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Plan, communicate and run great workshops
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    • Intro to the Workshop Facilitation Kit
    • Define Event Name & Roles
    • Send Invites & Comms
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        Learn-Play-Apply
    • Gather Supplies
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Plan, communicate and run great workshops
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Learn-Play-Apply
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Learn-Play-Apply

A quick rundown of what it means to have a 1:2 ratio of teaching: doing
class

Learn: attendees are taught a concept.

(1) Begin at the 10,000 foot level, move to the 100 foot level. Said another way, teach the big picture before you teach the details.
(4) Use mixed media to appeal to different types of learners. Consider embedding videos, podcasts, docs, images with voiceover as you tell stories or describe ideas.
(2) Use frameworks to explain things. This could be a design process, a problem solving mental model, a metaphor, etc.
(5) Use a variety of speakers from your team. This keeps content interesting and different speakers will come at content from a variety of backgrounds for a balanced perspective.
(3) Lean heavily on stories to get a point across. This humanizes or makes tangible the concept you’re talking about. Good stories have a beginning-middle-end.
(6) Use role play to keep it light. This can be a mix of speakers, or engaging folks from the audience.

football

Play: attendees practice what they just learned via a simple, fun problem.

(1) Curate a practice exercise. E.g. if you’re in a co-working space or an urban area, choose something to practice on that’s relevant to the environment (e.g. the topic might be dogs in the workplace, urban transit, etc.)
(2) Send attendees to breakout or tables. Ask them to practice the skill they’ve just learned.
(3) Reflect. Hear about learnings. Use post-its and ask for share-outs on what was learned.

reminder

Apply: attendees solve the real problem they face in their work.

(1) Curate an exercise rooted in a real problem to solve. E.g. if the attendees are ultimately trying to build a project tracker, have them imagine what information, if tracked, might improve their workdays.
(2) Send small groups to breakouts or tables. Ask them to build what they just imagined, even if a very scrappy version. Do this in pairs or small groups, as there is safety and confidence in working with others as you develop skills.
(3) Reflect. Hear about what they are really proud of and what was challenging. Use post-its and ask for share-outs on what was learned.

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