
experience
Abstract Conceptualizaton: Participants listen to and discuss explanations/ examples of Learning
Cycle
Active Experimentation: Participants devise ways to use Learning Cycle and ways to teach
Learning Cycle
Teaching Activities that Support Different Aspects of the Learning cycle (Source: University
of Leicester:
http://www2.le.ac.uk/departments/gradschool/training/eresources/teaching/theories/kolb)
Concrete experience Reflective Abstract Active

observation conceptualization experimentation
 readings  logs  lecture  projects
 examples  journals  papers  fieldwork
 fieldwork  discussion  projects  homework
 laboratories  brainstorming  analogies  laboratory
 problem sets  thought questions model building  case study
 trigger films  rhetorical  simulations
questions
 observations
 simulations/games
 text reading
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CHARTS AND MATERIALS FOR THE

KOLB PRACTITIONER BY BILL
SEARLE –PAGES 4 – 18:
Learning Cycle – Learner Desires
to be Active
Learners want to be
more active
Concrete
Experience
Active Reflective
Experimentation Observation
Abstract
Conceptualization
Learners often want
teacher/ presenter to
be more active
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Learning Cycle – Applications

of Learning
Learners less likely to

struggle with applications
farther out from the center
Concrete
Experience
Active Reflective
Abstract
Conceptualization
Learners more likely
to struggle with
applications farther
out from the center
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Learning Cycle – Lectures

and Presentations
Learners more likely to

struggle with lectures and
theory farther out from the
center Concrete
Experience
Active Reflective
Abstract
Conceptualization
Learners less likely
to struggle with
lectures and theory
farther out from the
center
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Learning Cycle
‘What Works’ vs. ‘What Is Right’
Learners more likely to be

interested in ‘what works’
farther out from the center Concrete
Experience
Active Reflective
Abstract
Conceptualization
be concerned with ‘what
is right’ farther out from
the center
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Learning Cycle:
New Approaches vs. ‘Tried and True’

explore new approaches,
look for different
solutions, explore options
Concrete
Experience
Active Reflective
Abstract
Conceptualization
Learners more likely to take
a careful approach, favoring
traditional ways of solving
problems or approaching
new information
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Learning Cycle – Current Activities
How are new subjects typically

introduced in class? Do you do an
activity, read, listen to a lecture,
have a group discussion, tell
students to go find information on
their own?
Concrete
Experience
Active Reflective
After new subjects

are introduced, how
does a typical course
exercise help
students understand
Abstract
it? Do you do
Conceptualization something with it,
have them reflect
upon it alone, or
connect to other
ideas, or discuss in
small groups, or do
some other
activity?
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Starting the Learning Cycle

With an Experience
1.
Instructor
creates
active
learning
experience
with
students
doing some
activity
4. Instructor 2. Instructor
helps connect new helps students
learning with real reflect upon the
world by giving experience,
students connecting it
something to with prior
practice using the knowledge and
new learning experiences
3. Instructor
helps students
determine what it
all means, create
models, and
develop or
understand the
theory underlying
or supporting the
new learning
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By Receiving New Knowledge
3. Instructor creates
active learning
experience with
students perhaps
modifying their
understanding based
upon the experience
2. Instructor makes
connection with real 4. Instructor helps
world by giving students reflect
students something upon the
to practice using the experience, as well
new learning as perhaps working
on alternative ways
to use this new
learning
1. Instructor
provides new
knowledge in
terms of facts, or a
theory or concept,
or accepted
practice
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Instructor Skills Necessary

To Create Effective Learning Cycles
Instructors
must be able to
create specific,
active learning
activities in
many areas
Instructor must be able Instructors must be

to connect new able to reflect upon
learnings to the ‘real experience and create
world’ and create activities for students
learning situations for to learn how to reflect
students to practice and innovate
using new learnings
Instructor must be
a subject matter
expert able to
present theories,
principles, and
information clearly
and cogently
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Learning Cycle Planning Materials

Lesson Planning – First Lesson It is important to begin students using
the ‘Learning Cycle’ in the first lesson (either physically in class, or online).
This will help form their expectations of how the course will be conducted
and what they are expected to do in the course.
How will I introduce the concept of the ‘Learning Cycle’ in this first lesson?
What will I have students do with the ‘Learning Cycle’?
How will I know that they have some understanding of the concept?
Will I give them any material on the ‘Learning Cycle’?
Exactly how will I model the ‘Learning Cycle’ in whatever content I cover
during this first class (including the syllabus, course rules and norms, etc)?
Lesson Planning – Second and Third Lessons After initial exposure to

the concept, the next most important lessons for students to incorporate the
‘Learning Cycle’ into their expectations for the course are the next two
lessons (either online or physically). Thus, it is useful to specifically plan
activities for lessons two and three of the course.
How will I begin the second (third) lesson? What phase of the ‘Learning
Cycle’ will I use first?
How will I move students to the next phase?
What activities will I employ to move students to the next phase?
How will we do the final phase?
How will I reinforce their understanding of the ‘Learning Cycle’?
BOPPS Lesson Plan Integrating the Cycle:

Bridge-In: At what point in the learning cycle will I start this lesson? If I am
going to use CE, how will I design an experience that connects what
students already know, have experienced, or have studied in this class with
what we will study today?
Objectives/Outcomes: Exactly what do I expect students to learn today, and

how can I express that in clear terms?
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Pre-Test: How will I determine what my students already know from class
readings and study, so that I do not cover material unnecessarily, or leave
something out that I think they know, but which they do not?
Participatory Learning: How will I vary the class so that sometimes I lead
with lessons emphasizing AC, and sometimes CE? Once concepts are
initially presented, in what ways will I alternate between AE and RO
techniques? Or, will I expand the post-test and summary sections to use AE
and RO extensively?
Post-Test: When will I choose to use an AE or an RO approach here? How

should this be connected to the level of the course?
Summarize: How do I ensure that I do not always use RO techniques here?

How do I recognize the difficulty level of the course in what I do here?
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Lesson Planning Review and Reflection When implementing a

new approach to teaching, it is useful to review student reactions to a lesson
and reflect upon it. Few of us are lucky enough to ‘get it right’ the first time!
Even with careful planning and attention to our students and their needs, we
can usually make improvements for the next group of students.
Student responses to Concrete Experience activities were:
Upon reflection, these are the changes I may make the next time:
Student responses to Abstract Conceptualization activities were:
Student responses to Reflective Observation activities were:
Student responses to Active Experimentation activities were:
Any other considerations or thoughts?
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Reflective Observation It is useful to catalog all the Reflective

Observation skills that you think the perfect learner will have, and then
identify ones that you can teach in specific courses. It is probably true that
RO especially will be weak for many of your students. Remember, you are
one faculty member, not the entire curriculum, so you certainly do not have
to teach all, or even most, of the RO skills you identify. After doing this, you
may wish to use a planning sheet to help clarify which skill(s) you will teach
in a specific course.
Reflective Observation Skills:
Reflective Observation skills I can teach in some course:
Teaching Reflective Observation Skills Reflective Observation

skills are often not in our students’ arsenal. To assist students in being able
to use this phase of the ‘Learning Cycle’ effectively, we will have to teach
these skills to them. This is a tool to help you plan your approach.
Course:
Level of course (introductory level, or more advanced where students may

have been exposed to RO):
Expected number of students:
Expected level of ‘Reflective Observation’ skills:
Reflective Observation skills to be taught:
For each skill, answer these questions:

When exactly will it be introduced?
How will I introduce it?
What activities will I have students do to learn it?
How will I reinforce their learning?
How will I show them how to continue to improve this skill?
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Active Experimentation
It is useful to catalog all the Active Experimentation skills that you think the
perfect learner will have, and then identify ones that you can teach in
specific courses. Many two-year college and institute students have some
AE skills, and certainly AE preferences, so you can build upon those. Also,
remember you are one faculty member, not the entire curriculum, so you
certainly do not have to teach all, or even most, of the AE skills you identify.
After doing this, you may wish to use a planning sheet to help clarify which
skill(s) you will teach in a specific course.
Active Experimentation Skills:
Active Experimentation skills I can teach in some course:
Teaching Active Experimentation Skills Many of our students

have a preference for using Active Experimentation to internalize learning.
We can take good advantage of this. However, remember that simply
because someone has a preference for learning in a particular way, it does
not follow that the individual does it well. To assist students in being able to
use this phase of the ‘Learning Cycle’ effectively, we will have to teach these
skills to them. This is a tool to help you plan your approach.
Course:
Level of course (introductory level or more advanced, in which case identify

courses where students may have learned some AE skills):
Expected level of ‘Active Experimentation’ skills:
Active Experimentation skills to be taught:

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Abstract Conceptualization It is useful to catalog all the Abstract

Conceptualization skills that you think the perfect learner will have. After
that, identify ones that you can teach in specific courses. It is probably true
that, as with RO, AC interest and skills will be weak for many of your
students. Remember, you are one faculty member, not the entire
curriculum, so you certainly do not have to teach all, or even most, of the
AC skills you identify. After doing this, you may wish to use a planning
sheet to help clarify which skill(s) you will teach in a specific course.
Abstract Conceptualization Skills:
Abstract Conceptualization skills I can teach in some course:
Teaching Abstract Conceptualization Skills Abstract

Conceptualization skills are often not in our students’ arsenal. In addition,
fewer students will feel comfortable using AC approaches. To assist students
in being able to use this phase of the ‘Learning Cycle’ effectively, we will
have to teach these skills to them. This is a tool to help you plan your
approach.
Course:

have been exposed to AC):
Expected level of ‘Abstract Conceptualization’ skills:
Abstract Conceptualization skills to be taught:
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Concrete Experience It is useful to catalog all the Concrete Experience

skills that you think the perfect learner will have, and then identify ones that
you can teach in specific courses. Many two-year college and institute
students have some CE skills, and certainly CE preferences, so you can build
upon those. Also, remember you are one faculty member, not the entire
curriculum, so you certainly do not have to teach all, or even most, of the CE
skills you identify. After doing this, you may wish to use a planning sheet to
help clarify which skill(s) you will teach in a specific course.
Concrete Experience Skills:
Concrete Experience skills I can teach in some course:
Teaching Concrete Experience Skills Concrete Experience is the

mode that many of our students prefer to follow when encountering new
learning. However, you may find that students have only a few CE skills. To
assist students in being able to use this phase of the ‘Learning Cycle’
effectively, it is probably useful to teach more of the specific skills to them.
This is a tool to help you plan your approach.
Course:

have taken courses that built CE skills – identify those courses):
Expected level of Concrete Experience skills:
Concrete Experience skills to be taught:
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1. When exactly will it be introduced?

2. How will I introduce it?
3. What activities will I have students do to learn it?
4. How will I reinforce their learning?
5. How will I show them how to continue to improve this skill?
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Learning Cycle: Helping Students Develop New Strengths

Concentrate on a specific course that you teach. One of the key reasons to
work with learning styles is to help students develop some skills in areas
where they do not currently feel comfortable.
How can you introduce new material to appeal to students with strong
Concrete Experience preferences?
How can you introduce material to help students with strong CE preferences
learn some skills preferred by those strong in Abstract Conceptualization?
How can you introduce new material to appeal to students with strong
Abstract Conceptualization preferences?
How can you introduce material to help students with strong AC preferences
learn some skills preferred by those strong in Concrete Experience?
What learning activities can you use to help students with strong Active
Experimentation skills to internalize new learning?
How can you help students develop more of the skills of an effective Active
Experimenter?
What learning activities can you use to help students with strong Reflective
Observation skills to internalize new learning?
How can you help students develop more of the skills of an effective
Reflective Observer?
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FOUR OF MANY, MANY SOURCES ON KOLB’S CYCLE
Experience Based Learning Systems, Inc.

http://learningfromexperience.com/about/
David and Alice Kolb’s company, founded in 1981 seeks to promote and
extend Kolb’s experiential learning model in the corporate world and in
higher education. The website is the resource for articles. The Kolb Educator
Role Profile – an interactive “quiz” – or experience -- will automatically give
you information about your personal Educator Role Profile. This is very
useful for reflective practice! The FAQ page is also very useful for extending
understanding of Learning Cycle/ Learning Styles.
Experiential Learning Articles and Critiques of David Kolb’s Theories

http://reviewing.co.uk/research/experiential.learning.htm#socio-
cultural
For those who want to think critically theories and theorists, this respectful
compendium of articles from a variety of sources and lenses is an essential
resource. The premise is that it is impossible to put forward or write about
theories of learning today without dealing with Kolb – that is how influential
his work has been.
Big Dog and Little Dog’s Performance Juxtaposition Homepage:

http://www.nwlink.com/~donclark/hrd/styles/kolb.html
Very clear explanation of Kolb’s experiential learning, identifying essential

aspects and concrete examples.
University of Leicester:
http://www2.le.ac.uk/departments/gradschool/training/eresources/teaching/
theories/kolb
More clear explanations and practical charts for the Kolb practitioner.
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The Learning Cycle
Contributed by
Bill Searle
Asnuntuck Community College, Enfield, CT, USA
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The Learning Cycle

Theme Session and Materials
Notes:
 The main proponent of “The Learning Cycle” is David Kolb, who combines it into
“Learning Styles.” The concept of “Learning Styles” is controversial, with significant
arguments on both sides. However, many people believe the concepts within the
“Learning Cycle” are useful for faculty to consider and use.
 The following material presents the “Learning Cycle” on its own, without building to
“Learning Styles”. It is possible to teach the cycles without also going to learning styles.
It is also possible to teach about the learning cycle and then do a separate theme session
on learning styles.
 Included in this section is a document which can be used as a stand-alone self-study
guide. There are exercises and questions to guide their study. There are also a variety of
diagrams to aid understanding. Material in the self-study guide can be easily pulled
apart, however, for use in a theme session. Use what makes sense to you, with your
audience. It may be useful to hand out the full package to your participants, just so they
have it for future use.
 Please note that since this is distributed in Word, some diagrams may not appear as
intended. Check out the pdf version if you have doubts. There are many diagrams of the
“Learning Cycle” available online to download as well. Some may fit your purposes
well. Also consider searching for videos illustrating different components of the cycle.
 A sample theme session using the BOPPPS format is also included. This can be easily
adapted for your use.
 The “Learning Styles” section includes a self-assessment of how a person prefers to
learn. This can be used in conjunction with the “Learning Cycle” to give participants
some personal information to use.
 Consider putting a large diagram of the “Learning Cycle” on the floor prior to the
workshop and having participants literally stand on the different points of the cycle as
you do various group discussions during your workshop. Literally putting yourself in a
situation where you represent students who struggle with Abstract Conceptualization, for
example, can be a useful learning tool.
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Learning Cycle Theme Session

Notes: make copies of learning cycle material and charts. Consider making a few extra charts to
have them write on.
B:
This workshop is one step moving us from a “teaching model” to a “learning model”
What does this mean? We want to focus on what people are learning and how we can help them,
instead of what we are doing as teachers.
Specifically, we want to help learners do two things:
Learn the most they can in the most effective way

Learn how they learn best and work on ways of maximizing their learning, by thinking about
how to learn something
This workshop is designed to help you be more effective in what you already do, and to show you
some ways of maximizing your impact.
We’ll be working on ways to use this information in our ISWs as well.
P:
First task, you have 8 minutes
With your group – develop a pre-test for your ISW participants to see what they know about ‘The
Learning Cycle’?
Circulate among the groups to assist as necessary – answering questions about how they can
develop a pre-test when many of them do not even know what ‘The Learning Cycle’ is
Call time and have a few groups share a few ideas and pick one to use.
Use one of pre-test techniques to gather information from the group
Note how quickly we have moved to involve this group in the lesson. We’ve actually started with
a pretty specific Concrete Experience, one of the phases in the Learning Cycle.
Now I have the information that I need to present information and a workshop based upon your
specific needs. Also, I can call upon people to help out who do know some things.
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O:
Put Learning Cycle up, and hand out a hard copy
This is ‘The Learning Cycle’ and in a few minutes we will review it. Right now I need you to
write out your objectives for this workshop while I review your ‘Pre-Test’ comments. You have
five minutes to write up to 3 objectives you have for today. Here are my objectives for this
workshop.
To excite participants about the ways that using the Learning Cycle can help
learners be more effective!
Put up objectives
By the end of the workshop, participants will

