Note: The following illustrations and descriptions of different ISW Models began from an attempt to identify the different ways that people were offering Instructional Skills Workshops. We hope that you’ll find these examples of interest. If you have successfully delivered traditional ISWs with a unique delivery method OR internationally, OR you’ve developed (or are developing) other instructional skills sessions that may take place online or in blended formats, please consider sharing your stories by contacting Sylvia Riessner
Traditional ISW Model
The traditional Instructional Skills Workshop is a model firmly grounded in assumptions of adult learning and the concepts of experiential, peer-based, participatory learning. Traditional workshops are delivered over 3 or 4 days and include 24 hours of theme sessions and the delivery of three mini-sessions by each participant. An essential, and valuable, aspect of the mini-session cycles is the sharing of constructive peer feedback through written and oral methods and the video recording of session delivery as a tool for further reflection and individual growth.
The main variations in the traditional ISW model occur in the delivery format:
- three or four days in a row (consecutive)
- four days with a break (either one day in mid-week or a weekend)
- over nine days (five 3 hr sessions, three 2.5 hr sessions, one 2 hr session)
More about the traditional ISW model
There has been a great deal of interest and development of ISWs internationally. I have only scratched the surface. Thanks to the information provided by Camosun staff members who delivered three ISW traditional model workshops, we can learn more about adaptations of delivery and content necessitated by different cultural, economic, environmental and other factors. If you want more information, please contact Camosun.
More about the traditional ISW model as it has been delivered internationally…
This adaptation of the traditional ISW model still includes the essential elements of ISW: experiential, participatory learning with participants delivering three mini-sessions and receiving/giving constructive feedback. All the elements of the mini-lesson cycle are followed but they take longer.
The changes that were made included:
- longer days to allow for technology familiarization and exploration/practice of possibilities of videoconferencing equipment (Tandberg full-room videoconferencing system with multi-conference capacity) and of supporting peripherals (e.g., Elmo document camera, iPods, VCR/DVDplayers,etc.)
- four days (not three)
- setup and delivery of mini-sessions took place through the videoconferencing system (different connected rooms on the same campus)
- all other activities took place in a shared classroom
For more about videoconferencing ISW model…
Teaching practices evolve and change and development of new skills and strategies is an essential skill for all teachers. Many ISW facilitators and trainers have been building on the ISW model to provide experiential, adult learning focused instructional skills learning opportunities in different places for many different purposes. The following models include blended and fully online approaches to teaching various kinds of instructionals skills. Do you have any to share?
More about blended and online instructional skills learning models…