POISE Workshop sequence

Workshop Structure

Action Time (mins) Brief
1. Introduction: 5 Overview of Workshop and documentation as a ‘take away’

  • Explain the structure of the workshop and provide an overview of the ‘take-away’ from today.
  • Include an overview of the Intended Learning Outcomes
2. Activity: 10 Orientation to your epistemological beliefs


3. Activity: 10 Feeding back within a small group

  • Have people exchange their completed sheet of paper with another pair. Ideally not the people immediate alongside.
  • Have them annotate the new piece to indicate whether they had said the same thing, or something new has emerged.
  • Any annotation convention is equally valid. I like to have a big ‘tick’ if its a simple agreement otherwise I would encourage a ‘star’ if its a new idea or concept.
4. Activity 5 Discussion within each small group to establish common beliefs

  • Have each pair decide which of the four conditions cited on their piece of paper are common to their own original list.
  • Have each pair re-write the common belief(s) on the reverse of the piece of paper in the form of a statement that begins: “a necessary condition for successful academic learning is…”
5. Plenary: 10 Feedback from the whole group (whiteboard/flipchart)

  • Collect the groups focus on a plenary session and ask each pair to share out one of their common belief statements. Go round the group until all the common beliefs have been noted.
  • Invite group reflections of the results.
6. Presentation: 10 Overview of the POISE approach

  • A short video that provides an overview of the POISE approach.
  • Video will load in a new window. Make sure you have sound enabled.
  • Alternative: http://youtu.be/PORIu1X6-q8
  • Alternative: Workshop Handout and explore videos on this site.
7. Activity: 10 Role play student responses to POISE questions

  • in new pairs –  paper based  Activity Two
  • discuss the likely epistemological beliefs of TWO of the individuals described on the piece of paper marked Activity Two: Scenarios
8. Plenary: 10 Themes and discussion that emerge from whole group

  • Collate responses to Activity Two. Record responses on the whiteboard or flipchart.
  • Is there agreement as to the likely epistemological beliefs of the individuals outlined?
  • What information is missing in order to determine their epistemological beliefs?
9. Activity: 5 Scenarios prompted by student profiles

  • Working again in pairs, identify one learning challenge to ‘overcome’, an epistemological belief that you believe is represents an obstacle to academic learning.
  • Consider the specific POISE challenges of individual students ?
  • What are the consequences of different epistemological beliefs on cohort behaviour?
10. Plenary: 10 10. Feedback from the whole group

  • Collate responses and record on the whiteboard/flipchart
  • Is there a consensus amongst workshop participants  that a particular epistemological belief represents a challenge to learning in the United Kingdom higher educational context?
  • Can participants envisage having a dialogue with students guided by the POISE questions would be beneficial and practicable?
11. Presentation: 5 11. Concluding comments

  • Review the sessions intended learning outcomes
  • Point out support resources and outlining the ‘take-away’ documentation.
  • Invite comments on the workshop itself
  • Ask participants what they think their own next steps might be.

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