International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
Lastly, a workshop type of learning is proposed to prolong the attention span of learners and to secure that the
learning is heightened even in a large class. Since the typical problem encountered by a large class is classroom
management and achieving the learning objectives, a workshop way of learning is believed to be the most
effective teaching method.
Related Literature
Workshop way of learning
Kelley (1951) wrote a book entitled “Workshop Way of Learning”. He enumerated the purposes of a
workshop type of learning. Here are some of the list 1.) To put teachers in situations that will break down the
barriers between them so that they can more readily communicate. 2.) To give teachers experience in a
cooperative undertaking. 2.) so that teachers will learn methods and techniques that they can use in their own
classrooms 3.) so that teachers will have collaboration with others and that they may produce materials that will
be useful in their teaching.
In a workshop way of teaching, Kelley (1951) identified resources needed in preparations such as the staff,
the reading materials, the outside resource person, visual and auditory aids. He also defined some procedures
used to break the barriers or reducing barriers between learners. A very notable procedure he mentioned is to
engage in a considerable amount of activity in the workshop that is designed to coax them out of their shells and
to make them comfortable outside their shells. For some students, it might be more difficult to participate in
workshop activities than any assigned book lesson. Participation is encouraged from the learners not plainly
because it is fun and enjoyable but because the more a student hates to participate the more that he needs to since
barriers should be reduced. As cited in the book, the use of first names is encouraged to break or reduce the
barrier too. Two way communication or asking the students to participate and answer workshop questions is also
a way to reduce the barriers since this will build confidence among the students and will increase their ability to
contribute.
As written in the book, “effort is made to cause the learner to direct his attention to his own state of mind, and
his own role in the total workshop. He thinks about himself and tries to ee himself, to consider whether he is
doing his part as well as possible” (Kelley, P.87)
When it comes to outcome of a workshop type of learning, there were several concepts listed. First is that we
see changes in attitudes, as stated to translate knowledge into actual power, it takes energy. Attitude reveals how
different a person is. Another outcome of this method is that we can observe changes in teaching methods,
reports say that there is better relationship between teachers and students. Teachers coin the term “democratic
teaching” related to workshop way of teaching, they said that they have a more relaxed attitude towards
teaching as compared with their former teaching styles which they dread because it is full of tension. Next
outcome is that there are signs of personal growth, this is the purpose of all education as teaching is the primary
business of creating a safe environment where growth may take place and a bigger understanding of other
humans. Another outcome for a workshop type of learning is that human relations are improved. Change in the
human being’s feeling and attitude is the ultimate and most important outcome. There should be a change in
order to prove that learning took place. One important factor that workshop outcomes has is that friendships are
formed. The fellowship formed in a workshop is very important in providing faith and courage with one another.
In a workshop type of learning, we see prejudices reduced too. In the setting that a workshop facilitates is where
open mindedness is conducive. Finally, we see appreciation for and understanding of democracy. School
settings somehow give learners an undemocratic experience in an authoritarian method of teaching. In
workshops, the learners are under a democratic condition of being able to contribute actively. ( Kelley, 1951)
Harman (1990) described the workshop way of teaching as a routine and freedom to a healthier climate. From
her study, she cited the instructional design of Grace Pilon where it was mentioned that workshop way of
teaching encourages high students involvement. These involvement is highly beneficial for a large class
population. The workshop way of teaching according to Pilon (as cited by Harman, 1990) is a procedure that
attends and serves also the students with short attention span. Intelligent involvement is also one of the
advantages of this kind of teaching procedure since it encourages high involvement not just by mere writing and
reciting because this approach invites the students to focus, concentrate, think, share, and judge too. Meeting
diverse needs is another positive contribution for this type of approach since it can cater even to the insecure,
belligerent and those who are slow to grow. The principle of promoting learning living truths is another highlight
for this approach since it stirs reinforcements to students to work hard at their right of own time to think. Lastly,
Pilon’s model suggests that workshop way is respecting dignity at all costs. It explores the possibility to see the
positive potentials and the essential goodness in a student.
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