Professional Development For Teachers

The ultimate guide to creating transformational workshop experiences (Even if you're not a natural facilitator) Ever had that gut-punch moment after a workshop where you just know it didn’t land? I’ve been there. Back then, I thought great workshops were all about cramming in as much content as possible. You know what I mean: - Slides with inspirational quotes. - The theory behind the frameworks. - More activities than a summer camp schedule… Subconsciously I believed that: The more I shared, the more people would see me as an expert. The more I shared, the more valuable the workshop. And participants would surely walk away transformed. Spoiler: they didn’t. They were hit-and-miss. But then on a leadership retreat in 2016, I stumbled onto something that changed everything. Something so obvious it's almost easy to miss. But when you intentionally use them, it took my workshops from "meh" to "mind-blowing": Three simple principles: 1️⃣ Context-based Learning People don't show up as blank slates. They bring their own experiences, challenges, and goals. When I started anchoring my content in their reality, things clicked. Suddenly, what I was sharing felt relevant and useful — like I was talking with them instead of at them. 2️⃣ Experiential Learning Turns out, people don’t learn by being told. They learn by doing (duh). When I shifted to creating experiences, the room came alive. And participants actually remembered what they’d learned. Experiences like roleplays, discussions, real-world scenarios, the odd game... 3️⃣ Evocative Facilitation This one was a game-changer. The best workshops aren’t just informative — they’re emotional. The experiences we run spark thoughts and reactions. And it's our job to ask powerful questions to invite reflection. Guiding participants to their own "aha!" moments to use in the real world. (yup, workshops aren't the real world) ... When I started being intentional with these three principles, something clicked. Participants started coming up to me after sessions, saying things like: "That’s exactly what I needed." "I feel like you were speaking directly to me." "I’ve never felt so seen in a workshop before." And best of all? Those workshops led to repeat bookings, referrals, and clients who couldn’t wait to work with me again. Is this the missing piece to your expertise? - If so, design experiences around context. •Facilitate experiences that evoke reactions •Unpack reactions to land the learning ♻️ Share if you found this useful ✍️ Do you use any principles to design your workshops?

In the last 9 years of training and facilitating professional groups, I’ve learnt that delivering a workshop is not just about sharing knowledge — it’s about orchestrating an experience for the participants which open up avenues for them to draw insights for themselves. Each moment calls for a different hat, and knowing which hat to wear and when is what transforms a session from good to great. I swiftly change my hats when in a workshop, these are some of the roles that I take up often- The Storyteller — When concepts feel abstract, stories bring them to life. A personal anecdote, a metaphor, or a well-timed parable can make ideas unforgettable. Stories ignite emotions, and emotions drive transformation. The Subject Matter Expert (SME) — There are moments when authority is essential. As the SME, I distill complex ideas into simple, relatable insights. Here, precision, clarity, and confidence reign supreme. The Energizer — Energy dips are inevitable, but as the energizer, I inject the room with enthusiasm. It might be an icebreaker, a playful activity, or simply a shift in tone. Momentum matters. The Actor (Theatre in Training) — Embodying a persona makes the experience visceral for participants, encouraging them to confront and solve real-world challenges. The Coach — Not every insight can be taught; some must be discovered. Here, I shift to a coach’s hat — listening deeply, asking probing questions, and letting participants arrive at their own 'aha' moments. This is where ownership of learning happens. The Mindfulness Guide — In moments of overwhelm or tension, I pause and guide participants to reconnect with presence and calm. Silence, breathing exercises, or reflection time are more powerful than many realize. The Detective — Every group is different. I watch for non-verbal cues, unspoken tensions, and subtle resistance. Identifying these dynamics early allows me to tailor the approach on the fly. The Facilitator of Dialogue — No trainer is the sage on the stage, it is essential to harness the group's wisdom. The Challenger — Growth doesn’t happen in comfort zones. As the challenger, I nudge participants to step beyond their limits, question assumptions and see new perspectives. The Motivator — At the end of the day, every participant needs to leave inspired. I remind them of their potential, highlight their wins, and leave them with a sense of possibility. Each of these roles is a hat I wear with intention, but to serve the participants' growth. Essence is not in wearing every hat at once; it’s about knowing which one to wear at the right time. #CorporateTraining #MasterFacilitator #Storytelling #LeadershipDevelopment #LearningAndDevelopment #Coaching #FacilitationSkills #HumanToHuman #facilitation #workshop #session #softskills #BehaviouralTraining #Training Women's Web LinkedIn for Learning