Be able to briefly explain all 4 phases of the ‘Learning Cycle’
Explain three different ways to introduce a topic using different phases of the ‘Learning Cycle’
Explain four different ways to use Reflective Observation to help learners understand something
new
Explain four different ways to use Active Experimentation to help learners understand something
new
Express at least a beginning level of confidence that they can use the ‘Learning Cycle’ in their
ISW
While they write, review their Pre-Test comments for useful information to work into the rest of
the workshop [which leader will have to do]
After 5 minutes
Are there significant differences between what you want to get out of this workshop and the ones
I posted? If so, let’s discuss for a minute
Discuss and resolve as necessary
P:
Describe the terms on the learning cycle. Also describe WHY it is important to understand this
learning cycle, and how it will benefit them by maximizing their impact on learners – and how to
talk about this with their ISW participants
Use several of the ‘Learning Cycle’ charts to explain different points about learners who want
the instructor to be more active, or being more active themselves, taking notes, etc
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In groups again, you have 10 minutes
Design three ways to use CE to teach the ‘Learning Cycle’ to your ISW participants
After 10 minutes
Let’s see several of these, just briefly. [Call upon 3 different groups to discuss]
Questions/concerns with this?
You have 5 minutes this time
Design two ways to use AC to introduce the ISW concept to new participants. Then, design two
ways to use CE to do the same thing.
After 5 minutes
Let’s see several of these, just briefly. [Call upon 3 different groups to discuss]
Questions/concerns with this? Which was harder?
The ‘Learning Cycle is a simple concept at first, but more complex to implement. However, we
will have a lot of ideas about different activities that we can engage in to help us use all phases
of the ‘Learning Cycle.’
Many college classrooms ignore which phases of the ‘Learning Cycle’?
Internalizing learning requires both reflecting upon it and doing something with it
[Note: adjust this to Active Experimentation if individual objectives for theme session seem to
indicate that this would be more important.]
Let’s take a few minutes – individually first. What kinds of resistance do you think you will get
from participants when you first present the “Learning Cycle?”
As a full group discuss – and discuss possible reactions, things to do to lessen resistance
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P:
Everyone think for a couple of minutes about how we could do a post-test for this theme session,
then we will build one as a group. Consider the type of post-test that uses both AC and AE.
After 2 minutes, build ideas with the full group
Take questions and concerns
S:
Now, let’s split into two groups to design two types of summaries
One will emphasize active experimentation skills
One that emphasizes reflective observation skills
Share ideas with the full group
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Confidence Levels
For each of the questions below, please use the following chart to record your response. Please
do not put your name on this paper, as it is for feedback purposes only. Thank you in advance
for your assistance.
1 = I do not feel confident that I can do this at all

2 = I have a little confidence that I can do this
3 = I think I can probably do this
4 = I am fairly confident I can do this
5 = I am completely confident I can do this
___ Briefly explain all 4 phases of the ‘Learning Cycle’
___ Explain three different ways to introduce a topic using different phases of the ‘Learning
Cycle’
___ Explain four different ways to use Reflective Observation to help learners understand
something new
___ Explain four different ways to use Active Experimentation to help learners understand
something new
___ I can present “The Learning Cycle” in my future ISW
___ I have at least three tools I can use to help my future participants appreciate what “The
Learning Cycle” can do to help their teaching
The best thing about this workshop was …
One thing that will help me solidify my understanding of the ‘Learning Cycle’ over the next
month is …
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Learning Cycle
The vertical line represents

how a person likes to take in
new information, or new
learning – some mixture of
concrete and abstract
Concrete
Experience
Active Reflective
The horizontal
line represents
how a person likes
to make sense of
new information –
Abstract some mixture of
Conceptualization being active and
being reflective
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The Learning Cycle

Have you ever considered how your students like to first receive new information? How about
how your students like to make sense of new information? If you are like most teachers, these
are new questions for you. Want to learn more – to help you reach more students? Read on.
David Kolb has identified a “Learning Cycle” that he believes illustrates how people take in, and
then make sense of, new information. Kolb states that people prefer to take in new information
on a continuum from learning entirely through experience to learning completely through
reading or listening to lectures (his terms are “Concrete Experience” and “Abstract
Conceptualization”).
After taking in new information, Kolb states that people try to make sense of that information on
a separate continuum, ranging from doing something active with it (which he calls “Active
Experimentation”) to thinking about how it makes sense and fits in with something they already
know (which he calls “Reflective Observation”).
Why is this important to us? Kolb states that most people have preferences and that they default
to that method of learning, even if it is not appropriate to a new learning task. Further, according
to Kolb, the most effective learning includes activities from all four of the learning preferences
listed previously. He believes that no matter where a person starts on the learning cycle, the
most learning occurs when that person completes the learning cycle described on the next page.
The task, then, for those of us who teach is to recognize differences among students and to teach
using different styles that will help students learn new skills in all areas.
Another key piece of information for us is that most teachers subconsciously drop into teaching
in ways that they prefer to learn. For example, many faculty members give reading assignments
before covering that new material in class. This is great if students mainly have preferences for
“Abstract Conceptualization”, but what of the students who fit more on the “Concrete
Experience” end of the continuum? Is it any wonder that some students struggle in such a class?
So what are our tasks in relation to “The Learning Cycle”? Well, first we have to learn about it
ourselves. Second, we have to look at our teaching to see if we vary our approaches to new
information to accommodate students with different learning preferences. Third, will it not be
useful to also teach “The Learning Cycle” to our students and then to actively teach them skills
in each area? By doing this, we are giving them learning skills that they can apply to all
situations.
So, what is this “Learning Cycle”? And, what do the terms really mean?
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Taking in New Knowledge

When we are first learning something, many of us have preferences either toward learning
through action and our feelings and emotions (Concrete Experience) or through such activities
as reading, listening to an expert, or studying alone (Abstract Conceptualization). Some
people are relatively balanced. Balance can be very positive, if the person uses the learning
approach most appropriate to a given situation. That is a big ‘if’ of course.
Concrete Experience (CE)

If you have a strong orientation toward CE, then you probably have these strengths
 Learning with and from peers
 Learning from personal experiences
 Learning by being personally involved, with feelings and emotions
 Hands-on learning
If you have only a little orientation toward CE, then you probably struggle in learning
situations where you must
 Work closely with others
 Learn from others, especially in situations where you must deal with emotions and
feelings
 Determine what to learn based upon what is happening to you, rather than having an
expert create theoretical situations for you to learn
 Take action in order to learn
Abstract Conceptualization (AC)

If you have a strong orientation toward AC, then you probably have these strengths
 Learning from traditional textbooks and lectures
 Gaining an understanding of complex theories and principles
 Analytical thinking
 Using logical analysis
If you have only a little orientation toward AC, then you probably struggle in learning
 Study complex material on your own
 Study the interrelationships between theories
 Analyze theories, or compare them
 Learn the fine points of complicated theories, principles, or methods of analysis
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Possible questions to ask when considering what one’s preferences are below. It is important to
think of situations outside of a traditional classroom setting, where we are often forced to learn in
a certain way. Instead, think of how you like to learn when you are on your own.
Do you like to dive in to something?
If a colleague mentions a teaching technique that she/he uses, do you study how it might fit into
your teaching style, or use more intuition and decide to try it out to see how it works?
With a new computer do you set it up, look at the brief setup guide, and then turn it on and see
how it works – or do you read through at least parts of the instruction manual, or help screens?
Do you prefer to have someone who knows how to do something show you first how to do it
right?
Do you find discussions of theories and principles boring, wishing just to get going and get
something done?
Do you trust your own instincts and ‘gut feelings’ more than models, theories and research?
How many basic theoretical journals in your field do you read?
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Making Sense of New Information

After we have taken in new information, we try to make sense of it either through actively doing
something (Active Experimentation), or through thinking about it (Reflective Observation).
As with concrete experience and abstract conceptualization, some people are relatively balanced
between the two, and that can be good if that person applies the proper learning strategy to the
particular situation she or he faces.
Active Experimentation (AE)

If you have a strong orientation toward AE, then you probably have these strengths
 Identifying practical applications of what you are learning
 Influencing others to work toward a defined outcome
 Taking action, doing things
 Using limited information to take action
If you have only a little orientation toward AE, you probably struggle in learning situations
where you must
 Work quickly to take a practical approach
 Put theory into practice
 Make connections between a lot of information, or different ideas
Reflective Observation (RO)

If you have a strong orientation toward RO, then you probably have these strengths
 The ability to think about what you are learning and coming up with your own responses
 Dealing with ambiguous, or open-ended situations or problems
 Making connections between what you already know and new learning,
 Creative thinking
If you have only a little orientation toward RO, you probably struggle in learning situations
where you must
 Think about what you are learning, and how you are learning it
 Connect ideas, principles, or information
 Examine a problem or issue from various perspectives
 Give your personal reactions and impressions about a theory, practice, or new idea
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Learning Cycle Charts
The following pages contain a variety of charts depicting different ways to look at the learning
cycle and what it means in terms of students and their preferences. Please note, and remind
participants that preferences are merely that – preferences! They are not reasons for people to
use as reasons why they can, or cannot learn a particular subject. Nor are these absolute. Plenty
of people who prefer to learn through Concrete Experience and Active Experimentation can
learn very abstract concepts very well. They just have to consciously adjust how they learn to
the learning task required. Not simple, but what we want to encourage students to do.
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Learning Cycle – Learner Desires

to be Active
Learners want to be
more active
Concrete
Experience
Active Reflective
Abstract
Conceptualization
Learners often want
teacher/ presenter to
be more active
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Learning Cycle
‘What Works’ vs. ‘What Is Right’
Learners more likely to be

interested in ‘what works’
farther out from the center Concrete
Experience
Active Reflective
Abstract
Conceptualization
be concerned with ‘what
is right’ farther out from
the center
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Learning Cycle:
New Approaches vs. ‘Tried and True’

explore new approaches,
look for different
solutions, explore options
Concrete
Experience
Active Reflective
Abstract
Conceptualization
Learners more likely to take
a careful approach, favoring
traditional ways of solving
problems or approaching
new information
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Learning Cycle – Current Activities
How are new subjects typically

introduced in class? Do you do an
activity, read, listen to a lecture,
have a group discussion, tell
students to go find information on
their own?
Concrete
Experience
Active Reflective
After new subjects

are introduced, how
does a typical course
exercise help
students understand
Abstract
it? Do you do
Conceptualization something with it,
have them reflect
upon it alone, or
connect to other
ideas, or discuss in
small groups, or do
some other activity?
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With an Experience
1. Instructor
creates active
learning
experience with
students doing
some activity
4. Instructor helps
connect new learning with 2. Instructor helps
real world by giving students reflect upon
students something to the experience,
practice using the new connecting it with prior
learning knowledge and
experiences
3. Instructor helps
students determine
what it all means,
create models, and
develop or understand
the theory underlying
or supporting the new
learning
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Instructor Skills Necessary

To Create Effective Learning Cycles
Instructors
must be able
to create
specific,
active
learning
activities in
many areas
Instructor must be able

to connect new Instructors must be
learnings to the ‘real able to reflect upon
world’ and create experience and create
learning situations for activities for students
students to practice to learn how to reflect
using new learnings and innovate
Instructor must be
a subject matter
expert able to
present theories,
principles, and
information clearly
and cogently
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Learning Cycle
Planning Materials
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Lesson Planning – First Lesson

It is important to begin students using the ‘Learning Cycle’ in the first lesson (either physically
in class, or online). This will help form their expectations of how the course will be conducted
and what they are expected to do in the course.
How will I introduce the concept of the ‘Learning Cycle’ in this first lesson?
What will I have students do with the ‘Learning Cycle’?
How will I know that they have some understanding of the concept?
Will I give them any material on the ‘Learning Cycle’?
Exactly how will I model the ‘Learning Cycle’ in whatever content I cover during this first class
(including the syllabus, course rules and norms, etc)?
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Lesson Planning – Second and Third Lessons

After initial exposure to the concept, the next most important lessons for students to incorporate
the ‘Learning Cycle’ into the ir expectations for the course are the next two lessons (either online
or physically). Thus, it is useful to specifically plan activities for lessons two and three of the
course.
How will I begin the second (third) lesson? What phase of the ‘Learning Cycle’ will I use first?
How will I move students to the next phase?
What activities will I employ to move students to the next phase?
How will we do the final phase?
How will I reinforce their understanding of the ‘Learning Cycle’?
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Lesson Planning Integrating

the Learning Cycle
Following the third lesson, a more generic lesson planning tool is probably appropriate.
Bridge-In: At what point in the learning cycle will I start this lesson? If I am going to use CE,
how will I design an experience that connects what students already know, have experienced, or
have studied in this class with what we will study today?
Objectives/Outcomes: Exactly what do I expect students to learn today, and how can I express
that in clear terms?
Pre-Test: How will I determine what my students already know from class readings and study,
so that I do not cover material unnecessarily, or leave something out that I think they know, but
which they do not?
Participatory Learning: How will I vary the class so that sometimes I lead with lessons
emphasizing AC, and sometimes CE? Once concepts are initially presented, in what ways will I
alternate between AE and RO techniques? Or, will I expand the post-test and summary sections
to use AE and RO extensively?
Post-Test: When will I choose to use an AE or an RO approach here? How should this be
connected to the level of the course?
Summarize: How do I ensure that I do not always use RO techniques here? How do I
recognize the difficulty level of the course in what I do here?
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Lesson Planning Review and Reflection

When implementing a new approach to teaching, it is useful to review student reactions to a
lesson and reflect upon it. Few of us are lucky enough to ‘get it right’ the first time! Even with
careful planning and attention to our students and their needs, we can usually make
improvements for the next group of students.
Student responses to Concrete Experience activities were:
Student responses to Abstract Conceptualization activities were:
Student responses to Reflective Observation activities were:
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Student responses to Active Experimentation activities were:
Any other considerations or thoughts?
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Learning Cycle: Helping Students Develop

New Strengths
Concentrate on a specific course that you teach. One of the key reasons to work with learning
styles is to help students develop some skills in areas where they do not currently feel
comfortable.
How can you introduce new material to appeal to students with strong Concrete Experience
preferences?
How can you introduce material to help students with strong CE preferences learn some skills
preferred by those strong in Abstract Conceptualization?
How can you introduce new material to appeal to students with strong Abstract
Conceptualization preferences?
How can you introduce material to help students with strong AC preferences learn some skills
preferred by those strong in Concrete Experience?
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What learning activities can you use to help students with strong Active Experimentation skills
to internalize new learning?
How can you help students develop more of the skills of an effective Active Experimenter?
What learning activities can you use to help students with strong Reflective Observation skills to
internalize new learning?
How can you help students develop more of the skills of an effective Reflective Observer?
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Note: Here is a quick way to introduce students to “The Learning Cycle” and to get them
thinking about their learning. Consider deleting this introduction, and simply copying this
material for students to fill in their answers after making a brief presentation about this topic.
The Learning Cycle

If you like the kind of class where the instructor throws some problems out and then asks you to
think about them and come up with new approaches to solving them, what would we guess about
how strong you are in Abstract Conceptualization and Reflective Observation?
If you like inserts about people in real organizations doing things when reading a textbook what
does this probably indicate about the strength of your Concrete Experience and Abstract
Conceptualization preferences?
If you always read instructions for things like a new cell phone, what do you think your preferred
way of taking in new information is?
If you like to have a class where the instructor lectures about the subject, telling you what is
important and what it all means, what does this say about your probable Concrete Experience
and Abstract Conceptualization preferences?
If you prefer to learn by watching someone who is an expert actually demonstrating what you
have to learn, what would we guess about your preferred ways of learning?
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Learning Style Inventory

Short Self-Assessment
Adapted from material in the 2006 FDW Manual
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Learning Style Inventory

Instructions
Rank order each set of sentences (across the horizontal row) according to how each applies to
you and how you like to learn.
 Assign a 4 to the sentence on each row that best characterizes you when learning.
 Assign a 3 to the sentence which next best characterizes you as a learner.
 Assign 2 to the next most characteristic sentence.
 Assign a 1 to the sentence on each row that is least characteristic of you as a learner.
Be sure to assign a number to each of the four sentences in each set. (No ties and no
fractions.)
Column A Column B Column C Column D

Particular about Take my time
1 what I like before acting
Get involved Like things to be useful
Open to new Consider all sides
2 experiences
Try things out Analyze
of an issue
Deal with my
3 feelings
Watch Think Act
Accept people/things Aware of what’s
4 the way they are
Take risks Evaluate things
going on around me
Rely on gut feelings
5 and hunches
Get things done Am logical Have a lot of questions
Like ideas and Like things I can see
6 theories
Like to observe
and touch
Like to be active
Prefer learning in the Tend to think about Like to see the results
7 here and now
Prefer to consider things
the future from my work
Have to try things out
8 Rely on my feelings Rely on my observations Rely on my ideas
for myself
Tend to reason things Am responsible about
9 Am energetic Am quiet
out things
Scoring
The four columns of words listed above correspond to Kolb’s four learning styles: Concrete
Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and Active
Experimentation (AE). To find out which style you favour, write your rank number for specific
sentences by column in the boxes indicated below. For example, for Column A, you will write in
how you ranked sentences 2, 3, 4, 5, 7, and 8. Not all scores from above will be used. Next, total
the scores for each column.
Column A Column B Column C Column D
2 3 4 5 7 8 1 3 6 7 8 9 2 3 4 5 8 9 1 3 6 7 8 9
CE = RO = AC = AE =
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Finally, subtract
AC ____ – CE ____ = ____ RO ____ – AE ____ = ____
Preserve the minus sign if any values are negative. It is not an indication of relative worth but a way of
locating the score on a graph.
What do the scores mean?
1. Two negatives indicate a preference for Concrete Experience and Active

Experimentation, which indicates an Accommodator Learning Style.
2. A negative for AC-CE indicates a preference for Concrete Experience, coupled with a
positive for RO-AE indicating a preference for Reflective Observation, the characteristics
of a Diverger Learning Style.
3. Two positives indicate a preference for Abstract Conceptualization and Reflective

Observation, which indicates an Assimilator Learning Style.
4. A positive for AC-CE indicates a preference for Abstract Conceptualization, coupled

with a negative for RO-AE indicating a preference for Active Experimentation, the
characteristics of a Converger Learning Style.
For information on these “Learning Styles” see the information on “Learning Styles” in another
section of the Supplemental Materials, or search for Kolb’s Learning Styles online.
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Learning Styles: An Introduction to

