Development+Guide+Team+Member+I


 * //__ Team Member I - __//**__** Delivery methodology **__


 * Based on information in Chapter 9, identify and justify the chosen delivery methodology in 350-500 words. Justify your choice by including the strengths and weaknesses of a group presentation, self-paced learning, or a small-group format. Include how the delivery methodology chosen will best meet the learning objectives. **

**Introduction to Delivery Method**

For our delivery method, we chose to conduct our training using the small–group format. “In the small-group teaching/learning format, instructors and learners, or learners themselves, work together in groups of 2 to 10 or so individuals to discuss, question, pursue problems cooperatively and report” (Morrison, Ross, Kalman, Kemp, 2011). While there are strengths and limitations, this method closely resembles that of the Firefly Design Group, Project-Based Learning. “Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation” (pbl-online.org, 2011). The activities included in our Instructional Plan Table will foster teacher growth and knowledge in PBL and help them develop new skills to be used with their students to enrich student learning. Listed below in the following tables describe some of the strengths and limitations associated with the small-group delivery method.

There are several strengths when it comes to small-group teaching or learning formats. These strengths can be established through opportunities learners’ themselves will be able to do when communicating, designing/creating, solving problems, etc. To help you understand more about strengths and the opportunities that come about with small-group formats, a table has been designed to explain these components in a more similar set-up. Take a look below at how using small-group formats work.
 * Strengths of a Small-Group Format**

Table: Small-group Strengths and Opportunities

“Small-group formats have the following strengths” (Morrison, Ross, Kalman, & Kemp, 2011, p. 230).


 * **Strengths** || **Opportunities** ||
 * * Individuals are able to “discuss materials, share ideas, and problem solve with others” [This can be viewed by using the method Think-Pair-Share]


 * Learners acquire experiences through “peer teaching”


 * “Active learning”


 * “Learners develop social skills by working with others”


 * “Instructor can gain increased awareness of the success & obtain suggestions from learners for revisions”

(Morrison, et.al, 2011, p. 230-231) || To:
 * Focus
 * Understand
 * Perform better
 * Have feelings
 * Ask more questions
 * Be apart of the project
 * Self-evaluate/Peer assess
 * Monitor progress
 * Give engaging feedback
 * Be aware
 * Contribute/Support
 * Lead/Facilitate

(Collaborative Learning, 2010) ||

__**Limitations of a Small-Group Learning Format**__

(Morrison, et.al, 2011, p. 230-231)
 * Weaknesses || Threats ||
 * * If students do not come prepared, having read or studied the content, they will be unable to effectively contribute to the small-group learning environment. || * Groups become ineffective and unproductive. ||
 * * Teachers often require some training to be comfortable with the role of facilitator rather than the holder of knowledge. Small-group learning requires teachers to step away from their comfort zone, and allow the students to take control of their learning. || * Teachers fall back into lecturing to regain control of the learning. ||
 * * Teachers need to plan prior to the session to ensure that the composition for groups is managed carefully and facilitate participation and collaboration. || * Strengths and weaknesses of groups are unevenly distributed, allowing for little collaboration and participation. ||
 * * Small-group learning cannot work alone. Students are not trained teachers, and as such require direction, feedback and supplemental instruction. || * Students lack the direction to proceed and learn if they are not presented with other types of instructional strategies. ||
 * * Small-group learning requires physical space for collaboration . || * Without the space necessary, group collaboration can be difficult or even impossible. Additional space can often be unavailable and costly. ||

"This approach provides students an opportunity to synthesize the content and improve their communication skills" ( Morrison, Ross, Kalman, & Kemp, 2011, p. 230). A small-group format will best meet our learning objectives because our learners need to feel comfortable designing project-based assessments. As teachers are already hesitant in aligning the assessment to standards and creating meaningful rubrics, it will be beneficial for them to discuss and collaborate with each other. Through discussions and guided design, our learners will "look closely at each step in the decision-making operation, apply the subject matter they have learned, exchange ideas, and reflect on solutions developed by others" ( Morrison, Ross, Kalman, & Kemp, 2011, p. 232).
 * How a small-group format will best meet the learning objectives **


 * __ Conclusion __**

In Project-Based Learning, the activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom (from PBL.org, 2011). For this reason, the small-group format will be the most efficient way to communicate with our teachers and help them obtain the information, practical knowledge and examples/resources necessary for effectively using Project-Based Learning in their own teaching. Additionally, by investigating all of the content in a small-group format with fellow professional colleagues, our teachers will be better prepared to modify their own PBL unit of instruction to meet the needs of their students.

Throughout the training of the instruction steps in Section E of the Instructional Plan Table, we will maintain and encourage open communication with our teacher learners to ensure that each component of the content was comprehended before moving to the next step in the plan.

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

// What is Project-Based Learning. //(12/3/2011) Retrieved from:

[],

Collaborative Learning. (2010, May). Retrieved from []
LInk to Development Guide E