Every Teacher Wants to Grow. They Just Do Not Want to Perform It. Every teacher I know wants to become better at their craft. That is not the crisis in education today. The real problem is quieter and far more corrosive. Growth has slowly been turned into a performance. Not growth as inquiry, struggle, or refinement, but growth as something that must be visible, documented, observed, and approved. Somewhere along the way, learning stopped being something teachers experienced and became something they were expected to prove. This did not happen overnight. It arrived through well-intentioned reforms, accountability frameworks, observation rubrics, portfolios, and innovation initiatives that valued evidence over experience. Reflection became an artefact. Curiosity became a deliverable. Learning became whatever could be uploaded, scored, or showcased. Teachers understood the shift immediately. They learned which language signalled alignment. They learned which strategies looked good during walkthroughs. They learned how to write reflections that sounded thoughtful without revealing uncertainty. Not because they lacked integrity, but because they understood the risk. In many systems, appearing competent is safer than admitting you are still learning. Real growth does not look like this. It is uneven and uncomfortable. It unfolds through half-formed questions, lessons that fall flat, awkward classroom moments, and long periods of recalibration that resist neat measurement. Genuine learning often begins with doubt, not confidence. But doubt has become dangerous. So we built cultures that reward polish over progress, articulation over understanding, and confidence over competence. We started mistaking fluency in the language of reform for real change in practice. The result is a profession full of capable educators who know how to look innovative while being quietly discouraged from taking meaningful risks. This is why so much professional development feels hollow. It is not that teachers are unwilling to grow. It is that they are being asked to grow in environments where learning threatens identity. When growth carries risk, performance becomes the rational response. Teachers do not disengage. They adapt. They comply, deliver what is expected, and move on to the next initiative. Not because they do not care, but because the system has taught them a simple rule. Perform well and stay safe. Until we design learning cultures where not knowing is allowed, where experimentation does not endanger credibility, and where progress matters more than presentation, we will keep mistaking compliance for commitment. And teachers will keep doing what thoughtful professionals do in unsafe systems. They will perform growth instead of experiencing it. The harder question for all of us is this. Are we willing to stop rewarding the performance long enough to make real growth possible? #TeacherDevelopment #ProfessionalLearning #EdLeadership #TeacherVoice

[53] Fifteen Best Practices for How to Lead a Workshop On Wednesday, I gave a workshop on how to give a workshop—very meta, I know. Andreas Schröter invited me to a be.boosted event where the new generation of fellows will soon be leading their own workshops. So the timing was perfect! But what actually matters when planning and running your own workshop? Here are 15 best practices I’ve developed over the years: ---------- PREPARATION & PLANNING ---------- ⏳ 1) Time Your Workshop Realistically Less is more—don’t overload. For a 60-minute session, plan 30 minutes of content and 30 minutes of interaction. ☕ 2) Include Breaks (Even in Short Workshops!) Attention spans fade fast. Give a 5-10 minute break every 45-60 minutes to keep energy up. 🎤 3) Start Strong—Skip Awkward Intros Ditch the long bios. Open with a question, story, or surprise: "What made the best workshop you’ve attended great?" 🙋 4) Engage Participants Immediately Ask easy, low-stakes questions in the first five minutes: "What’s one word that describes how you feel about leading a workshop?" 🖥️ 5) Prepare Interactive Elements—But Only With Purpose In my humble opinion, many workshops are currently overusing interactive elements like complex quizzes or flashy slides just to seem impressive. Interaction is great, but only when it serves a clear purpose. ---------- DURING THE WORKSHOP ---------- 🎭 6) Get Participants Doing Something People remember what they do. Use polls, breakout rooms, or whiteboards. Example: "In pairs, share one example from experience." 🤫 7) Embrace Silence—Give Thinking Time Ask a question, then wait at least five seconds. If no response: "Take 10 seconds, then type in the chat." 🔁 8) Repeat Key Takeaways Say it → Show it → Let them say it. Reinforce key points with slides, stories, and activities. ⏱️ 9) Manage Time—Stay on Track Use a timer and give reminders: "Two minutes left!" Always build in buffer time. 🛠 10) Have a Backup Plan for Activities No answers? → Share an example. Too fast? → Add a bonus prompt. Too quiet? → Start with 1:1 or small groups. ---------- CLOSING & FOLLOW-UP ---------- 📌 11) Summarize Clearly Before Ending Never stop abruptly—people need closure (and so do you). The final moments of a workshop are often the most important, yet the least prepared. ✅ 12) End with a Call to Action Encourage immediate application or long-term reflection. Example: "Before you log off, write down one thing you’ll use in your next workshop." ❓ 13) Leave Time for Questions—But Make It Engaging Instead of "Any questions?", try more concrete questions such as: "What additional experiences have you had that we haven’t discussed today?” 📚 14) Offer Follow-Up Resources Share slides, key takeaways, or further reading. If possible, offer to answer follow-up questions. 🎉 15) End with Energy & Gratitude Avoid awkward fade-outs! Close with a final thought. If possible, rehearse your closing as much as your opening.