Kolb’s Learning Styles Theory
Notes:
 This material can be used as the basis for a theme session during and FDW or ISW, but it
can also be used as a self-study package
 Consider developing your own theme session, but perhaps handing out the questionnaire
and some related information for participants to complete prior to the workshop
 It is important to mention, early and often, that self-assessments are not used for
diagnostic purposes, that this information is to move us along as teachers, to give us more
information in order to better match our teaching to diverse student needs
 Remember, that while Kolb’s “learning cycle” has quite wide acceptance, his “learning
styles” theory is much more controversial. Consider downloading some critical analyses
of his theory to share with participants.
 For a reliable and valid Kolb Learning Style Inventory, as well as a variety of excellent
resources, go to
http://www.haygroup.com/tl/Questionnaires_Workbooks/Kolb_Learning_Style_Inventory.aspx
 For more information, resources and extensive bibliographies, go to Kolb’s own site
http://www.learningfromexperience.com
Contributed by
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Introduction to Kolb’s Learning Styles

Before starting with Kolb’s approach to learning styles, please answer these questions.
Without being modest, please list the strengths you believe you have as a teacher and a learner.
Again, without modesty (not that this question is aimed at increasing our egos!), what are some
weaker areas as a teacher and a learner.
Why are you interested in studying about learning styles?
Now, please think about a recent change in your teaching. How did you decide to make the
change? Where did you get the idea for the change? What did you think about? Jot down a few
thoughts please before completing the questionnaire that starts on the next page.
Thank you. Next you will take a learning preferences questionnaire.
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Learning Preferences Questionnaire

This questionnaire is for educational purposes only. It is based upon the work of David Kolb.
For each question below, please read the two responses and circle the one most like you. Please
complete each question, with no ‘ties’. If you think that neither response fits you, consider
which one fits you better than the other. Similarly, if both fit you, consider which one seems a
little more like you. Circle only one answer for each question.
1. When I learn I like to be

A. Personally involved, doing something
B. Learning by reading something, or listening to an expert, and thinking about it
2. I learn best when I am

A. Working with friends or people I like
B. Learning from an expert, or teacher who really knows
3. When I am learning, I like to learn through

A. Lectures and demonstrations
B. A chance to do things
4. If I was in a class studying drug addiction, I would prefer to have

A. An expert on drugs come in to present information on drugs and what they do to the
human body, how the addiction process works
B. Some addicts come to talk about what their lives are like
5. When I am learning, I
A. Like to talk about emotions, feelings, or opinions
B. Like to think things through logically
6. When I first learn a new subject, I like to learn

A. Basic theories and principles of the subject
B. Something that deals with real life and people
7. When I am learning, I
A. Like to be logical, to know the reasons why something is true or false
B. Make my best guess about whether something makes sense or not
8. I like class textbooks that

A. Include stories showing how this relates to real people
B. Present the facts and clear theories and leaves out the ‘fluff’
9. I am better at
A. Practical situations, where I can figure out what to do in real life
B. Understanding theories and principles without the distraction of trying to figure out how
to use something tomorrow
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10. I learn best when I

A. Can think about what I am learning, and make sense out of it
B. Do something, not just sit and read or listen to an expert talk
11. When I am learning, I prefer to

A. Listen to someone who knows what he/she is talking about, and then have a chance to
think about what they are saying
B. Participate in discussions
12. After I have a basic understanding of something, I prefer to

A. Figure out something I can do with what I am learning
B. Have a chance to think about the implications of what I am studying
13. When learning, I consider myself best at

A. Thinking of different, creative ways to use what I am learning
B. Coming up with a practical application of what I am learning
14. If I were in a class and we were studying drug addiction, I would prefer an assignment
where I had to
A. Interview a couple of addicts about their lives and what was going on
B. Research a particular drug and its effects
15. It is easier for me to remember something when I have

A. Studied it carefully
B. Done something with what I am learning, used it somehow
16. After I learn something new, I like to

A. Talk about it with my friends or classmates
B. Think about it
17. When I work in groups in a class, I tend to

A. Sit back, watch and listen to what others have to say before saying anything
B. Jump right in and help get things started
18. I like teachers who

A. Spend a lot of time carefully explaining what we are supposed to learn
B. Give us the basics, and then let us work on a practical problem
19. In English, when I’ve been asked to analyze a story or poem, I

A. Try to figure out what is going on, make sense of it, and understand the author’s intent
B. Really dislike doing this. I prefer to just explain my reactions
20. I would rather someone call me

A. Realistic
B. Imaginative
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Thank you for completing the questionnaire. Let’s see what your answers mean. For each of
your answers that is the same as the response below, put a check mark through the response. For
example, if you answered ‘1b’, put a check mark through 1b below.
1b 2b 3a 4a 5b 6a 7a 8b 9b 10a
Now, for each check mark above, give yourself 10 points. For example if you answered 1b, 4a,
7a, and 9b you have 40 points.
Total points = ____
Please do exactly the same thing for questions 11 through 20. For each of your answers that is
the same as the response below, put a check mark through the response.
11a 12b 13a 14b 15a 16b 17a 18a 19a 20b
As before, for each check mark above give yourself 10 points.
Total points = ____
We will look at what your responses mean soon. Right now, here is some background. Kolb’s
approach to learning suggests that there are two key dimensions involved in learning
 how we prefer to take in new information, and
 how we prefer to process, or make sense of, new learning.
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Kolb states that people’s preferences for taking in new information range from direct personal
experience (which he calls Concrete Experience - CE) to a more impersonal thinking approach
(called Abstract Conceptualization - AC). Your first score represents the CE/AC range. A score
less than 50 indicates a preference for Concrete Experience, while a score above 50 indicates a
preference for Abstract Conceptualization.
According to Kolb, we also differ in how we prefer to make sense of new information, with a
range from wanting to be actively using it (called Active Experimentation - AE) to a reflective,
thinking orientation (called Reflective Observation - RO). Your second score represents the
AE/RO range. A score less than 50 indicates a preference for Active Experimentation, while a
score above 50 indicates a preference for Reflective Observation.
More at these in a moment. Next, please turn the page and plot your results on the chart. On the
diagram, your first score goes on the vertical line (yes, we know Kolb was probably not a math
major, or he would have used the horizontal line first!). This represents how you prefer to
receive new information. Your second score goes on the horizontal line. This represents how
you prefer to process, or make sense of, new information.
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LEARNING PREFERENCES GRID

Please place your results on this chart. Your first score goes on the vertical line. Your second
score goes on the horizontal line. Please be careful to transpose your scores correctly, and onto
the right line below.
10
20
30
40
Place Your
AE/RO 0 10 20 30 40 50 60 70 80 90 100
scores here
60
70
80
90
100
Place your
AC / CE scores here
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Taking in New Knowledge

When we are first learning something, many of us have preferences either toward learning
through action and our feelings and emotions (Concrete Experience), or through such activities
as reading, listening to an expert, or studying alone (Abstract Conceptualization). Some people
are relatively balanced. That can be very positive, if the person uses the learning approach most
appropriate to a given situation. That is a big ‘if’ of course.
Concrete Experience (CE)

If you have a strong orientation toward CE, then you probably have these strengths
 Learning with and from peers
 Learning from personal experiences
 Learning by being personally involved, with feelings and emotions
 Hands-on learning
If you have a weak orientation toward CE, then you probably struggle in learning
 Learn from others, especially in situations where you must deal with emotions and feelings
 Determine what to learn based upon what is happening to you, rather than having an expert create
theoretical situations for you to learn from
 Take action in order to learn
Abstract Conceptualization (AC)

If you have a strong orientation toward AC, then you probably have these strengths
 Learning from traditional textbooks and lectures
 Gaining an understanding of complex theories and principles
 Analytical thinking
 Using logical analysis
If you have a weak orientation toward AC, then you probably struggle in learning
 Study complex material on your own
 Study the interrelationships between theories
 Analyze theories, or compare them
 Learn the fine points of complicated theories, principles, or methods of analysis
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As you look at these descriptions, do you believe you have a preference for either? Try not to
think of yourself in a course, but rather learning things on your own.
Do you like to dive in to something?
With a new computer do you set it up, look at the brief setup guide, and then turn it on and see
how it works – or do you read through at least parts of the instruction manual, or help screens?
Do you prefer to have someone who knows how to do something show you first how to do it
right?
Do you find discussions of theories and principles boring, wishing just to get going and get
something done?
Do you trust your own instincts and ‘gut feeling’s more than models, theories and research?
How many basic theoretical journals in your field do you read?
Jot down a few ideas right here.
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Making Sense of New Information

After we have taken in new information, we try to make sense of it either through actively doing
something (Active Experimentation), or through thinking about it (Reflective Observation). As
with concrete experience and abstract conceptualization, some people are relatively balanced
between the two, and that can be good if that person applies the proper learning strategy to the
particular situation she or he faces.
Active Experimentation (AE)
If you have a strong orientation toward AE, then you probably have these strengths
 Identifying practical applications of what you are learning
 Influencing others to work toward a defined outcome
 Taking action, doing things
 Using limited information to take action
If you have a weak orientation toward AE, you probably struggle in learning situations
where you must
 Work quickly to take a practical approach
 Put theory into practice
 Make connections between a lot of information, or different ideas
Reflective Observation (RO)
If you have a strong orientation toward RO, then you probably have these strengths
 The ability to think about what you are learning and coming up with your own responses
 Dealing with ambiguous, or open-ended situations or problems
 Making connections between what you already know and new learning,
 Creative thinking

If you have a weak orientation toward RO, you probably struggle in learning situations
where you must
 Think about what you are learning, and how you are learning it
 Connect ideas, principles, or information
 Examine a problem or issue from various perspectives
 Give your personal reactions and impressions about a theory, practice, or new idea
As before, when you look at these descriptions, do you believe you have a preference for either?
Try not to think of yourself in a course, but rather learning things on your own. How do you like
to make sense of new information?
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A particularly significant aspect of Kolb’s theory is that he combines his different learning
preferences into a cycle of learning. According to Kolb, the most effective learning includes
activities from all four of the learning preferences listed previously. No matter where a person
starts on the learning cycle, the most learning occurs when that person completes the learning
cycle on the next page.
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Learning Cycle
How a person likes to

take in new
information, new
learning - some mixture
of active and conceptual
Concrete
Experience
Active Reflective
How a person
likes to make
sense of new
information -
Abstract
some mixture
Conceptualization
of active and
reflective
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Determining Your Learning Style
It is time to look again at your learning style. Please look briefly at the chart on the next page.
Notice that both the vertical line and the horizontal line are marked off from ‘0’ to ‘100’. Now
that you know what the terms ‘Concrete Experience’ and ‘Abstract Conceptualization’ both
mean, where would you place yourself on that vertical line? If you believe that you have no
‘Concrete Experience’ desires to take in information, give yourself a zero. If you feel you are
evenly balanced, give yourself a ‘50’. Go ahead, do that now, and then return here.
Repeat the process by thinking about your preference for either ‘Reflective Observation’ or
‘Active Experimentation’. If you feel that you strongly favor ‘RO’ then you may wish to give
yourself an ‘80’ or a ‘90’ – perhaps even a ‘100’. Go ahead, place that dot now, and then return
here.
Next, plot the intersection of the two dots. For example, someone who gets a 70 on the first
scale (vertical line) and a 20 on the second scale (horizontal line) would draw a horizontal line to
the left of the “70” and a vertical line down from the “20” to intersect. This indicates that the
person is a Converger.
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LEARNING STYLE GRID
10
20
Accommodator 30 Diverger
40
AE & 0 10 20 30 40 50 60 70 80 90 100
RO
60
70
Converger 80 Assimilator
90
100
CE & AC
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Examine your chart. You ended up with lines intersecting at some point. The example was of a
Converger. What is your result? Are you a Diverger? An Accommodator? An Assimilator?
Or perhaps you are a Converger?
What does this all mean? First, we will deal with a couple of questions that you may have (read
the question heading each of the next two paragraphs, and if they do not apply to you, skip those
two paragraphs!).
What if I score right in the middle? This means that you may not have a preferred learning style,
but it still will be important for you to study the different ways of learning so you can
consciously use the most effective learning strategy for a particular subject.
What if I am close to one of the lines? This probably means that you have some of the learning
strengths and weaknesses of the style you do not plot into, but are close to. You will need to pay
attention to information referring to that style as well.
Please go back to your original scores on the Kolb LSI. If you haven’t plotted your Learning
Styles Chart based upon that test, please do so now.
Does your placement on the Kolb LSI chart agree with where you placed yourself just now, at
least roughly? Take a few moments and jot down your thoughts about why the two agree, or do
not agree. Then, we will proceed with more information about learning styles.
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LEARNING STYLE TYPES
Kolb combines the learning preferences into four distinct learning styles.
Accommodator Diverger
Doer Reflector
Strong on applications, Strong on learning through
involvement, working with experiences, and making sense
people – weak on theory of them – weak on practical
and theoretical principles applications and using new
knowledge
Converger Assimilator
Pragmatist Theorist
Strong on practical Strong on theory, theoretical
applications of new learning, principles, ‘thinking’ – weak
interested in what works – on applications, personal
weak on ‘pure theory’ and feelings and reactions
open-ended issues or
problems
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Learning Styles
What follows are some characteristics of people in each learning style. Please note that these are
tendencies, not absolutes. Also remember that a learning preference does not mean a learning
strength!
Divergers – Imaginative Learners

 Prefer to start with a personal experience, and then think about it
 Interested in the personal meaning of new learning
 Believe in their own experience over a theory/idea that does not seem to ‘fit’ with their
experience
 Like to integrate ideas, connect new learning with what they know
 Tend to want shorter experiences, too much activity is confusing
 Often enjoy simulations, role plays, games that involve people
 Better at creative thinking than practical thinking
 Like to evaluate new knowledge before proceeding
 Good at generating ideas and in situations allowing ‘free thinking’
 May find it hard to concentrate on small details
 Interested in people, their perspectives and feelings
 Need to be personally involved and respond to teacher personalities
 Favorite question -- ‘What if we tried this?’
Convergers – Pragmatic Learners

 Prefer to start with what an idea, principle or set of facts, and then try it out to see the
effects
 Need to know practical implications of learning
 Like situations where there is a chance to practice applying a new idea/principle to a ‘real
life’ situation
 Want instructors to emphasize just what they need to know
 Prefer learning material to be short and to the point
 Task oriented cooperative learning activities are beneficial
 Not comfortable with feelings and emotions, or discussions of such
 Prefer to be correct
 Tend to favor deductive reasoning
 Like to see a connection between what they are learning and their current situation (job,
family life, experiences)
 Generally do not like free-wheeling class discussions
 Favorite question -- ‘How do I make this work for me?’
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Accommodators – Active Learners

 Prefer to start with what they see and feel, and then try it out to see if it works
 Prefer to deal with people rather than ideas, or even information
 Prefer shorter activities and quick feedback
 Take risks when they think something will work
 Perform well when asked to respond to an immediate situation
 Dislike listening to long lectures, or reading long explanations
 Want to get going, to do things – sometimes before understanding the full situation or
theory/principle
 Prefer to try things out, see what happens, then fix what isn’t working
 Enjoy tackling problems
 Enjoy new situations, new ideas
 Prefer study guides that simply hit the high points
 Prefer to learn with others, and from others
 Dislike being asked to reflect upon or expand upon what they have been learning
 Favorite question – ‘When can we begin?’
Assimilators – Theoretical/Analytical Learners

 Prefer to start with an idea, theory, or principle and then reflect upon it
 Analytic thinkers
 Prefer logical, rational theories and principles
 Dislike dealing with people and emotions, feelings
 Like to analyze reasons, theories, and principles
 Dislike making judgments subjectively
 Will follow study guides, tutorials closely
 Like to know what is right, correct
 Prefer study guides that include all the relevant information
 May ask for additional sources provided
 Understand and appreciate discussions of validity, making sure that sources are valid
 Enjoy a problem-solving process that is logical, and presented in step-by-step fashion
 Dislike activities where they have to be creative, or explore questions such as “what if…”
 Favorite question – ‘Why is this true?’
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LEARNING STYLE TYPES
Now that you have gathered information about the different learning styles, where would you
place yourself? How much of a Diverger are you? Or, perhaps you believe you are a strong
Converger? Place yourself on the grid below please. If there is a significant difference between
the questionnaire results and your self-perception, what do you wish to do about it?
Accommodator Diverger
Doer Reflector
Converger Assimilator
Pragmatist Theorist
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Do you believe that the questionnaire results accurately describe you, or did you choose a
different learning style to describe yourself? Please briefly explain your reaction.
Whether you agree with the results or not, how might you gather information to get a more
complete picture of your actual learning style?
Do your responses to either of the questions above correlate at all with what your learning style
questionnaire showed your preferred learning style to be, or if you disagreed, what you feel your
learning style is? For example, if you disagreed with the questionnaire results, did you rely upon
your feelings, or look for a more “objective measure” (and which learning styles would those
two different responses reflect)? Under ‘reactions’ did you give feelings and emotions, or was it
more of a theoretical response?
Are you interested in these questions? How does your interest in pursuing this have anything to
do with your learning style?
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Learning Style and Class Activities

