Implementation+Member+D1


 * Team Member D1 **

__Section II: Pre-workshop Planning __

Describe any preparations that need to be made by the facilitator or students prior to implementing this instructional module. Also include any pre-requisite skills or knowledge that students need in order to participate. //Suggested sections //:
 * Preparing participants
 * Student Groupings
 * Giving participants advance information

Once the instructional materials have been created, and it is time to implement the module, we need to go through the steps again through the eyes of the learners. As instructional designers, we must visit the desired planned change, and develop a plan for the implementation of our innovation. What can we do, before the training session begins, that will contribute to the successful implementation of the module?

Some teachers may be hesitant about the implementation of Project-based learning and Assessment at the school. They might consider the collaborative time necessary to provide interdisciplinary units, or the covering of the standards, or perhaps the re-invention of the proverbial wheel (if the units are working fine as they are, why change them?). They may wonder, why are we spending time on this when we have other much more important issues to discuss that directly immediately affect student learning. “Each training product is judged on its relative merit. If the users perceive it as providing useful knowledge, then they are more likely to adopt it" (Morrison, et al, 2011).

By using a small-group format to deliver instruction and recruiting early adopters interested in PBL first, the remaining teachers in the school will observe the benefits on their own and develop a desire to implement PBL as well. With a staggered approach, by the end of the school year, all teachers should be trained in PBL.

__**Preparing Students**__

Most teachers will come to the training sessions aware of PBL and assessment, and perhaps even curious about the process and benefits, but not yet able to visualize the implementation of PBL. It is our goal to help them visualize PBL and its effective assessments in their classroom as well as to encourage them to try it out and evaluate their success (Morrison, et al, 2011). In an effort to promote PBL, we can send all participants an email including the following:


 * 1) Survey for teachers that gathers data on their understanding of PBL, rubrics, interdisciplinary units and assessments, their interests in 21st century skills and authentic assessment.
 * 2) A short article on what PBL is and is not.
 * 3) Prompt to review their unit plans and identify some areas where interdisciplinary, project based collaboration with authentic assessment might be useful.

It is imperative, however, that these materials remain short and simple. If the material is overcomplicated and presented in an uninteresting manner, teachers are unlikely to view them or develop a positive attitude towards the implementation of PBL.

Further, the learner survey enables the ID to cater the materials and strategies used to a more specific audience of learners. The survey will also be used after the session to help determine the success of the module.

__**Student Groupings**__

Our groups should remain small as to encourage collaboration and problem-solving. The groups should not be more 18 teachers, while 15 may be the optimal number. Teachers should be grouped by grade level and in varying but related disciplines. For example, you may find a 6th grade Social Studies teacher paired up with a 6th grade Science teacher. The objective here is to encourage teachers to discuss their curricular content and develop interdisciplinary assessments. With 15 teachers, there can be 5 groups of 3.

__**Giving Participants Advance Information**__

By preparing teachers ahead of time, promoting the benefits of PBL and authentic assessment, and sharing the goals of our module, teachers will come into the training session confident and secure. In addition to the package emailed to the teachers and described above, teachers will understand the three objectives of the training module.

Objective #1: Teachers will be able to identify and explain 5 components of PBL unit plans (21st century skill acquisition, authentic assessment using a rubric, use of technology, interdisciplinary focus and the sharing of results with wider community).

Objective #2 - Teachers will be able to compare and contrast effective PBL rubrics.

Objective #3 - Teachers will be able to create an outline for their own PBL unit (including rubric for assessment). Their outline will include the standards that they are targeting.

Front loading the teachers with the goals of the training and the expected outcomes will make the small-group format flow easily. In a small-group setting, the learners need to be prepared in order to participate fully.

References

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing Effective Instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

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