I’ve run close to 1,000 strategy workshops in the last 4 years. Here are 10 things I’ve learned... My journey with workshops started long before consulting. During my 22 years at Disney, I sat through thousands of them worldwide, most of the time as a participant. Back then, I thought I knew what made a workshop effective. I’d seen the good, the bad, and the ugly. But stepping into the role of facilitator changed everything, because my biggest lessons aren’t really about facilitation at all. They’re about how people behave when you put them in a room and ask them to think, decide, and commit together. Here are 10 of my main takeaways: 1) Frameworks help, but they’re not the point. They guide the process and spark ideas, but the real value isn’t in filling boxes or following steps. It’s in the conversations and decisions they nurture. 2) Silence is uncomfortable, but sacred. Psychologists say “group pause” is crucial for deeper thinking. Silence often brings honesty and insight if you know how to interpret it. 3) People are more scared of being seen than of being wrong. Fear of judgment makes people hide. You must create a safe environment, so they can contribute without performing a character. 4) Leaders who speak last enable better conversations. Teams thrive when leaders listen first and synthesize later. It prevents bias, widens input, and shows that every voice matters. 5) The best breakthroughs come after tension, not consensus. Consensus often dilutes outcomes. I prefer to shake things up with constructive friction that stimulates creativity and innovation. 6) Getting the problem right matters more than solving it on time. Framing the problem is more important than solving it fast. It's better to take time than arrive on time at the wrong solution. 7) Participants only see 10% of the facilitator’s work. Most of a workshop’s prework is invisible: structure, research, context. What matters is the energy in the room and the outcomes it creates. 8) You can’t plan for 100%. Something can go wrong. There are always surprises. Facilitation is less about the agenda, more about reading the room to adjust if needed. 9) The workshop’s quality depends on the quality of relationships. Even the best facilitation can’t fix a dysfunctional team. I invest a lot of time in team dynamics because it's the foundation for insightful conversations and alignment. 10) The workshop doesn’t end when the session ends. You must harvest the unspoken thoughts, reflections, and realizations that surface hours or days later. Follow-ups are key because breakthrough happens in the moments that follow. What all of this has taught me is simple: Workshops aren’t really about strategy, they’re about people. If you create the right conditions, the strategy will follow. If you don’t, no framework in the world will save your business. - - - PS: DM me 📩 if you’d like a peek inside the 25+ workshops included in the Brand Strategy Program✷.