How about working on some course activities that are aimed at people with different learning
styles? Incidentally, what learning styles will this activity appeal to? Conversely, who is likely
to want more information about the theory, its validity, and where it has been tested? While
doing this, remember that a learning style preference does not equal a learning style strength!
It merely indicates how someone prefers to learn. When using learning styles we can design
activities that appeal to students with different learning styles, and teach them how to be
effective with their preferences.
Divergers
Please identify seven kinds of in-class activities that you feel might appeal to typical Diverger
students. Remember, not all Divergers will respond the same way to any learning exercise, so
just because you aim an activity at students with this learning style, it does not follow that all
will love it.
Do your responses raise any questions about Divergers? If so, list them.
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Accommodators
How about the types of in-class activities that will appeal to students who are Accommodators?
Again, list seven.
Now do you have any questions about Accommodators?
What is your initial reaction to these two exercises?
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Looking at the four learning styles, which one or ones do you feel fit best with the ‘traditional’
college class involving students reading a chapter in a textbook, followed by a class where the
instructor lectures on the topic, with perhaps a short discussion at the end?
If you guessed the Assimilator style, with perhaps some Convergers also benefitting from
traditional methods, you are grasping the importance of learning styles. Incidentally, what might
some key things be that an instructor could say, or that could be included in a textbook, to
interest many Convergers?
If you guessed including some practical information or some real world activities, then you are
on a right track. Even better, if the class or textbook included opportunities for practice with
new knowledge, that would also attract many Convergers.
The difficulty is that traditional higher education definitely emphasizes the type of learning
preferred by Assimilators. Convergers can be interested. Divergers fit a little. Accommodators
do not fit with traditional methods of college instruction, except in such things as sports, music,
theater, or arts. Can you imagine a basketball coach giving an hour lecture on the theory behind
shooting off a screen, or an art instructor giving an hour lecture on how to hold a paint brush to
achieve a certain result? Explanations are short, and then students try things out and receive
feedback as they are doing things, adjusting their work as they are learning more.
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Please list three applications of this information for your own teaching.
1.
2.
3.
How can you develop applications exercises to appeal to those students who like this kind of
activity, while stretching those who do not care about practical applications of what they are
learning?
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Learning Styles and Tests

Most of us have taken many tests on the college level. We also give them. Does college testing
take into account diverse student learning styles? What do you think? Examine the information
about learning styles and identify any that you believe fit well with typical ‘objective’ tests
(multiple choice, true/false, matching terms).
If you listed Assimilators and some Convergers again, you understand both what those two terms
mean, and why learning styles are significant.
If we examine essay examinations, the answers are not so clear-cut. Examine the information on
learning styles and then try to identify the type of essay question that may appeal to each style.
What type of questions on an essay exam will particularly interest Convergers?
If you identified questions emphasizing practical applications of learning, especially if the

question includes ‘real-world’ information, you are on a right track. How about the other styles?
What type of essay questions might they prefer?
Assimilators?
Divergers?
Accommodators?
Assimilators do best on theory, recall, and logical analysis style questions (“Explain in detail
what many Southerners said were the causes of the Civil War”). Divergers may respond well to
questions that require them to examine their own learning, and use the new knowledge to come
up with innovative approaches to problems (“Looking at the major causes of the Civil War, if
you were President Lincoln’s chief advisor, what ideas might you have given him to help avert
the conflict?”). Accommodators? Well, examinations in general do not fit well with preferred
learning styles of Accommodators, so most of them will probably say the preferred essay exam is
none. However, short answer, emphasizing application, can fit their needs, especially if the
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instructor allows students to use notes for the exam “Pick three causes of the Civil War and
briefly identify a lesson we can apply to the United States today.”
Of course your responses are probably very different from those listed above. However, do you
see similarities? What are your reactions to learning styles and tests? Questions that come to
mind based upon what you have just done?
Incidentally, what learning styles are the ‘reaction’ sections of this material aimed at? How
about the ‘question’ sections?
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Learning Styles and Questions
Once we begin integrating knowledge about diverse learning styles into our teaching, we realize
that it impacts upon everything that we do. For example, what about the shy student who never
responds to a question in class? Are the types of questions we ask related to our own preferred
learning style? Probably. Perhaps asking questions from different perspectives will involve
more students.
For example, what kind of question might you ask a quiet Diverger?
One approach to asking a question Divergers may be able to respond to is to ask for additional
ways of approaching a problem, or help in generating alternatives, or something asking for
reflection upon a recent experience.
How about a quiet Converger?
Quiet Convergers may respond well to questions asking for practical applications, how to use a
theory or principle in ‘real life’, or for ways to simplify a theory or principle.
Accommodators may pose an interesting dilemma. Because they are not concerned as much
with details, or knowing all facets of a theory, some Accommodators may be the students who
respond the quickest in your class. However, they will often offer incomplete, or somewhat
inaccurate, answers since they skim over information that you may consider crucial. Does this
make sense to you? If not, look back over the information about Accommodators (and ask
someone you consider knowledgeable).
How about what kind of question to ask a quiet Accommodator, or to give a participatory
Accommodator the style of question where he/she can do well with?
If you thought of questions about feelings, immediate personal reactions, quick applications --
short and concrete questions, then you have a good handle on how to involve Accommodators.
Now, why have there not been questions about what you should ask Assimilators?
If you guessed that a reason is that the questions that many of us ask already appeal to
Assimilators, then you are on a right track. In a typical college classroom, there are more
instructor questions related to the kinds of learning that Assimilators prefer (but, do remember
that just because a student prefers an Assimilator learning style, it does not follow that the
student is good at it!).
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Learning Style Reflection

My Learning Style: ________________
This means as a teacher I probably prefer these kinds of activities
I probably avoid these kinds of activities (look at the learning style opposite yours for the kinds
of activities you are unlikely to normally prefer doing in a course)
When I am learning I probably prefer
When I think of my classes, my favorite question to ask is
In what ways can I help students identify what type of learning is required in a given situation?
How can I help them identify what they need to do to learn that way?
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Applications
Time for the favorite part for Accommodators and Convergers (assuming that those of you who
are Accommodators have gotten this far!). Practical applications.
Please identify three applications for your own teaching of this information on learning styles.
1.
2.
Who will you use as a sounding board, or perhaps as a peer advisor, as you experiment?
What resources will you need?
When and how will you report on your experiment?
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Lesson Planning:
The BOPPPS Method
Contributed by
Bill Searle
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Lesson Planning:
The BOPPPS Method
Notes:
 This package includes a possible handout/material to use in conjunction with a workshop
and a mini-workshop on BOPPPS. Not all ISW lesson plans are included in this, so
determine which ones you wish to include and cut and paste them in. Several are
included here, only as examples.
 This may be used as a pre-workshop handout to have participants prepare and bring to a
workshop on presenting BOPPPS in an ISW
 Another use is as a handout, both in and FDW and an ISW – either before or after
covering BOPPPS
 As an alternative to the BOPPPS mini-workshop design included here, the material itself
may form the basis for a BOPPPS workshop, using the questions as key components of
the workshop
 Consider preparing a short video on BOPPPS to have participants critique and then
perhaps involve them in preparing another video on BOPPPS to put up on your
institution’s website for all faculty.
 Yet another use is simply to review the material with FDW participants, providing them
electronic copies of everything, in order to increase their own “toolboxes” for use in an
ISW when perhaps participants are either very new to teaching or otherwise need an
extensive exposure to BOPPPS.
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Lesson Planning
Many of us who teach at the college level never took an education course, and have little or no
formal training in teaching. If you are like most of us, you never were taught any method of
lesson planning. In fact, many of us have never thought of using a template to organize a
coherent, interactive, and involving lesson.
Instructional Skills Workshops use a lesson planning tool with the acronym BOPPPS. It is
simple, complete, easy to learn and easy to implement, while having the advantage of being
extremely flexible. Use this system to plan an entire lesson, or segments within a complex
lesson.
The BOPPPS method will help you improve your teaching by making it more intentional,
clearer, and more focused.
So, what do the letters mean?
Bridge-In
Objectives or Outcomes
Pre-Test
Participatory Learning
Post-Test
Summary
BOPPPS is simple to remember, simple to learn, and provides a way to organize either an entire
lesson or part of a lesson. It also applies to both physical classes and online learning.
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Bridge-In: People absorb new information much more readily if they have a way to connect it
with something they already know or do. A good “Bridge-In” gives you a chance to show
learners how something new connects with what they have already studied or already know. An
additional component of the Bridge-In is making explicit connections between subjects, so
learners see the connections that we understand because of our knowledge of the subject. A
good “Bridge-In” also gives you a chance to engage the learners, to get them interested in this
new subject with an engaging activity, or link to something important to the learners.
For example if teaching BOPPPS to others

What are the advantages of using a specific lesson planning tool?
One of the components of BOPPPS is “Participatory Learning” – can you see how this connects
with the “Learning Cycle” that the ISW is based upon?
Objectives or Outcomes: Exactly what do you want learners to understand or be able to do

because of this lesson? The clearer you are with yourself, the more you are able to hone your
lesson to concentrate on what you consider to be most important. Also, telling learners up front
lets them know where they are going. Have more than 2 or 3? Cut back. Not sure how to write
an objective? Here is a quick intro:
Who will do …
 What
 When
 And, how will they know they have done it well?
For example if teaching BOPPPS to others:

Upon completion of this material, the reader will be able to briefly explain each component of
the BOPPPS lesson planning system.
Pre-Test: Taking a few minutes to ascertain what learners understood from readings, or
otherwise know from prior experiences, can save valuable instructional time – allowing you to
concentrate on what most do not know or do not understand.
 What do learners understand already?
 Where are they weak?
 Are there aspects of the subjects you are about to teach that they understand so well that
you do not need to ‘cover’ them much?
“Pre-test” does not imply that it is a test or quiz, but some way of determining where learners
stand before starting the lesson.

Who has knowledge of the BOPPPS system?
Who has used BOPPPS?
Who uses another specific lesson planning system?
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Participatory Learning: Consistently research has shown that most people retain more new
information when they are actively involved in learning it. The more different senses are
involved, the more that person will retain.

 Can you adapt this lesson to use small groups, or pairs to do some activities?
 Are there places within the lesson where some personal notes or analysis can be
included
 Where might we have learners create a diagram, or picture of BOPPPS?
Post-Test: You have taught the lesson, but did everyone understand it? A quick check to see
what learners know helps determine if you need to reinforce something in the summary, or
perhaps pick anything up in the next lesson.

 Give a small group assignment to “teach” this to another group of learners.
 Connect this “P” with the “S” (below) and ask them to summarize the new material.
 Ask them to diagram how this new information connects to information they already
know.
 After learners are familiar with the concept and have seen you model different ways of
assessing whether they understand something new or not, have them design their own
post-tests.
Summary: Based upon the post-test, provide learners with a summary of what they have
learned. You do not necessarily have to do this. Perhaps you wish to do a summary and post it
on the online course page. Or, consider having learners do their own summaries, perhaps in
small groups at first. Teach learners how to summarize and reinforce it several times before
asking them to work on their own, since the ability to summarize is a higher order thinking skill.
That’s it. No long book to read. No academic prose to decipher. Just a simple acronym,
BOPPPS.
Lesson Planning
What follows is a set of questions that may help you develop your lessons, and several sample
lesson formats that you can download and use.
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Lesson Development – Questions to Guide Planning
Bridge-In: How will I design an experience that connects what learners already know, have
experienced, or have studied in this class with what we will study today? How can I intrigue my
learners with what we will be studying? How do I make them care about learning this? Will I
explain the “Bridge-In”, or will I design an exercise so students will have to do it themselves?
Objectives/Outcomes: Exactly what do I expect learners to learn today, and how can I express
that in clear terms? Will I ask learners to identify THEIR objectives (will I need to teach them
how to do this)?
Pre-Test: How will I determine what learners already know, so that I do not cover material
unnecessarily, or leave something out that I think they know, but which they do not? Is there a
way to do this that also shows I respect what they bring to the course?
Participatory Learning: How will I vary the lesson so that learners are all actively
participating (not just the few who may respond to questions), and so that sometimes I explain,
other times they learn on their own? What can I do to engage them as much as possible in their
own learning? How do I avoid talking too much?
Post-Test: What will I measure? How will I measure the extent of their understanding? How
can I do this quickly, but effectively? Can I perhaps build this into the “Participatory Learning”
portion, or maybe the “Summary”? Will I ask learners to design their own post-test (and use it)?
How should this be connected to the level of the learners, the amount of experience and
knowledge they have?
Summary: How do I ensure that I do a summary? How can I directly tie this to the
“Objectives/Outcomes” above? What innovative ways can I come up with to teach learners how
to do summaries? Have I considered whether to teach learners how to do this, and then have
them do their own summary (note: this is a high order thinking skill)?
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Lesson Plans
Note: These lesson plans are from the FDW Manual
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Lesson Plan I
Bridge-In:
Objectives:
Pre-Test:
Participatory Learning:
Post-Test:
Summary:
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Lesson Plan II
Title:
Bridge-In
Objective(s)/Outcome(s)
Pre-Assessment
Participatory Learning
Time Instructor Activities Learner Activities Materials
Post-Assessment
Summary
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Lesson Plan III

Title: Resources Time
Bridge-In
Pre-Assessment
Objective(s)/Outcomes
Instructor Activities Learner Activities

Participatory Activities
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Post-Test
Summary
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BOPPPS Mini-Workshop
Note: Sample mini-workshop for FDW facilitators, 10 – 15 minutes depending upon participatory discussion.
Could be extended up to a half hour by extending discussions throughout. Most useful when combined with
materials on BOPPPS and a variety of the lesson planning formats. Consider copying BOPPPS on heavy paper.
B
Ask full group
What is the biggest problem you face in presenting BOPPPS to ISW participants?
Take responses and use to inform objectives and learning
Ask full group – “And, what about modeling? How many of you
 Ever saw one of your college instructor’s lesson plans?
 Ever were taught how to do lesson planning with a formal system such as BOPPPS
before taking an ISW?”
O
Indicate based upon the above
So, what should our objective(s) be for this workshop?
Build session objectives as a group
Is this a method of developing objectives that you want to demonstrate in your ISW? If so, how
will you remember to do it?
P
Ask
As a group let’s develop three innovative ways to do Pre-tests in general – that apply here
Do innovative ways to do Pre-Test as a group
Remember, the more we model behaviors for ISW participants, the more likely the participants
are to actually try new things
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P
Ask full group –
Let’s brainstorm five ways to get these teachers to change their behaviors to include very
intentional lesson planning
May want to write down what we come up with, as may be helpful to you later when you
are running your own ISW
Work on as a group coming up with 5 ways
Hand out BOPPPS on heavy paper – tell full group
May want to consider doing this in your ISW – use heavy paper to have it stand out in
participants’ minds
And
BOPPPS must be infused into everything we do in our ISW’s. No exceptions. BOPPPS your
theme sessions!
What resistance might you encounter when presenting BOPPPS to experienced teachers?
Discuss briefly as a group
P
Ask full group
What kind of post-test might you use for your own BOPPPS presentations at your ISW?
Again, may be useful to take notes on what we come up with, to use later in your ISW
Do as a full group, encouraging innovative approaches to “tests”
S
Ask full group
How should we summarize? Let’s come up with 6 innovative ways to summarize material
Do as a full group
Issues, concerns, questions?
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The CARD Lesson

Planning Model
Contributed by
David Tickner, Vancouver Community College (retired)
University of the Fraser Valley
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CARD Lesson Planning Model

ISW participants often ask if they can put the lesson objective at the end of the lesson rather than
follow the BOPPPS sequence. A participant might say that they don’t want to ‘give away’ the
objective or that they want the learners to discern the objective at the end of the lesson. Or, a
participant might plan a lesson to generate a range of insight and learning; e.g., “Following a
video presentation, the learner will express and support their opinion regarding ‘x’…”
In such cases, consider using the CARD lesson planning model—an alternative to the BOPPPS
model—based in adult education and reflective practice concepts and practices. When planning a
CARD lesson, ensure enough time for the Reflection component as this is where the learning is
processed—not just in the Activity. Activity is the spark; Reflection is the flame.
In brief, CARD involves planning and delivering a lesson using the following four elements:
C Context (frame of reference, opening, getting on stage)

Outline lesson intention(s), structure, purposes / rationale.
Recall prior learning, as appropriate (no new information at this time).
Provide directions for the activity.
A Activity
Have participants engage in an activity (e.g., role play, simulation, discussion)
related to the lesson purpose and applications of prior knowledge.
R Reflection
Facilitate learner reflection on the Activity in order to discuss and process
participant learning. Consider using the Focused Conversation Method1 and
suggested starter questions:
Objective questions: What happened? Who? What? Where? Etc.
Reflective questions: What initial thoughts? Feelings? Connections to
prior learning? And so on…
Interpretive questions: So, what does all this mean to you? What insights?
What have you learned? Compare insights to criteria inherent in the
subject, as appropriate. What, for you, has been the lesson objective?
Decision questions: What implications? What will you do, what next
steps, as a result of what has been learned?
D Documentation
Provide time for learners to work individually to ‘document’ what has been
learned; e.g., journaling, worksheets, reports, ‘to do’ task lists, art forms, etc.
1
Stanfield, B. (1997). The art of focused conversation: 100 ways to access group wisdom in the workplace. Toronto,
ON: ICA.
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Locus of Control
Package
Contributed by
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Locus of Control
Notes:
 It is useful to consider covering “Locus of Control” in an FDW for several reasons:
 A person with an “Internal” locus of control believes that she/he is largely in control of
what happens to her/him. A person with an “External” locus of control believes that
he/she is largely controlled by either other people or events beyond their control. This
has implications for the way individuals interact with each other in all environments.
 There are implications for our work as FDW facilitators and ISW facilitators. Proponents
of using locus of control as a measure argue strongly that individuals with an “External”
locus of control are unlikely to jump quickly to change their behaviors because they
believe that results are largely dependent upon outside factors anyway (think, perhaps, of
college teachers you know who bemoan the lack of skills of current high school graduates
– an external factor beyond their control – and subsequently do little to adjust their
introductory classes to teach the skills they indicate students lack). People with a
moderate or fairly high “Internal” locus of control, since they believe they are responsible
for outcomes, are much more likely to change their behaviors in the face of the same
feeling. Participants with some degree of “External” locus of control will require a much
more structured, longer lasting change effort to adjust their behavior to new teaching
methods.
 Participants get further insight into normal adult behaviors, and may wish to consider
how they, as ISW facilitators, can use personality information to better target their own
ISW to a particular group of participants
 Consideration of activities to engage in to encourage people with moderate “External
Locus of Control” tendencies contributes to intentional teaching – always useful.
 In combination with a session on “The Big Five” this can be a very useful introduction to
the role that psychological traits play in any learning situation – something that few
faculty have any formal training in.
 “Locus of Control” is not a new theory, and considerable information is available online,
some of it quite useful and accurate.
 Consider searching online for videos related to this subject.
 One caution: some people take results on psychological assessments done for educational
purposes very seriously, typing themselves and others. When presenting this, please
regularly refer to the fact that this is an educational tool, not psychological destiny!

