Workshop Reflection

Our workshop went well. Our workshop was fine.  It wasn’t great or fantastic, but we got through it. It certainly went well enough, it was not a complete disaster, but it was not my best work.

On March 30, my partner and I presented an hour long workshop on Kolb’s model of experiential learning (Kolb 1984). We began be having students write what experiential learning (EL)meant to them on the chalkboard.  Although they seemed to grasp the definition, my partner and I eagerly awaited to tell them more about the application of a science-based model for using EL.

Without reiterating the full lesson plan, I will provide my thoughts on each section:

1.     Group Activity Part 1: Developing Kolb’s Model - This activity went well, but it would have gone better had we known the four steps to giving good instructions.

2.     Background to Kolb’s Model - This portion was long winded and I wish we had gone with a reading in the wait time prior to the workshop.

3.     Kolb’s Model: the parts and debriefing - I’m not sure how clear this section was and I am concerned that I confused a few people with my word choice and citing the Healey and Jenkins (2007) paper. I think the most successful piece to this section was when I asked questions of the audience trying to engage them in each step of Kolb’s model.

4.     Group Activity Part 2: Applying Kolb’s Model - I think the haikus were the most successful part of this section.  If forced students to think and be creative which can sometimes be forgotten.  Below is an example of a model and haiku.

5.     Examples of EL - My partner and I clearly had different presentation styles (words vs. pictures).  I’m still trying to decide if this section was necessary, but I wanted to get people think about types of EL under a broad definition.

6.     Think-Pair-Share Discussion - This was a very useful time in the workshop.  I wish there had been more time here. I also wonder if there is a trick to cutting off long-winded responses.

7.     Resources PowerPoint - Perhaps I moved through this material a little too fast in the interest in time.  This could have been a great time for audience input.

8.     Handout and Survey - Not much to say here other than I think our handout will be very helpful our workshop participants in their future.

Our survey results indicated that participants learned something, are likely to use EL in their future courses, and were relatively satisfied with the quantity and quality of the materials covered.  Our most common feedback regarded the pace at which we covered materials. I agree that an improvement could be made here. Responses to "what is EL" were similar to responses given on the blackboard, but many responses included buzzwords from Kolb's model.

Overall, the time flew by fast.  I felt as if I was constantly looking at the clock to make sure we did not go over a reasonable time limit. However, we may have suffered quality for quantity of material because of this. Also, the time flew by and I don’t actually remember much of what happened; I wish I had remembered to have out workshop videotaped.  My biggest takeaways for the day were 1) letting my partner do his part without stepping on his toes and 2) allow more time for group activities and discussion.  Since this workshop, I have been approached about adapting the material for those who could not attend from another Penn State campus.  Hopefully I will have the opportunity to give the workshop another try and implement some changes.

I whole-heartedly believe in Kolb’s model and experiencing EL while teaching EL is a pretty good way to practice what I preach!