A few weeks ago, after setting up the room for a workshop, I stepped out to make a quick phone call. By the time I returned, a bunch of participants had  arrived, found their seats, and pulled out their laptops—ready to watch something happen. Then, one participant approached me. “Where’s the screen?” she asked. “There aren’t any slides today,” I replied. She frowned slightly, as if to say, 'Then what am I here for?' It’s a familiar script: ✅ Someone calls the meeting. ✅ Someone holds the space. ✅ Everyone else sits back, listens, and waits to be led. I reckon the best leaders 'flip the room'. They break the passive, hierarchical default and generate real engagement. For as long as people are sitting back, waiting to be led, their true genius will never emerge. Flipping the room isn’t about taking control. It’s about giving it back. Here are 3 things to think about... 1. Don’t Command Attention—Create Shared Tension If you start by talking, you reinforce the ‘audience’ mindset. Instead, spark curiosity and involvement from the start: ❓ Ask: “What’s the biggest challenge on your mind today?” 💬 Start a conversation: “How are we feeling about X?” 🧩 Present a puzzle: “If something was missing from our strategy, what would it be?” 2. Pass the Mic How do you decide who speaks? Rank, charisma and forthrightness are dangerous reasons. In thriving teams, leaders build teams that generate the best ideas. So break the pattern: 🔄 Instead of answering a question, throw it back: “What do you think?” 🛠️ Instead of presenting a plan, ask them to build one: “How could we tackle this?” 🤔 Instead of being the one to pass the microphone, invite others to invite people to speak: “Who else do you want to hear from?” 3️⃣Perhaps try the 'rule of 3 passes' - something I shared in this LinkedIn post. 3. Set Shared Expectations Early If people assume they’re supposed to be in ‘receive mode,’ they’ll act like it. Change the expectation from the start: 🚫 Remove slides and tables—design a space for co-creation. 🔄 Frame the session differently: “This isn’t a presentation from me—it’s a session to co-create X.” ❓Ask: “By the end of this, what does each of us need to move forward?” Flipping the Room = Flipping Your Mindset To flip the room, you need to check your own expectations. Leadership isn’t about commanding attention—it’s about energising people to think, contribute, and make great progress. So next time you step into a room, don’t ask: How do I lead this meeting? Ask: How do I flip it? Over to you: What are the best ways to flip the room? (This photo is from a different room I worked in last week, with an executive leadership team. As you can see, flipping a room starts with the space you create. It was a very cool spot for meaningful conversation.) PS. If we haven't met before and you'd like to stay in touch, I welcome your connection request. #Leadership #Facilitation #Teamwork #Meetings

“Train-the-trainers” (TTT) is one of the most common methods used to scale up improvement & change capability across organisations, yet we often fail to set it up for success. A recent article, drawing on teacher professional development & transfer-of-training research, argues TTT should always be based on an “offer-and-use” model: OFFER: what the programme provides—facilitator expertise, session design, practice opportunities, feedback, follow-up support & evaluation. USE: what participants do with those opportunities—what they notice, how they make sense of it, how much they engage, what they learn, & whether they apply it in real work. How to design TTT that works & sticks: 1. Design for real-world use: Clarify the practical outcome - what trainers should do differently in their next sessions & what that should improve for the organisation. Plan beyond the classroom with post-course support so people can apply learning. Space learning over time rather than delivering it in one intensive block, because spacing & follow-ups support sustained use. 2. Use strong facilitators: Select facilitators who know the topic & how adults learn, how groups work & how to give useful feedback. Ensure they teach “how to make this stick at work” (apply & sustain practices), not only “how to deliver a session.” 3. Make practice central: Build the programme around realistic rehearsal: deliver, get feedback, & practise again until skills become automatic. Use participants’ real scenarios (especially change situations) to strengthen transfer. Include safe practice for difficult moments (challenge, unexpected questions) & treat mistakes as learning. Build peer learning so participants learn with & from each other, not just the facilitator. 4. Prepare participants to succeed: Assess what participants already know & can do, then tailor the learning. Build confidence to use skills at work (confidence predicts application). Help each person create a simple, specific plan for when & how they will use the approaches in their next training sessions. 5. Ensure workplace transfer support: Enable quick application (opportunities to deliver training soon after the course), plus time & resources to do it well. Provide ongoing support (feedback, coaching, & encouragement) from leaders, peers &/or the wider organisation. 6. Evaluate what matters: Go beyond satisfaction scores - assess whether trainers changed their practice & whether this improved outcomes for learners & the organisation. Use findings to improve the next iteration as a continuous improvement cycle, not a one-off event. https://lnkd.in/eJ-Xrxwm. By Prof. Dr. Susanne Wisshak & colleagues, sourced via John Whitfield MBA