 A short theme session model to use/adapt
 Handouts and information on “Locus of Control” personality traits
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Locus Of Control – Note to FDW Facilitators
Originally developed by Rotter in the 1950’s and 60’s as an extension of his social learning
theory, Rotter considered whether a person has learned to believe that his/her actions directly and
significantly affect outcomes, or not. The locus of control concept is not concerned with how
someone comes to believe that her/his actions do or do not directly affect outcomes, merely that
the individual has come to believe one way or the other. This does mean that, since the behavior
is learned, it can be modified – a significant implication for our practice!
Thus, it may be useful to include work with the locus of control concept in an FDW for two
reasons: (1) it gives participants an additional lens through which to examine human behavior
with all that implies; (2) because it is a learned behavior, it is useful to work on strategies to
maximize the effectiveness of an ISW by targeting facilitator actions to individuals with
differing loci.
The locus of control concept is well-known and there are many resources available online. Quite
a few are able to be downloaded, and might be useful as handouts for participants who need
convincing that the theory has some validity, or simply to have available for participants
(although it is such a major concept that anyone can easily do the same search).
If you are new to this concept, a quick review of the literature will indicate that an “Internal”
focus (not too high as to be unrealistic) is associated with greater job satisfaction, more
willingness to change, a stronger feeling of self-efficacy in more areas, a willingness to work
with people at least as capable as oneself, and the use of personality to convince others. The
implication for our work is that we want to move participants who may be “Externally” focused
toward more of an “Internal” focus.
There are valid and reliable tests that can be purchased. However, for our purposes you do not
need an expensive test. There are numerous self-assessments online that give useful answers.
Do a search on “Locus of Control Self-Assessments” and you will find a number of sites that
have self-assessments useful for educational purposes. Picking one or two and asking
participants to go online and take a self-assessment prior to the workshop is helpful in getting
them started thinking about the concept, and gives facilitators material to work with during a
session. This also saves considerable time.
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Locus of Control
“Locus of Control” refers to an individual’s belief regarding what controls things that happen to
her/him, including decisions the individual makes. At the extreme high end of “Internal Locus
of Control” the individual believes that he/she controls what happens to him/her, and is therefore
responsible what happens around her/him. At the extreme high end of “External Locus of
Control” the individual believes that he/she is basically controlled by events or people outside of
her/himself, and is therefore not responsible for what happens.
Consider locus of control traits as being on a continuum. At one end of the continuum are
behaviors which are exhibited by people with a very strong internal locus of control. At the
opposite end of the continuum are people with a very high external locus of control. Those
people who are in the middle exhibit moderate beliefs – some things are within their control,
others are significantly affected by forces or people beyond themselves.
High High
Internal Locus of Control External Locus of Control
100 50 100
So, examine the continuum above and do a self-assessment. Where do you think you land on the
continuum? Do you believe that you control almost everything that happens to you? Or,
perhaps you feel that events and people control your destiny and actions? If neither seems right,
then you have a mix of “internal” and “external” beliefs. Which do you think is stronger? Do
you generally take responsibility for what happens to you, while recognizing that some things are
beyond your control? If so, this implies that you tend toward an “Internal” locus of control. If
you believe you generally can affect what happens to you, then you have a fairly strong
“Internal” focus.
On the other hand, if you feel that events, the institution, or supervisors basically control much of
what happens around you, then you tend toward an “External” locus of control. If you feel that
they are important, but that you sometimes can affect what happens, then you have a more mild
tendency toward an “External” locus of control.
It might be useful to give the description and continuum to others who know you well and have
that person also respond. We do not always see ourselves clearly (of course, others have their
own biases as well!). Also, there are numerous decent locus of control self-assessments
available online. It will be useful to you to take one or two, compare the results and compare
with what you thought above, and consider your profile with that additional information.
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Some people differentiate two types of “External Locus of Control” and this may be helpful to
you. One type of “External” locus of control is “External – Other”, where the individual believes
that other people primarily influence her/his decisions and what happens to her/him. Or, the
individual may believe that outside events mainly influence his/her decisions and what happens
to him/her (“External – Chance”).
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Locus of Control – Theme Session

Note: Have people take an online self-assessment prior to this session, or ask a colleague from
psychology or organizational behavior if they have a “Locus of Control” self-assessment that
you can use to provide to participants. Copy information on “Locus of Control” as a separate
sheet to hand out. Copy additional questions to ponder as handouts for participants to take away
after the workshop. Alternatively, consider using some/all of the follow-up questions as the
heart of a workshop on the “Locus of Control”.
B 5 minutes
What is this “Locus of Control” concept– BRIEF
Why is this important? Self-knowledge
As ISW facilitator, the more we know about ourselves and others, the more effective we can
become
A good way to explore working with a partner
O 8 minutes
Ours:
Give participants another tool to be able to use in your ISW’s
Begin thinking about role as a co-facilitator and who might/might not be a useful partner
What are yours?
P 5 minutes
Has anyone any knowledge of “Locus of Control”?
Has anyone experience using “Locus of Control”?
teachers?
P 30 minutes
What is “Locus of Control” - handout
Briefly review
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Have been found by organizational psychologists to be a useful tool to use when working with
people.

Compare results – similar, different – anything interesting?
Full group
Questions about what the dimensions of “Locus of Control” are?
Who do you think is more likely to attend an ISW workshop – someone with a high “External-
Chance” orientation or someone with a high “Internal” orientation?

Take some of the questions from the guide and discuss/answer them
Full group
Let’s come up with 4 ways to use the “Locus of Control” concept in an ISW we might run
Compare responses – if hear something to add to your list, do so
P 15 minutes
In pairs
You are using the “Locus of Control” concept as part of your ISW. Design a post-test to see if
participants understand and can use the material covered.
Full group
Compare post-tests
Note differences.
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S 10 minutes
In pairs
You are using the “Locus of Control” concept in one of your ISW’s. Write the material you will
send out to your participants, asking them to take a self-assessment online (or providing them
with a self-assessment if you have access to one)
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Locus of Control – Implications for Practice

If you have a moderate to high “Internal” locus of control, what are some implications for
whether you are likely to change your behaviors as a teacher or facilitator?
What are several strategies you might employ, as an ISW facilitator, to get a participant with a
moderate to high “Internal” locus of control to make changes in her/his teaching?
If you have a moderate to high “External - Chance” locus of control, what are some implications
for whether you are likely to change your behaviors as a teacher or facilitator?
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moderate to high “External - Chance” locus of control to make changes in her/his teaching?
Please note that this will be a much more complex task than someone with an “Internal” locus of
control.
If you have a moderate to high “External - Other” locus of control, what are some implications
for whether you are likely to change your behaviors as a teacher or facilitator?
moderate to high “External - Other” locus of control to make changes in her/his teaching? Please
note that this will be a much more complex task than someone with an “Internal” locus of
control.
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Exploring the “Locus of Control” Concept

Are you surprised by your score? Briefly explain.
With your individual locus of control, what are four key strengths you bring to facilitating?
With your individual locus of control, what are four key weaknesses you bring to facilitating?
What kind of ISW participant may tend to ‘drive you up the wall’ because of their locus of
control, compared to yours?
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What clues might you look for in an ISW participant that would indicate that he/she had a fairly
high “External-Other” orientation?
high “External-Chance” orientation?
high “Internal” orientation?
What kind of ISW co-facilitator may tend to ‘drive you up the wall’ because of that person’s
locus of control?
If you were working with someone else, what traits might you look for in a partner who will
complement you?
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“Locus of Control” – Implications for Practice

Let’s examine some situations where it might be useful for you to apply your knowledge of the
“Locus of Control” concept.
Under what circumstances might you wish to use the “Locus of Control” concept with ISW
participants as something they might utilize with their students?
What strategies might you employ with an ISW participant who seems to have a high “External –
Other” orientation?
What strategies might you employ with an ISW participant who seems to have a high “External –
Chance” orientation?
What strategies might you employ with an ISW participant who seems to have a high “Internal”
orientation?
What strategies might you employ with an ISW participant who you think has too high an
“Internal” orientation – that is, he/she tries to control too much?
How might you, and your co-leader if you have one, adjust an entire ISW if you seem to have a
group heavily weighted toward an “External-Other” orientation?
How might you, and your co-leader if you have one, adjust an entire ISW if you seem to have a
group heavily weighted toward an “External-Chance” orientation?
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The “Locus of Control” – Working With A Partner
Identify your orientation on the “Locus of Control” continuum.
Think about partnering with someone to lead an ISW. To produce the most effective ISW, what
orientation(s) do you think your partner should have? Why?
Strategies you might use to mitigate potential problems and maximize the chance for synergy?
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Locus of Control – High “Internals”

Consider people with a high “Internal Locus of Control”
When might this be a weakness?
When might this be a strength?
In relation to running an ISW, how might this affect how the person views people with a high
“External – Chance” orientation?
How might you help, as an ISW facilitator, a person with this orientation develop more of a
balance, recognizing that some things are beyond her/his control and seeking a healthy balance
of taking responsibility and planning for the future and being flexible and not accepting too
much blame when something negative happens?
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Locus of Control and Structure

Looking at a person’s locus of control only, is it likely that a person with moderate (not
extremely high) “Internal” locus of control will function well in a participative environment?
Why?
Consider the same person, what if the environment is highly structured, with little chance for
personal variations? Again, give your reasons please.
Now consider a person with a moderate to high level “External-Chance” orientation. How well
do you think that type of person will function in a participative environment, and why?
What if that same “External-Chance” oriented person was placed in a highly structured
environment?
How might the situation differ if the person still had a moderate to high “External” orientation,
but this time it was “External-Other”?
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Online-Learning Resources for ISW Facilitators

Contributed by
Robin Fast, Camosun College
The following list of resources is intended to support ISW facilitators to incorporate discussions
about online learning into their ISW theme sessions.
Active Learning Strategies:

Building Community and Creating Relevance in the Online Classroom, by Amy Erickson and
Catz Neset, in Faculty Focus, describes ways to establish ongoing communication with your
students and increase engagement.
Exploring Teaching Strategies: Active Learning in the Online Environment: Creating an Active
Learning Environment Online, from the University of Illinois’ Campus Information
Technologies and Educational Services.
From Passive Viewing to Active Learning: Simple Techniques for Applying Active Learning
Strategies to Online Course Videos, by Emily A. Moore, in Faculty Focus, offers several
strategies for increasing the effectives of online course videos, including the use of video to
develop critical thinking skills.
Strategies to Incorporate Active Learning into Online Teaching, by Diane Austin and Nadine D.
Mescia, University of South Florida, summarizes the use of active learning in online instruction,
with many references.
Classroom Assessment Techniques:

Classroom Assessment Techniques, by the BCIT Learning and Teaching Centre (2010),
describes several C.A.T.s used in ISW discussions and includes a description of using these
techniques in an online environment.
Diverse Learning Needs:

Cross-Cultural Diversity in the Online Learning Environment: Cultural Considerations in Online
Course Design, from Gemini Consulting, describes potential areas of cultural difference and
strategies to improve student success in online learning. Several additional resources are also
provided.
Patterns of Engagement in Authentic Online Learning Environments, by Jan Herrington, Ron

Oliver, and Thomas C. Reeves, in Australian Journal of Educational Technology, provides
strategies to support and encourage learners in unfamiliar and uncomfortable learner-centred
online activities.
Feedback:
Effective Feedback Strategies for the Online Classroom, by Jean Mandernach and Jennifer
Garrett, an excerpt from a whitepaper titled Efficient and Effective Feedback in the Online
Classroom.
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Feedback Strategies for Online Courses, by Rob Kelly, in Faculty Focus, includes descriptions
and the advantages of various formats for providing feedback online.
The Flipped Classroom:

Can You Flip an Online Class?, by Barbi Honeycutt and Sarah Glova, in Faculty Focus,
redefines the flipped classroom for a fully online course and a shift in focus from the teacher to
the student.
“Flipping” a Class, from the University of Texas Center for Teaching and Learning.
Flipping the Classroom, from the University of Washington Center for Teaching & Learning,
includes many links to additional flipped-classroom resources.
Group Work:
Strategies for Effective Group Work in the Online Class, by Online Learning Insights, is one
article in a three-part series on group work in online learning communities, and offers a “list of
essential strategies for setting up groups for successful interaction and meaningful” online
learning
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FDW Pre-Workshop Questionnaires
Contributed by
Tom Hodgkin, Northwestern Community College
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FDW Pre-Workshop Questionnaires

Some FDW leaders believe it is useful to have participants fill out questionnaires prior to the
FDW. Possible benefits include
o Helps participants begin thinking about what they want/need to get out of the FDW
experience.
o Introduces the idea that as facilitators, participants must be very open personally, and to
get the most out of this experience must engage in self-analysis. This is not necessarily
an attitude or process that most college faculty members engage in. Thus, there may be
some resistance (perhaps better confronted slowly through pre-workshop assessments and
then in your FDW).
o Introduces FDW participants to “intentional teaching” by showing that aspects of the

FDW experience are targeted to specific needs
o Gives FDW leaders insight into the particular strengths and weaknesses of individuals in
the upcoming FDW, allowing more targeted optional activities.
o Provides FDW leaders with valuable information about the group as a whole, perhaps not
otherwise available.
o Supplies the initial basis for mini-workshops or at least discussions on the topics covered
(see for example “The Top 7 Leadership Skills of an ISW Leader”)
o Provides a model for initiating thinking about an upcoming workshop that participants
may wish to use when leading their own ISW.
Another way to use a pre-workshop questionnaire is to give it back to participants the first day,
as they are considering their goals for the day. These questionnaires also can help them analyze
their own participation at the end of each day, as they can refer back to their original
questionnaire.
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FDW Pre-Workshop Analysis

Facilitator/Leader Skills
Name:
Note: ISW facilitators have both facilitator roles and leadership roles. To help us
focus our FDW on the specific needs of the group you are part of, we need some
information. Please complete this prior to the FDW and send it to your facilitators.
Thanks!
What do you believe are the top 7 facilitation skills needed to run an effective
ISW?
1.
2.
3.
4.
5.
6.
7.
In relation to this list, what are your strengths?
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In addition to facilitating, you will also be leading the ISW. So, what do you
believe are the top 7 leadership skills needed to run an effective ISW?
1.
2.
3.
4.
5.
6.
7.
In relation to this list, what are your strengths?
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Pre-Workshop ISW Facilitator

Awareness Questionnaire
Name:
Note: Please complete this prior to beginning the FDW and send it to your
facilitators so that we can better focus your FDW. Thanks!
What aspects of your own background, approach to teaching and interpersonal

style will help you approach and engage your colleagues in discussions about
teaching and learning?
What aspects of your own background, approach to teaching and interpersonal

style make you able to work with colleagues different from you?
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What strengths do you bring to working with colleagues on their teaching?
What weaknesses do you bring to working with colleagues on their teaching?
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Feedforward for FDW Facilitators

Name:
Note: Please fill out this information as completely as possible and submit to us
prior to our FDW. Getting to know you assists us in preparing and offering the
best FDW we can for the group you are part of. THANK YOU!
What do you believe will be your biggest challenge in leading an ISW?
What do you believe will be the easiest thing for you to do when leading an ISW?
What are you most anxious about in regards to running your first ISW? Why?
What are you least anxious about in regards to running your first ISW? Why?
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In regards to your first ISW, what do you consider to be your biggest strength?
Why?
Assume you are paired with someone to run your first ISW. What should that
person be most concerned about in working with you? Why?
Is there something we can do/say/present/prepare/provide/??? that you would find

really helpful during our upcoming FDW?
Free space to provide us any other comments/information/questions or concerns
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Pre-Workshop ISW Facilitator

Awareness Questionnaire - Diversity
Name:
Note: Please complete this prior to beginning the FDW and send it to your facilitators so that we can target your
FDW to the group you are part of. Thanks!
What aspects of my own background, approach to teaching and interpersonal style will help me
approach and engage my colleagues in discussions about teaching and learning?
What aspects of my own background, approach to teaching and interpersonal style make me able
to work with colleagues different from me?
What aspects of my own background, approach to teaching and interpersonal style may make it
harder to work with colleagues different from me?
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How comfortable am I raising and dealing with surface diversity issues, such as race, religion,
ethnicity, sexual orientation, differing abilities and disabilities?
How comfortable am I raising and dealing with issues of deeper diversity, such as learning
preferences, psychological differences, sociological differences?
What are some of the ways I am different?
What are my key areas to work on, based upon the reflections above?
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Questions for One-on-One

Teacher - Facilitator Sessions
Contributed by
Rayna Friendly
McMaster University
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Questions for One-on-One Teacher - Facilitator Sessions

Reminder of session structure to small group before we start:
I’m not going to tell you if you did well/ poorly
As a facilitator, I want to help you to understand your peer’s learning experience
I am also going to be busy timing, videotaping, etc, so I won’t have the full learning experience
myself
*write down some questions ahead of time!
General Questions
How do you feel that went?
Did it go the way you were expecting it would go?
Did you have a plan? Did you have to veer away from the plan?
Did you achieve your goals?
Is there any feedback that you want from the group?
If ask me how ____was: That’s a great question! Let’s ask the group/ It would be interesting to
ask the group that.
What are your goals/challenges for next time?
If you were to do the same lesson again, what would you do differently
How would you incorporate this into your next lesson?
Was there anything from your lesson that surprised you?
One day only: If you were to give yourself a grade out of 10, what would it be and why?
Day 1 - Focus on BOPPPS Structure:

Can you tell me about your (insert BOPPPS item here ex. Learning Outcome)?
Was this a realistic outcome/ number of outcomes?
Evidence that learners achieved this outcome?
If ran out of time before post-assessment: Any other evidence that learners achieved the
outcome?
Day 2/3
Do you want to ask the group any questions yourself/ lead the circle facilitation?
What was different for this lesson than what you did on Day 1?
How did you take into account feedback you received on day 1/2?
The group presents it to the instructor on day 3, so good idea to work with the group during day
2 on coming up themselves with one question to ask the instructor during feedback circle!!
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If it went poorly
And they know it
Where/why do you feel it didn’t go well?
Evidence that it didn’t go well?
What would you do differently next time?
*Make sure to draw attention to the things the person did well!
And they did not know it
Point out/ recognize some of the things they could improve on
If the didn’t follow BOPPPS
Explain your learning outcome/ participation/ evidence that learners achieved outcome, etc…
How do you know what your learners took away from this?
Is there anything in the lesson that you are certain your learners understood vs. you think needs
clarification?
Ask the group the same so can point out any disparities/ similarities
If they have trouble with the 10min length
Emphasize being realistic about what is feasible to accomplish in 10 min
“If you are able to create a learning environment where learners can ____ and _____ (e.x. meet
objectives) in just 10min, I have no doubt that you’ll be able to do so in 30 or 60min.”
If it went really well

What is something new that you could try for next time?
What did you find that you are the most challenged by in your own teaching?
What is the most anxiety-causing thing
Challenge them with that
Did you do anything new from your own/past teaching experiences?
If not, challenge them to do so next time
Link back to individidual/context differences in learning?
How would you adapt the lesson to teach different learning styles?
Experts vs. Novices?
Class of 500 vs. 5?
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Using Social Styles to Enhance

Understanding of Group Behavior
Contributed by
Bill Searle
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Using Social Styles to Enhance Understanding of

Group Behavior
Notes:
 It is useful to consider covering Social Styles in an FDW for several reasons:
 If participants appear reluctant to look at personality as significant in teaching, Social
Styles has significant research available online to support its validity.
 Participants get another way to look at themselves through consideration of their
particular Social Style. Additionally, this can lead to a discussion of traits that are
desirable in an ISW facilitator and a faculty member.
 Participants get further insight into typical adult behaviors, and how people interact in
small groups.
 Social Styles provide an excellent way to explore differences/similarities between
facilitator-partners and to start discussions regarding working as a facilitator team
 Participants may identify uses in their own teaching, as there is definite carry-over to
students.
 Consider creating some short videos illustrating the different Social Styles.
 One caution: some people take results on psychological assessments very seriously,
typing themselves and others. When presenting this, please regularly refer to the fact that
this is an educational tool, not psychological destiny!
Program Notes:
 If you do not feel comfortable with your understanding of “Social Styles” there is
significant material available online.
 Since this is distributed in Word so you can adapt it to your needs, some diagrams may
not appear as designed. Check the pdf version to see the way the diagram was designed.
 There are excellent diagrams online that also may be used, depending upon your
interests. There is also a considerable body of information available online.
 We strongly urge you to have participants complete a self-assessments online prior to the
workshop, as well as the “Exploring Social Styles” handout in this packet. This saves
considerable workshop time and allows a more focused discussion. The most valid and
reliable instruments are available through the TRACOM Group, for purchase, but there
are free assessments online also that are reasonably accurate for our purposes.

 A short theme session model to use/adapt
 A long theme session model to use/adapt
 Handouts and information on “Social Styles” (although much more is readily available
online).
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Social Styles
Social Styles are seen by many researchers as useful ways of characterizing some basic
behaviors that people engage in when interacting with others, so it has direct impact upon ISW
participants (and students in class!). As such they are useful to us as FDW facilitators, ISW
leaders, and college faculty members. Because this is such a well-known theory, there are valid
and reliable tests of Social Styles personality traits that can be purchased. However, for our
purposes you do not need an expensive test. There are self-assessments online that give useful
answers. Do a search on “Social Styles Self-Assessments” and you will find sites that have self-
assessments useful for educational purposes. It is sometimes helpful for participants to take two
tests and compare the results.
As with all measures of personality, there will be people who object to “quantifying people” or
“typing people”. Assurances that we are not doing this, but only looking at these traits for their
ability to help all of us, as teachers, become more nuanced in dealing with students will generally
handle these objections. Taking the same self-assessments as your participants will also lessen
any reaction that may occur. Also, be sure to explain that all traits are, to a degree, malleable.
Having a set of traits does not indicate you will never change!
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The 4 Social Styles

Researchers postulated that when people are in groups, their behavior is somewhat predictable.
They found that behaviors tended to group and were fairly stable over time, that is, an individual
acted in the same way in different groups. Visually, the theory groups behaviors around two
continua. One runs from being more oriented to data to being more oriented toward feelings and
people. The other runs from being more inclined to ask questions to being oriented toward
telling and directly behavior.
Drivers – tend to be controlling, which when pushed can become autocratic. They like to be
efficient, and focus upon results. In decision-making, they prefer to examine options and final
results. They like being seen as ‘results-driven’. For growth they need to learn to listen and
work to learn collaborative behaviors because they push their own agenda and are not very
concerned about how others feel, or others’ opinions. Their communications tend to be direct,
fairly brief and focused and see themselves as logical (more logical than others!) and they
respond best to communications that are the same. Open-ended questions do not work well with
Drivers, and be careful about telling them what to do (they like power), getting into personal
stories or appearing to be indecisive. They may be seen as bossy and too sure of themselves.
Analytics – tend to be systematic, preferring to deal with information rather than emotions.
In stressful situations, they will avoid conflict or disagreement. They seek respect based upon
their abilities, and need information that is accurate and timely, and do not initially seek out
personal relationships. Thus, they respond to people who clearly have done their homework,
know what they are talking about and can cite data to support ideas. Emphasize the practical and
give them time to think. Give pros and cons of ideas. They are best at dealing with principles
and theories, and need clear evidence before attempting something new. Avoid pushing too
hard, using unreliable sources or personal stories to support ideas, pushing extremely innovative
ideas, or being vague or disorganized. They may be seen as too crucial or indecisive.
Amiables – like to get along with people so they tend to agree with others. In stressful
situations they tend to acquiesce, even when they “know” they have a better idea. They like
cooperative environments and are sensitive to others’ emotions and feelings. Similarly, they
respond to interest in them personally, their interests, and their personal goals. Amiables can
happily socialize rather than move to the topic at hand, and are more comfortable with the
known, even if it isn’t working well, than trying something new. For growth they need to learn
to develop and push their own ideas, especially based upon data, and to try innovative ideas.
Avoid being impersonal, directive, pushing for quick decisions, or focusing too quickly upon
results. Emphasize process, personal relationships and careful innovation. They may be seen as
too malleable, too concerned about getting along.
Expressives – tend to be energizing to be around, but can respond to challenges with attacks.
They like attention and recognition and when not stressed, act collaboratively. They respond to
others and make decisions based upon personal information from others. For growth they need
to learn to use data more to base decisions upon. They respond well to interesting discussions,
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innovative ideas colorfully presented, open-ended questions, and respond well to ideas supported
by people they consider important. Expressives are often energetic, enthusiastic about many
things, and involved in many things. Be careful about using too much data, focusing on details
(or asking them to!), being impersonal or being slow. They may be seen as people who are
always promoting something new, and manipulative.
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Social Styles – Short Session

Note: Have people take an online self-assessment prior to this session. Copy information on
Social Styles to hand out. Make a handout of additional questions for participants to consider
after the workshop. Italics indicate suggested wording. Tape a grid on the floor.
B 5 minutes
Let me ask you, why is knowing something about how people act when in a group important to
ISW facilitators?
Take ideas from the team, make sure they include the next two
Self-knowledge
Add to the “toolbox” we all have as educators
This is also a good way to explore implications for your future ISW
O 5 minutes
Give participants further insight into their own behaviors, looking at strengths and weaknesses
they have in a group
Give participants another tool to look at working with a co-facilitator
P 5 minutes
Has anyone heard of Social Styles?
Has anyone experience using Social Styles?
Can anyone explain what the Social Style” are?
How about experience using a different way to assess a person’s behavior in a group?
P 10 – 15 minutes
What are the Social Styles - handout
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Okay, let’s go over to the grid on the floor. Place yourself where you think your results indicate.
Any questions, just ask!
So, let’s look at ourselves as a group. Do you think this is indicative of your faculty colleagues?
What might some differences be? Would you guess that there might be differences between
different departments at the college (NOT that everyone in a particular discipline will “score”
the same way – that is ridiculous because of course they won’t, but might there be tendencies)?
What are some implications for our work as ISW facilitators?
How about for those of us who are going to partner with someone to run ISWs?
What are some implications for us as teachers?
Full group
Questions about what the Social Styles measure or why they might be useful to us?
Social Styles in an ISW we might run. Someone please take notes on your tablet or laptop so we
can share with everyone after we finish today.
relevant to your group. Mention that they can use them to further their understanding of how to
apply Social Styles to their work as facilitators and teachers.
P 5 minutes
In pairs: Without looking at material, 3 adjectives that you think characterize people who are
solidly Drivers, or Expressives, or Amiables, or Analytics. Take 3 minutes.
After giving them time to do that

Looking at your words, is any trait portrayed negatively? Nothing inherently negative about any
style. Nothing inherently good about “scoring” in the middle of the spectrum, or right on a line
between two different styles.
S 5 minutes
Pretend you have decided to use Social Styles in one of your ISW’s. Write a three sentence
introduction to Social Styles that you will send out to your ISW participants ahead of time, when
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asking them to go online to take a self-assessment. Please put it on your laptop or tablet so we
can all share with each other after this session. Take 4 minutes to do this.
After giving them a few minutes to do this… then ask Issues?
Concerns – personal or in how to use?
Other questions?
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Social Styles – Long Session

Note: Have people take an online self-assessment prior to this session, or ask faculty in an
appropriate department (sociology or organizational behavior) if they have a Social Styles self-
assessment that you can use to provide to participants. Copy information on Social Styles as a
separate sheet to hand out. Make a handout of additional questions for participants to consider
after the workshop. Also consider using some/all of the follow-up questions as the heart of a
workshop on Social Styles. Put the grid on the floor before the session.
B 5 minutes
As a group, how about figuring out why knowledge of Social Styles is important?
A good way to explore choosing and working with an ISW workshop partner
O 8 minutes
Ours:
Give participants further insight into their own behaviors in groups
Begin thinking about their role as a co-facilitator and who might/might not be a useful partner
What are yours?
P 5 minutes
Has anyone heard of Social Styles?
Has anyone experience using Social Styles?
Can anyone explain what the Social Style” are?
How about experience using a different way to assess a person’s behavior in a group?
P 30 minutes
What are the Social Styles - handout
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Okay, let’s go over to the grid on the floor. Place yourself where you think your results indicate.
Any questions, just ask!
So, let’s look at ourselves as a group. Do you think this is indicative of your faculty colleagues?
What might some differences be? Would you guess that there might be differences between
different departments at the college (NOT that everyone in a particular discipline will “score”
the same way – that is ridiculous because of course they won’t, but might there be tendencies)?
Hand out some (all) of the grids in this packet
Let’s first look at the communications one. Take 3 minutes and jot down your ideas, then we will
discuss as a group
General discussion of Social Styles implications for communications
Okay, let’s look at the one where we ask if you can come up with some ideas about how to get a
quick guess at someone’s Social Style, this time work with a partner or two. 4 minutes.
Discuss as a full group – caution against relying too heavily upon impressions!
So, you have several other diagrams and we urge you to go over them afterward because they
will help you identify how well you understand this theory and any questions you still have.
Let’s look at the handout you completed and your responses and go through issues and/or
concerns or questions that you have. Obviously if your question is a very personal one, please
talk with me after the session.
What are some implications for our work as ISW facilitators?
How about for those of us who are going to partner with someone to run ISWs?
What are some implications for us as teachers?
Full group
Questions about what the Social Styles measure or why they might be useful to us?
Social Styles in an ISW we might run. Someone please take notes on your tablet or laptop so we
can share with everyone after we finish today.
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relevant to your group. Mention that they can use them to further their understanding of how to
apply Social Styles to their work as facilitators and teachers.

Take some of the questions from the guide and discuss/answer them. Please put on your laptop
or tablet so we can share with everyone after the session.
Full group
As a full group why don’t we come up with 7 ways to use Social Styles in an ISW we might run.
Can someone put on your tablet or laptop so we can share after the session?
ALTERNATIVE ACTIVITY: Assign each group 2 Social Styles – opposite ones. Have each
group create a video illustrating how they believe someone strong in that style will act.
P 15 minutes
In pairs
Assume you are using Social Styles in one of your ISW’s. Design a post-test to see if participants
understand and can use the material covered. Take 7 minutes and then we will compare. Please
put on your tablet or laptop so you can share with each other after the session.
Full group
Compare post-tests
Note differences. Do any differences reflect differences in the way we may use groups reflected
in differences in our Social Styles?
S 10 minutes
In pairs
You are using Social Styles in one of your ISW’s. Write the material you will send out to your
participants, asking them to take a self-assessment online (or providing them with a self-
assessment if you have access to one). Please put on your tablet or laptop for sharing.
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Exploring Social Styles

Are you surprised by any of your scores? Briefly explain.
Draw a continuum for each of the traits and place your “score” on the continuum. Anything
interesting that pops out now?
Look at the words that explain your Social Style and identify words that you think explain you
(note that the words may not seem to fit you in a group situation, so think of ones that do!).
Based upon your Social Style, and assuming your results are valid, what are four key strengths
you bring to facilitating?
Based upon your Social Style, and assuming your results are valid, what are four key weaknesses
you bring to facilitating?
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What kind of ISW participant may frustrate you because of their Social Style, compared to
yours?
What kind of ISW co-facilitator may frustrate you because of that person’s Social Style?
Given your Social Style, what Social Style will a co-facilitator have that you feel best
complements yours?
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Social Styles – Implications for Practice

Let’s examine some situations where it might be useful for you to apply your knowledge of
Social Styles.
What strategies might you employ with an ISW participant who scores as a very strong Amiable
and is resistant to learning new concepts?
What strategies might you employ with a participant who scores as a very strong Driver and
resists learning more about her teaching?
What strategies might you employ with an ISW participant who scores as a very strong
Expressive and resists learning new concepts?
What strategies might you employ with an ISW participant who scores as a very strong Analytic
and resists learning new concepts?
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If you find that a group consists largely of people who score as Analytics, how will this affect
what you do?
If you find that a group consists largely of people who score as Amiables, how will this affect
what you do?
If you find that a group consists largely of people who score as Expressives, how will this affect
what you do?
If you find out that a group consists largely of people who score as Drivers, how will this affect
what you do?
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Social Styles – Working With a Partner
What is your Social Style, according to the assessments?
How strong is it? Do you have some tendencies toward other styles, and if so, which one(s)?
Based upon your results, what type of Social Style would be best in a partner?
Why?
What are some weaknesses you two might bring to running an ISW?
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Strategies you can use to mitigate potential problems and maximize the chance for synergy?
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Working with Social Styles