#Why Teachers Should Understand Students' Brains 1. Enhances Teaching Strategies -Knowing how memory works helps teachers plan effective repetition and retrieval practice. -Understanding attention span helps in lesson pacing and transitions. 2. Supports Individual Differences -Every brain is wired differently—teachers who understand this are better equipped to differentiate instruction. 3. Improves Behavior Management -Knowledge of brain development helps teachers understand impulsive behavior, emotional regulation, and respond with empathy. 4. Boosts Motivation and Engagement -Understanding dopamine and reward systems helps teachers use praise, feedback, and goal-setting more effectively. 5. Promotes Social-Emotional Learning -Teachers who understand the amygdala’s role in stress and anxiety can create safer, calmer classroom environments. 🧩 Key Brain Concepts Teachers Should Know (in points) #Neuroplasticity The brain can change and grow with experience. Teaching implication: Encourage a growth mindset and give students opportunities to learn through practice and feedback. #Working Memory This is the brain’s temporary storage space used for problem-solving and learning. Teaching implication: Avoid overwhelming students with too much information at once; present content in small, manageable chunks. #Long-Term Memory This is where knowledge is stored permanently. Teaching implication: Use repetition, connections, real-life examples, and storytelling to help information stick. #Executive Functions These include skills like planning, focusing, and self-control. Teaching implication: Help students develop routines, organize their tasks, and manage their time effectively. #Reward System The brain is motivated by rewards like praise and success. Teaching implication: Use positive reinforcement, gamification, and goal-setting to keep students engaged. #How Teachers Can Apply Brain Science in the Classroom 🎯 Use Retrieval Practice: Ask questions that make students recall information (e.g., mini quizzes, exit tickets). 🕒 Spacing Effect: Review material over days/weeks, not just once. 🧱 Scaffold Learning: Break down tasks into manageable parts to avoid cognitive overload. 🧘♀️ Regulate Emotion: Start class with calm routines; teach mindfulness or breathing for anxious students. 👯 Use Collaboration: Peer learning taps into social brain networks. 🎨 Make it Visual: The brain processes visuals faster than text (diagrams, mind maps, color coding).

If we want teachers to design learning that's real-world, meaningful and hands-on, we need to radically re-think Professional Development for teachers. Here are 3 ideas to shake-up your PD in August before school starts: #1: For real-world connection: Partner with 3-4 non-profit groups in your community. For a 1/2 day, send your teachers out. Have them volunteer with the groups. Learn what they're about and build relationships. For the 1/2 half, teachers create a presentation for their colleagues about how the organisation could be integrated into project-design, exhibition spaces or learning experiences for kids. Outcome: knowledge of local organizations combating local issues. Contact people within these organizations. Easier real-world integration learning. BONUS: Invite guests from other local community organizations during your ongoing PD over the year to give 1 hour presentations about their mission and what they do. #2: For subject-relevance: Partner with local companies that are integrating academic learning into what they do. Send your English teachers to a publishing company or the local newspaper. Send your science teachers to the bio-tech company in the next town. Send your math teachers to visit engineers. Use 1/2 the day to visit these places, talk about the real processes they use academic learning in. For the 1/2 have of the day, teachers work in their subject groups to dive deep into how their subjects can be connected to real careers in project design. Outcome: experience for how subject learning is used in content and processes outside of school. Relationships with professionals who can be experts for kids, projects that support kids to become writers, scientists, mathematicians, engineers, etc. #3: For MAKING: Use what teachers have planned for the first project of the year and spend 1/2 of the day having your teachers MAKE the product they want their students to make. Want kids to make a film? Go out and make a film. Portrait drawing? Draw it. Use 1/2 of the day de-constructing the making process. What steps are necessary? What supports are necessary for kids? Use this experience to help understand better planning for Project-Based Learning. Outcome: More scaffolding for kids in the making process. Creating frames to give freedom and allowing for more student-driven work that is high-quality and integrating a "learning by doing" experience in PBL. BONUS: Make this a regular part of project planning. From the wise words of Jeffrey Robin: Do the project yourself, first. Basically, get teachers OUT. Move PD from academic learning and into experiential learning. We cannot expect teaching for kids to change unless we change how teachers are learning. Need help? Reach out. info@imagineif.dk 📸 : 2023: Lynghede School partnering with Kongernes Jelling where teachers became students and used the museum to create a whole-staff theater performance in one day. #pbl #projectbasedlearning