According to David W. Merrill, Ph.D., and Roger H. Reid, M.A., the two researchers who
popularized the theory, “We all say and do things as a result of certain habit patterns, and people
make predictions about us because they come to expect us to behave in a particular way—the
fact is that even though each of us is unique, we tend to act in fairly consistent, describable ways.
All of us use habits that have worked well for us, habits that make us comfortable, and these
habits become the social style that others can observe.” They divide the population into four
social styles: driver, analytic, amiable, and expressive. Each person has a dominant social style,
and that style influences the way she/ he works with others.
You have taken an assessment that identifies your primary social style(s). Some people “score”
very strongly in one area, and fairly low in others. That person’s social style seems very clear.
Others may have two or more scores that are close, indicating that they may have characteristics
of two (or more) social styles. If so, answer “yes” to the question under “Secondary Social
Style”.
Dominant Social Style: _______________
Secondary Social Style: _______________
Based upon your assessment, is your secondary style relevant? __________
Third Social Style: _______________
Least preferred Social Style: _______________
Are your top scores so close that you believe you are a mix of two, or more, social styles? If so,
list them right here.
Is it apparent from your scores that there is a social style (or styles) that you definitely do
not favor because it (they) is (are) so much lower than your other score(s)?
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Assume someone is a fairly strong Amiable; how might that person react when faced
with a group of people who are mainly Drivers?
Could you do the same type of assessment for each of the four social styles, when faced
with people from other styles in a group situation? Go ahead and try it.
Now, assume that you are someone with a style opposite your own (for example, if you
are an Expressive, assume the person is an Analytic, or if you are an Amiable, assume the
other person is a Driver). Further assume that this person does not like you. How will
they describe your traits (hint: think of words with a negative connotation for the traits
that characterize your Social Style).
Your Social Style: Opposite Social Style:
After you have done your own social style, do this exercise with another Social Style.
Social Style: Opposite Social Style:
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Can you see how these different perceptions arise? What starts out as a positive trait,
especially to the person who has the trait or someone who likes her/him can easily turn
into a negative trait for someone else. What can you do about this? How can you weigh
the odds that someone will either not perceive your Social Style traits in a negative way?
Another way to adjust for possible negative reactions is to consciously model behaviors
that are not typical of someone with your primary Social Style (just remember, if you are
not analytic at all, when you think you are being analytic you may be only mildly analytic
to someone strong in those traits – we fool ourselves!). What might you specifically do
to lessen some of your primary traits?
Now, what is important in our jobs is the ability to communicate effectively with
everyone we work with, not just a few people. Effective communication depends upon
our ability to talk in ways that others can hear us clearly, without the perceptual filters
that sometimes get put up. Looking at your Social Style, how might you communicate
with someone whose Social Style is opposite yours? When you are done this section,
turn the page and see if the charts add to your understanding.
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How about the types of questions that an Analytic may ask, versus an Expressive?
What about the different meanings a Driver will ascribe to a word, versus an Amiable?
Are two of your scores close? That is, did you perhaps score as a Driver-Analytic or an
Expressive-Driver? If so, can you outline a combination of traits that seem to fit you?
In the same situation as above, what might the traits be of someone very unlike you (that
is, if you were a Driver-Analytic, what might someone who was an Amiable-Expressive
be like)?
How about creating a chart that emphasizes the two continua that distinguish a person’s
Social Style?
Remember that the vertical axis is a continuum from control at the top to emote at the
bottom, while the horizontal axis is a continuum from ask on the left to tell on the right.
Draw the diagram and identify some words that you now associate with ‘control’ and
‘emote’, then move on to ‘ask’ and ‘tell’.
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So, how are you doing? Do you feel that you have an understanding of the four Social
Styles, and some of the implications of each of the styles for interaction with other
people? How about designing a little post-test for yourself (and others) that you believe
covers the essentials of Social Styles? Right here, go ahead and do just that.
Finally, please identify three clear applications of Social Styles for your work as an ISW
facilitator.
1.
2.
3.
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Social Styles
Place where you “scored” on your self-assessment on the diagram below. Remember, this is for
educational purposes only. Thus, your “scores” are for discussion purposes, not diagnostic
purposes! Additionally, no one is a perfect “Driver” or “Amiable”, so do not get concerned if
you dislike your result – or get too excited if you like your result!
Analytic Driver
Amiable Expressive
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Social Styles – Recognizing Behavior

Can we develop some ideas about how we might get an initial guess about someone’s Social
Style? With your team, develop some ideas you think may be clues based upon the information
you have, and then we will discuss as a full group.
Analytic Driver
Amiable Expressive
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Social Styles and Communications

Considering what you know about Social Styles, what kinds of communications issues or
problems might occur between people with differing Social Styles? Consider each Social Style
and identify how their communications might be perceived incorrectly by others. Write directly
under each style what you think some of the issues might be. We will discuss solutions later.
Analytic Driver
Amiable Expressive
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Social Style Types – Bad Impressions

Consider for a moment that you are a nasty person (which of course you aren’t or you wouldn’t
be going through FDW facilitator training!). Write the nastiest words you can for each of the
four Social Styles below. Only nasty words apply!
Analytic Driver
Amiable Expressive
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Taxonomies Of Learning:
Bloom’s Taxonomy
Anderson and Krathwohl’s Taxonomy
Contributed by
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Taxonomies Of Learning:
Bloom’s Taxonomy
Notes:
 This theme session covers both Bloom’s original taxonomy of cognitive learning and the
update done by Anderson and Krathwohl. Anderson and Krathwohl’s update reflects the
advancement of knowledge since Bloom’s original work, and many find it easier to use
as they use verbs to characterize learning, rather than nouns. Significantly, the top of
Anderson and Krathwohl’s is different from Bloom – with “creating” as the highest level
and “evaluating” as second highest.
 There are good short descriptions of both taxonomies online should more information be
needed. It is probably useful to download and print one you find most appropriate.
 There are also graphics online which depict both, and others that compare the two.
Download, print and share the ones that you feel best for your audience.
 Depending upon your needs, you may also wish to review the best-known taxonomy of
affective learning, which is Krathwohl’s. An alternative to consider with certain groups
may be to substitute the taxonomy of affective learning for cognitive learning and
conduct a theme session on it. It is more likely, however, that you will simply find it
useful to participants to hand the sheet of information out, simply so they know there are
taxonomies of affective learning as well.
 Finally, although less significant to most college courses, there are also taxonomies of the
psychomotor domain. Anita Harrow’s is included here as an example. Again, it may be
that you will find a group where this is more important to cover than a taxonomy of
cognitive learning. However, most likely, the material here can be a useful handout so
participants are aware that such a taxonomy exists.
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Taxonomies of Cognitive Learning:

Bloom’s Original Taxonomy
Notes: Copy diagrams you feel most appropriate. Copy brief summary sheet that compares the
two, other material as appropriate. Having tablets or laptops available lets participants create and
share information easily.
B:
Why is it important for participants in an ISW to at least be exposed to a taxonomy of cognitive
learning?
Are there disadvantages to presenting a taxonomy of cognitive learning in an ISW?
How might we “Bridge” into this subject in an ISW?
O:
Each participant will be able to
 Diagram both Bloom and Anderson & Krathwohl’s taxonomies
 Explain why knowledge of a taxonomy of learning can help a teacher be more intentional
in lesson planning
 Briefly explain what each level of a taxonomy means
 Determine which taxonomy she/he prefers
P:
Full group questions:
 Who has knowledge of Bloom’s Taxonomy?
 Who has used Bloom’s Taxonomy?
 Who has knowledge of Anderson and Krathwohl’s Taxonomy?
 Who has used Anderson and Krathwohl’s Taxonomy?
For fun!
Did you know that Bloom’s Taxonomy was actually developed by Bloom and others,
including Krathwohl? Now you do!
Note: depending upon the level of knowledge and use of either taxonomy, adjust activities
below. This design assumes little knowledge or use of either
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P:
Hand out just the sheet of both taxonomies with no explanations of terms
Full group questions:

 Just looking at the words listed, what are the similarities?
 Before looking at what the terms mean, what are apparent differences?
 What are the differences between synthesizing and evaluating and evaluating and
creating?
 Might this be significant to your future ISW participants?
o Remember, we are most interested in what our participants will use after they
leave our ISW’s!
 Which set of taxonomies should we work on right now?
Note: Those who choose are probably going to choose the newer version because including
“creating” in a rapidly changing world environment seems to better prepare students for the
future. Also, it happens to fit with a model of lifelong learning that we are trying to inculcate in
college teachers. However, if your group chooses Bloom’s, adapt the material below
Let’s use Anderson and Krathwohl’s taxonomy
Let’s develop some understanding of the terms, see where our understandings may differ and
need discussion, and gather information for our own personal use.
First, we will form two small groups. One group will take the first three levels and the other the
last three. You task will be to develop some ways that people can demonstrate the skill.
Group 1
 For “Remembering” – what are some ways to demonstrate this skill?
 For “Understanding” – what are some ways to demonstrate this skill?
 For “Applying” – what are some ways to demonstrate this skill?
Group 2
 For “Analyzing” – what are some ways to demonstrate this skill?
 For “Evaluating” – what are some ways to demonstrate this skill?
 For “Creating” – what are some ways to demonstrate this skill?
So, with your group develop as many ideas as you can in the next 15 minutes. Make your lists as
clear as possible because we will share these with each other later.
Full group
Share a few responses. Ask recorders to remember to send their list to all participants.
Create a graphic representation
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Is this a possible way to present this material in your own ISW?
Disadvantages of presenting this way in your ISW?
Advantages of presenting this way in your ISW?
Will it be useful to also have a handout of ways to demonstrate skills on different levels? What
type of participant may want (need) such a handout?
Might it be useful to take common ways that college courses evaluate students and see what level
of thinking is required?
What issues do you see with presenting either/both of these in your future ISW? Let’s raise and
discuss the ones you are most concerned about.
Anything we haven’t covered that you want more of?
P:
In groups of 2 or 3
Design a post-test that uses “creating” skills – using your computer so we can easily
share results
Full group
Have the smaller groups each share their ideas. Focus discussion upon the “creating”
component. Remind recorders to send to all participants.
Is this a model you might encourage your future ISW participants to use in order to look at a
different way of having a “Post-Test” for their students? Think – if “creating” is the highest
order thinking skill then the ability to do that also demonstrates the lower level ones?
S:
Small groups
Create a summary that requires “creating” thinking, again using your computer
Note – this is a model for the kind of sharing the ISW community encourages!
Create and share and we all benefit!
Can you process on two levels? Think about how a “creating thinking” summary
accomplishes two purposes – doing a summary and developing a higher order thinking
skill – is this something you want to emphasize at all in your ISW’s?
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Full group
Share ideas, analyze
Discuss whether this might be useful to do in an ISW. It gives participants another model
way to do a summary.
As appropriate to the group and their backgrounds, discuss whether having a discussion
on whether introductory level, secondary level or higher level courses might have
different types of summaries – and more importantly, whether this is a discussion for
their future ISWs?
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Taxonomies of Cognitive Learning

Ways to Demonstrate Each Skill
Bloom Anderson and Krathwohl
Knowledge Remembering
Comprehension Understanding
Application Applying
Analysis Analyzing
Synthesis Evaluating
Evaluation Creating
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Krathwohl’s Taxonomy of Affective Learning

One of the best-known taxonomies of affective learning was also developed by
Krathwohl. It comprises five steps. It may be useful to list a few ways, under each, for a
person to demonstrate this skill.
Receiving – being aware that something exists and being willing to receive and pay
attention
Responding – being willing to respond, to be engaged, perhaps showing some new

behaviors
Valuing – being involved and committed to the new value, acts in accord with new
understanding
Organization – integrating new value into existing set of values and beliefs so that the
whole makes sense to the individual
Characterization by value – the individual acts regularly and consistently in accord with
new value and value set. This becomes part of the individual’s characterization.
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Harrow’s Taxonomy of Psychomotor Domain

While there are many different taxonomies of the psychomotor domain, Harrow’s is both
representative and easy to understand.
Reflex Movements – movement that happens without learning, such as extending an arm
Basic Fundamental Movement – movements that combine reflex movements and are
basic, such as walking
Perceptual – making adjustments based upon various stimuli from the environment, such
as catching a ball
Physical Activities – actions which require a functioning body having strength, agility,
and a fair amount of endurance, such as running for a distance
Skilled Movements – complex actions requiring a significant degree of efficiency, such

as playing a sport or engaging in demanding recreational activities
Non-Discursive Communication – significant, intentional communication through

bodily movements, such as facial expressions or mime
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Teaching Goals Theme Session
Notes:
 Copy some CATS to hand out, ones on different topics to show range from student
learning to instructional feedback
 Have people take the Teaching Goals Inventory online at U of Iowa BEFORE the session
and bring their results (or email them a printable copy).
 Take ‘Participatory Learning’ questions and create a handout for participants to fill out.
(If appropriate to the group, rather than having them write about a course they are
teaching, have them do the TGI on one of their own mini-lessons)
 The Teaching Goals Inventory is a self-assessment of instructional goals developed by
Thomas A. Angelo and K. Patricia Cross and is available in Classroom Assessment
Techniques: A Handbook for College Teachers.
 TGI allows faculty to choose CATs based on expected student learning outcomes.
Contributed by:
Pat Pallis, Naugatuck Valley Community College
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Teaching Goals Inventory Session
Bridge: (5 minutes)
 Why is having our own clear objectives for a course important – even in this day of
outcomes?
 Possible answer: Without clear objectives, how do we know what outcomes
we want and how will we work thoughtfully toward those outcomes.
Discuss briefly:
 How would you guess this concept fits in with the overall purpose of these Instructional
Skills Workshops?
 Possible answer: there is a “practicalness” to the ISW. Participants leave
with tools that allow them to think about and practice very specific ways of
teaching.
Now, some specific questions:
 How many of you have experience using the TGI?

 How many have written intentional goals for a course, perhaps based upon the outcomes
for a course?
 Let them share, briefly, their experiences.
 How many have linked the goals to the course to student evaluation, and compared
student achievement to the stated outcomes for the course
[Based upon answers above, adapt the following]
Objectives: (3 minutes)
You will find the objectives for the session in your folder. (Briefly go over them.) Ask if there
are other objectives, given our discussion before, that we might want to meet in this session?
People will be able to …
Find and take the TGI online
Express a basic level of understanding of how to use the TGI and objectives to become
more intentional as a teacher
Explain their objectives for at least one of their courses [or, of this workshop]
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Other… (Maybe… use TGI as a way of thinking and planning particular courses and/or
lessons)
Pre-Test:
Point out that they have already been pre-tested and that BOPPPS is something that can be
adapted in a variety of ways, as long as we hit all areas for a topic!
************************************************************************
Participatory Learning: (10-15 minutes)
Point out worksheet in folder—have them fill it out during session.

 First, questions about teaching goals in general?
 Answer as needed
 Okay, then please select a single teaching goal that you marked as ‘Essential’ on your
Teaching Goals Inventory and write it down. (Point out that they also have “Questions to
Ask” and a “Sample Goal and Activity” handout in their folder if they find that helpful.
In relation to the goal you have selected, please answer one of the following questions
(whichever one seems to generate the most interesting thoughts to you!).
 One problem my students have that I want to work on is . . .

 Something I’d like to gather some student feedback on is . . .
 Something I’m not sure about is . . .
The information I collect will tell me . . . fill in the blank)
List some specific class activities, homework assignments, lab/clinical/work/ tutoring activities,
or methods of evaluation, etc. that relate directly to the issue you have
I will gather information about what my students have actually learned by …

[note: if group has little/no experience with classroom assessment, present a VERY BRIEF
overview and provide some CATs as examples]
Time(s) during the semester when I will pass this out:
************************************************************************
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 After participants have had a chance to fill out their information, open discussion of
questions or issues
Note that may want to discuss how this activity might fit into an FDW, what type of participants
might especially benefit from having it included, and how to connect with other teaching
activities
Post-Test: (5 minutes)
Now, one of my objectives as a leader is to have you express a basic level of understanding of
how to use the TGI and objectives to become more intentional as a teacher
 So, how might I measure this as a ‘Post-Test’?
 Possible answer: How about asking people to write out any questions or
problems they have with this whole process?
 Possible answer: Might have them explain the purpose of it to another
participant
 Possible answer: Might have them each give one reason why it’s useful or
why they might incorporate it into an ISW
Summary: (2 minutes)
Provide summary of using the TGI for a course, complete cycle (point out the Intentional
Teaching Cycle handout in folder— Point out that they can use this resource if they want to
spend more time thinking about it with a group.)
Final summary (bit of a second post-test really)
 Ask a participant to paraphrase that they believe is the purpose of the TGI .
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Questions to Ask
As you review your specific activities, these questions may help focus your efforts.
How do the readings for the course further the goal?
What specific parts of the readings further the goal?
How does the syllabus reflect the goal?
Which early-in-the-course class activities further the goal?
How does the grading system, in general, further the goal?
How do specific aspects of the grading system further the goal?

Can anything be more targeted to further the goal?
How do specific assignments reflect the goal?
Will students see these assignments as reflective of this goal, or will they see the assignment as
something else?
Are course handouts aimed at furthering the goal? How?
What types of feedback are provided to students? How do they further the goal?
Does the level of work required (both in terms of the amount and the manner in which it is
graded) reflect and further the goal?
Does the classroom physical configuration further the goal?
Exactly how will students find out that this goal is critical?
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Sample Goal and Activities

Goal: Improve writing skills
Specific class activities/homework assignments/ methods of evaluation/etc. that relate directly to

this goal:
More than two full letter grades taken off for spelling/style/grammar
I explain why writing is so important today and in future
I discuss how writing and thinking are linked
There are in-class, informal writings each week
At least nine short papers are due during a semester
One long paper due at the end of semester
I use dots for "odd" spelling, sentence structure, etc., with offer to explain them in a conference
Examples of my own writing brought in
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Teaching Perspectives Inventory
Notes:
 Have participants take the TPI beforehand at
http://www.teachingperspectives.com/tpi/partials/tpilogo.svg
 Have participants read about the different perspectives
 Print off descriptions of the different perspectives
 Print one page for each of the 5 perspectives, for people to take notes on
Contributed by
Tricia Hughes
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Have participants take the online inventory before the session.
Ask them to print out their results and a description of each of the 5 perspectives
To open the session, remind everyone that we are interested in their TPI results –
but especially interested in how it will affect the way in which they facilitate
others.
Have each table/chair labeled with one of the 5 perspectives
Ask participants to sit where the sign is indicating their most dominant Teaching
Perspective
Discuss the breakdown of participants and what implications it may have for the
session and the FDW
Make sure that each perspective does have one participant, asking people to move
as necessary
Give each person the handout and a few minutes to prepare their answers
Have each person report their findings and lead a short discussion of “their”
perspective
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Discuss implications for their work as facilitators.

 What are some general implications?
 What if someone has a very dominant style – how will this possibly affect
how they facilitate others?
 What about how someone with several styles fairly closely grouped – how
might that person facilitate an ISW?
 What might the implications be of partner-facilitators who have very

different styles?
 Might someone with a very dominant perspective have a problem with

someone with a different perspective who happens to be an ISW participant?
General strengths and weaknesses of the TPI for our work?
Might this be something to do in an ISW?

When?
With whom?
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What are your general observations after completing the Pratt & Collins' Teaching
Perspective Inventory1?
Prepare to describe the Pratt & Collin’s perspective you were given to the other
groups of participants? Key points are?
Was there anything surprising about your profile?
How can an understanding of teaching perspectives help you achieve an effective

learning environment, process, goals, etc.?
1. Pratt & Collins Teaching Perspectives Inventory

http://www.teachingperspectives.com/tpi/partials/tpilogo.svg
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Print 5 pages one for each of the Teaching Perspectives.
‘Apprenticeship’
‘Developmental’
‘Social Reform’
‘Transmission’
‘Nuturing’
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Tuckman’s
Stages of Group Development
Contributed by
Bill Searle
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Tuckman’s
Stages of Group Development
Notes:
 Tuckman’s Stages of Group Development is a well-known approach. It has the
advantage of being easy to learn and easy to use. Also, it is applicable to the way that
many college teachers run their classes.
 In addition to material in the manual, there are also excellent sources online should you
need more information, or more sources of diagrams and illustrations.
 Copy at least basic information about Tuckman’s theory ahead of time to use as
handouts. Note that there is material on this in the FDW manual itself.
 If you know that people will be leading their ISWs with a partner, emphasize how
important it is for partners to have common understandings of what they want to occur at
each stage. Emphasize particularly that it is important to agree upon the norms that they
wish to encourage in their ISW.
 Tuckman’s original stages included forming, storming, norming and performing. Later
adjourning was added as a significant stage of group development.
 Make copies of handouts, including ones that they can take back and use themselves, as
they feel appropriate, in their own ISW.
 Consider doing “Social Styles” prior to this workshop to give a much richer experience,
as members can anticipate how people with different Social Styles may react at different
points (for example, how Amiables will react to conflict or how Drivers may, or may not,
hold back their desire to push all toward their personal goals and work for the good of the
group).
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Tuckman’s Stages of Group Development

Notes: Italics below indicate suggested actual wording. Determine if going to use any of the
discussion sheets following this workshop and if so, integrate into the discussion below. If
integrating with “Social Styles” have brief descriptions of Social Styles available as a reminder.
B:
Why is it important to you to understand the stages of group development?
1. If we don’t understand that people need time to get to know each other, to become a
group, we think that they can move to “do stuff” way too quickly. People who do not know each
other will take some time to make personal connections, and need to do that.
2. If we don’t understand that there will be some conflict, within the group, and
especially aimed at us, then we will take many things personally that really aren’t aimed at us.
People in groups need to do some “storming” to figure out how to relate to each other (and to
us!).
3. If we aren’t careful about how the group goes about doing it’s work, we will find that
things happen that we do not intend (such as, given a break people take more than the allotted
time, or people don’t show up on time in the morning, or people keep discussing things after the
allotted time, etc). The “norms” of the group drastically affect how it gets things done.
What can happen if don’t realize typical stages?
Is this a topic commonly taught to college teachers?
List three ways that this knowledge can help you in your future role as ISW leaders?
Are there any reasons why you might also wish to mention this approach to how a group forms
to your ISW participants?
Explain the advantages of learning this particular approach to group development – it is a well-
known theory, has been used for many years, is easy to learn and easy to implement
O:
Participants will be able to
 Diagram the stages of group development
 Explain why knowledge of group development can help them in their role as ISW leaders
 Briefly explain what each stage of group development means
 Explain at least 2 activities to do to help new groups move through each stage of group
development
 Explain at least 2 reasons why knowledge of stages of group development can help even
ISW participants in their regular classes
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P:
 Who has knowledge of any theory of group development?
 How about knowledge of Tuckman’s theory of group development?
 Who has used any theory of group development?
 Anything else we should ask in this pre-test?
P:
What are Tuckman’s Stages of Group Development?
 Forming—getting started, getting acquainted, figuring out how to start

 Storming—deciding how to work together, who does what, tends to be conflict that needs
to be resolved (and not always is resolved), deciding if personalities can be sublimated to
the good of the group
 Norming – figuring out how to work together, agreeing upon goals
 Performing – not all teams get to this stage, this is pretty high performing
 Adjourning
Originally Tuckman had only four stages – Forming, Storming, Norming and Performing.
Adjourning got added later.
Why is “adjourning” important to an ISW? Do we want people to simply leave, or do we

want them to become lifelong learners of ways to improve their teaching?
Hand out materials from manual or find materials online (there are a lot available!)
As a full group let’s build some ideas we can use later

 4 practical ways to help a group “form”
 4 practical ways to help a group get through the “storming” phase
 4 practical ways to help a group develop positive “norms”
 “Performing” is an area where ISW has plenty of activities, so we won’t do today
 4 practical ways to help your ISW participants “adjourn” with a bounce!
Okay, have some tools you can use in your ISW
Let’s look at “storming”
Who might participants “storm” against?
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If it is against you or possibly your co-facilitator, what can you do about it? Let’s
brainstorm ideas
Norms – it is very important to have positive norms set so – what norms are very important to
get set in an ISW? Let’s make a list as a full group and this is probably another thing you want
your own notes about also, unless someone can take notes on their tablet/laptop and send to all?
Make a list as complete as possible
How can you encourage development of these norms? Practical ideas. Let’s share them.
If you work with someone to run an ISW, is it important to discuss what norms you, together,
want to encourage – AHEAD OF TIME?
Discuss as important to your group – more if there are more people intending to work
with a partner, noting that few faculty have experience teaching/facilitating with another
person
Issues or concerns with this approach to group development?
Do you have some confidence that you could present this idea to your ISW if you thought it
relevant to a particular group? On a scale of
1 = I have no confidence to
5 = I have full confidence,
where do you stand?
Anything else we should pick up to handle any “confidence” issues?
P:
In groups of 2 or 3
Create a diagram that illustrates this model of group development – use 6 words or less
Full group – have the smaller groups each share their ideas.
Is this a model you might encourage your future ISW participants to use in order to look at a
different way of having a “Post-Test” for their students?
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S:
Small groups
Create a design that reminds you of activities to do to help your future ISW participants
with the forming, storming, norming, and adjourning phases of group development
Full group – share ideas, analyze
Discuss whether this might be a useful way to do at least one summary in an ISW also, to
give participants another model of a way to do a summary in their own classes.
Remind anyone taking notes for the group to send them to everyone.
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Additional Concepts Important to Group Development
 Groups do not automatically come together and become effective – many never become
effective
 Nothing happens immediately – all groups need conscious activities to build cohesion,
trust, and effective behaviors (and these activities can be combined with actual tasks the
group has)
 Building group cohesion is important
 Building high performance standards as a group is important – and much harder than
simply agreeing to work together
 Group members can overtly or covertly engage in negative interpersonal conflict
 Group members have both task and personal needs
 Intragroup communication that is open, useful and helpful assists in building positive
interactions and group cohesion
 The best group members tend to be people who regularly work as a member of a high
performance group, and not many faculty have a chance to do that
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For each stage, identify what you believe will be three behaviors that a typical person will
engage in
Forming
Storming
Norming
Performing
Adjourning
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For each stage, identify three activities that a leader can do to help the group move to the next
stage:
Forming
Storming
Norming
Performing
Adjourning (here identify 3 things a leader can do to help the group end on a positive theme)
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For each stage, identify two or three types of conflict that may occur between participants:
Forming
Storming
Norming
Performing
Adjourning
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For each stage, identify two or three activities that a leader can do to help the group move
beyond the conflict:
Forming
Storming
Norming
Performing
Adjourning (here identify 3 things a leader can do to help the group end on a positive theme)
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Writing Objectives
Theme Session
Contributed by
Tom Hodgkin, Northwestern Connecticut Community College
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Writing Objectives
Notes:
 Copy handouts beforehand
 Consider having participants bring any objectives they have written for their courses, or
outcomes – since both can be written in the same manner
 Many college faculty members have experience writing objectives and/or outcomes.
However, a great many have never been shown a method of writing clear and
measureable objectives or outcomes. Therefore, you may find it useful to do some work
in this area.
 This section contains an explanation of one method of writing clear objectives as well as
a sample theme session on objectives with an emphasis upon getting ISW participants to
write clear and precise objectives for themselves.
 Do you regularly write objectives? Do most of the faculty you know write objectives that
can be easily tracked and measured? You might want to think about this before deciding
whether to emphasize writing objectives, or not writing objectives, during your ISW.
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Preparing Objectives – Theme Session

Note: Copy handout, editing as necessary. Material in italics below are suggested comments.
B 5 minutes
As a Bridge, why might ISW participants resist writing clear and precise objectives?
What are two advantages to ISW participants of writing clear and precise objectives?
As ISW facilitators, one of our tasks is to help our participants write clear objectives – most
important – and, equally important, modeling clear and precise objectives in our own ISW!
O 5 minutes
So – please write two objectives for yourself for this workshop – remember relate your objectives
to your future position as an ISW facilitator
Ours
 To demonstrate a method of writing objectives that participants will report is easy to

understand and easy to use
 To enable participants to identify 3 key problems with getting ISW participants to write
clear and precise objectives and have at least two ways of dealing with each
 To create situations where participants can consider and discuss various aspects of
presenting objectives in their ISWs and, as a result have participants report that they have
at least three ideas that will help them
P 5 minutes
As a Pre-test, please share your objectives. As you share your objectives, we will be better able
to understand how much you know about writing objectives and will adjust the rest of this
workshop accordingly. Thanks! Now, also listen to each other’s, to see what they tell you about
the group. We are not commenting upon anyone else’s merely listening carefully.
Give time to share ideas
Now – you are FDW facilitators, after listening to these objectives, do you see issues, concerns
or problems that should be addressed in the next part of our workshop?
Can you do this type of thinking in your own workshops?
P 15 - 30 minutes
On to Participatory Learning. Please share at least one objective of yours with the full group.
Everyone please listen carefully as after each person shares an objective we will all comment on
whether we believe it fits all the criteria – recognizing that we only speak only for how we
receive the information, not stating an objective “truth”
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Note: based upon the level of expertise of the participants, cover all of writing objectives, or
only part of writing objectives and then work on how to get ISW participants to write clear
objectives – and ideas about how to interest them in writing clear objectives. Skip parts below.
Hand out material on writing objectives
Review key portions of handout
Have people examine their objectives and re-write them to fit the system shown.
In pairs/groups of three
Please share your new objectives with a partner
Partner, please apply the criteria on the handout and help identify strengths and weaknesses of
what they have written. Write directly on their paper, we will give you time to discuss your
comments later.
After giving them time to do this
Ask people to share what they have written

Partner, explain your comments on one objective that they wrote – seeking to help them to
strengthen their objective. Please pick one that you had to write about, not any that they did
perfectly!
Full group
Questions/issues with this system of writing clear objectives?
Okay – now on to presenting to ISW participants
What are the key problems you face in trying to get faculty to write clear and precise objectives?
As a full group, make a list – and encourage participants to make their own list by telling them
that we will use the lists in a minute.
As a full group, take each item on the list and identify two ways of dealing with each –
encourage participants to put on their list also
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P 5 minutes
Let’s move to the Post-Test. How will you know that your ISW participants have understood the
advantages of writing clear and precise objectives?
As a full group – make a list (encourage to take notes)
S 5 minutes
And, as a Summary, please identify at least three ideas about using objectives that you have
gathered today that will help you when you present your ISW. Write them down so you
remember them, and have them available when you present your ISW.
Based upon what you wrote, any final issues or concerns?
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Writing Objectives
Many people write objectives. Unfortunately, most are not very useful as they are vague, have
unclear measures, or are intertwined with what other people must do. Such objectives do not
help anyone, since there is no way for an individual to measure how well she/he accomplished
something. Yet measuring how well we are doing is crucial to understanding what we must do
to get better at any activity.
In order to have objectives that are clear, able to be accomplished, and include a way to measure
success, answer the four questions below.
1. Exactly what will you do?

2. How will you demonstrate that you can do this?
3. Is this challenging to you at all?
4. What are the criteria we will use (you and I) to measure whether you have succeeded
in achieving your objective?
The S – R – A – C – O Format
One method of writing useful objectives is the S – R – A – C – O format, where each objective
must satisfy these conditions:
Specific – it is obvious what knowledge/skill/ability will be demonstrated
Relevant - relates to something the individual will do, not someone else
Active – requires specific action on the individual’s part
Challenging – demands some stretch, some new knowledge, some new activity that would not
be virtually automatic for most people with the skills and background of the individual writing
the objective
Observable criteria – includes a component that others can observe and measure in some way
For example, here is an objective that meets the criteria above:
After the presentation on BOPPPS, I will demonstrate my understanding of BOPPPS by
presenting my next mini-lesson using the BOPPPS format. Participants will report that I used
BOPPPS appropriately.
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The example answers the four questions above using the S-R-A-C-O format:
1. Includes Specific action and Relates to something the individual will do – ‘I will
demonstrate my understanding of BOPPPS by presenting my next mini-lesson using
the BOPPPS format.’
2. Includes Action and is Challenging (assuming the individual did not practice
BOPPPS before) – ‘I will demonstrate my understanding of BOPPPS by presenting
my next mini-lesson using the BOPPPS format
3. Includes Observable criteria – ‘Participants will report that I used BOPPPS

appropriately.’
Notice that words and phrases can satisfy more than one of the four questions that must be
answered to have a good objective. When possible, link exactly what you will do with how you
will demonstrate it. Often this points exactly to what the criteria should be.
Let’s look at an objective that an ISW participant may write.

I will successfully complete my mini-lesson today.
 Is it specific? Yes
 Does it relate to something the individual herself/himself will do? Yes
 Is it active? Yes
 Is it challenging? Not really for a college faculty member. We can all teach something
for 10 minutes.
 Does it contain observable criteria? Careful. You may be thinking, “well, yes because
either the person completes the mini-lesson or not.” However, what kind of criteria is
“successfully”? What does that word mean? Successful for whom?
Try re-writing the objective above to make it more challenging and with some specific criteria
for success.
Critique this example: My students will understand the lesson today.
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Preparing Objectives
Objectives need to address four areas (under each question is information in italics
relating to a sample objective)
1. What should the learner be able to do?

Use population information to make predictions about behavior
2. What must the learner do to demonstrate learning?

List some impacts
3. Conditions
Have population information, know something about society involved
4. Criteria
final list
A possible objective:
Given information on the ages of a population, and some knowledge of the society, the learner
will be able to make a minimum of 10 predictions about possible future events that will occur
because of the ages of the population.
Critique of objective:
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Preparing Your Own Objective
1. What should the learner be able to do?
2. What must the learner do to demonstrate learning?
3. Conditions
4. Criteria
5. Write the complete objective here
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Jon Andersen Glynis Wilson Boultbee Alice Cassidy

Bill Searle, Editor

FDW Supplemental Materials

Big Five Personality Traits

Big Five Personality Traits

This section contains:

The Big Five Personality Traits

The Big Five Personality Traits

Extraversion looks at behaviors from extremely introverted to extremely extraverted. Introverts

Big Five Personality Traits

Big Five Personality Traits – Short Session

Give participants another tool to be able to use in their ISW’s

Give participants further insight into their own personality

Does anyone have experience using the “Big Five”?

Can anyone explain what the” Big Five” is?

Briefly review traits

Form pairs/groups of three

After giving them time to do that

After giving them a few minutes to do this…

Concerns – personal or in how to use? Other questions?

Big Five Personality Traits – Long Session

Give participants another tool to be able to use in their ISW’s

Give participants further insight into their own personality

What are yours?

Does anyone have experience using the “Big Five”?

Can anyone explain what the” Big Five” is?

Do you have concerns about using personality self-assessments?

Briefly review traits

Form pairs/groups of three

Give each pair/group 2 or 3 traits

Are there any implications for our work as ISW facilitators?

How can we use this information?

In your pair/group of three

Anything else to discuss?

Exploring the “Big Five” Personality Traits

List two strategies you could use to mitigate your weaknesses.

Fun with the “Big Five”

So – let’s have some fun with the “Big Five” traits.

How might someone with very high “emotionality” act in an ISW?

How might someone with very low “openness” act in an ISW?

How might someone with very low “conscientiousness” act in an ISW?

How might someone with very high “extraversion” act in an ISW?

The “Big Five” – Implications for Practice

The “Big Five” – Working With A Partner

Concerns or issues you have, based upon this information?

Educational Development References

This list is organized by topic:

Educational developer pathways and related:

Amundsen, C.,P. Abrami, L. McAlpine, C. Weston, M. Krbavac, A. Mundy and M. Wilson.

Educational development portfolios and philosophy statements:

Kenny, Natasha. Blog: https://natashakenny.wordpress.com/2013/07/10/soaring-high-

Three examples from colleagues (used with permission):

Judy Chan http://blogs.ubc.ca/jchan/

Isabeau Iqbal Isabeauiqbal.ca

Jordanne Christie https://sites.google.com/site/jordanneportfolio/curriculum-development-and-

Core Competencies of Educational Developers:

Routes and resources for developing ED skills: