Implementation+Member+D2

__Section III: Instructional environment, equipment, and materials __
 * Shiketha-Team Member D2 **

===Describe the types of learning environments in which this unit could be delivered. Provide an annotated list of materials, handouts, and equipment that are needed throughout the lesson. Describe any logistical considerations the facilitator should be aware of. ===

//Suggested sections //:

 * ===Considerations for the delivery environment ===
 * ===Equipment and materials ===
 * ===Handouts and media support ===

====The implementation plan for this section will describe basically the where and what that will be given to determine the considerations for the delivery place (environment) and innovation (material) that will be used to conduct the actual training presentation. ====

====“The environment represents the physical, social, and intellectual forces operating within a configuration. Environmental forces can provide a supportive, neutral, or inhibiting atmosphere for adopting an innovation” (Morrison, Ross, Kalman, & Kemp, 2011, p. 410). The unit on how the learners (teachers) will produce a project-based learning plan incorporating the relevant content, appropriate instructional strategies, technology/multimedia resources and a rubric for assessment will be conducted in K-12 schools. ====

====“Establishing an environment conducive to learning is a critical aspect of starting a training session off” (Biech, 2011, para. 1); which is why the presentation will consist of a small-group format delivered from K-12 school settings. The school setting environments are all at a fairly new condition to conduct the training in a conference room, computer lab, library, regular classroom, boardroom, or theatre room. The location used throughout the training will “have significant impact on your training session…so it is imperative to arrange the room to support the learning objectives and the amount of participation the trainer(s) will desire” (Biech, 2011, para. 1). ====

====When training learners (teachers) about PBL concepts and how to incorporate methods of assessment, it is important to have an environment where numerous devices can be used “to implement and deliver instruction” to the learners; if they are placed in a classroom, conference room, computer lab, library, etc. Since this will be a small-group format, the learners will have a group workstation that will consist of a large square computer table, a large round table, or desks (Morrison, et al., 2011, p. 417). The workstations will be in adjacent convenience to the other participants. “The learning environment also encompasses teaching delivery and approaches to learning” (Learning environments, 2006, para. 2). ====

====The training will be conducted in an environment (described above), where the room(s) will have access to a projector, smart board, easel reader (document reader), laptops (computers if in a lab), Internet (Wi-Fi connection), white board, and information needed to hand out to learners. With the equipment and environment laid out, the training will consist of no more than 45-60 minutes to present learning material and handouts to a small-group of teachers with the following annotated agenda needed throughout the lesson: ====


 * 1) ====Before beginning this training, teachers will have received a survey (pre-test) to do on PBL.====
 * 2) Learners will watch a quick [|Edutopia Introduction Video] using a projector on a white board or using a Smart Board…which ever is available.
 * 3) ==== Teachers will be instructed by a Prezi presentation (similar to a PowerPoint). This will instruct them on how to produce assessments. ====
 * 4) ====After watching the video and being introduced to PBL using a Prezi, teachers will then do a Think-Pair-Share activity, where the teachers will be asked to brainstorm a place in their curriculum where PBL could work well. From there, the teachers will share it with a partner, and then taking the best ideas and sharing them within all groups for a group discussion. (Or it could be used as a Gallery Walk also when giving ideas). ====
 * 5) ====<span style="font-family: Verdana,Geneva,sans-serif;">The teachers will look at two or three different rubrics to do a compare/contrast of how the rubrics would be valuable for PBL assessments. ====
 * 6) ====<span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">After the teachers have choosen their rubrics to use for PBL, they will then work towards creating their own outline for a PBL assessment that could be implemented in a classroom seting. (General Outline Table will be used here) ====
 * 7) ====<span style="font-family: Verdana,Geneva,sans-serif;">Before ending this module training, each participant (teacher) will be provide with a list of useful resouces that will be helpful when working with Project-based Learning assessments (Technology use: Prezi, polls, wikis...Website use: Edutopia, rubric sites, blogs, etc) ====
 * 8) ====The training has ended, the teachers will take the same survey test on PBL used as a post-test.====

====<span style="font-family: Verdana,Geneva,sans-serif;">The facilitator should be aware that this is a small-group format and to try to keep the materials more multimedia than having the learners constantly writing or reading different handouts. The purpose of the training is to inform K-12 teachers about how to produce a project-based learning unit of their own that will entail the relevant content, strategies, with use of technology and rubrics for the actual assessment they wish to give. ====

====<span style="font-family: Verdana,Geneva,sans-serif;">Biech, E. (2011). Preparing Your Training Environment. Retrieved from [] ====

====<span style="font-family: Verdana,Geneva,sans-serif;">Learning environments. (2006). Making your teaching inclusive. The Open University. Retrieved from [] ====

====<span style="font-family: Verdana,Geneva,sans-serif;">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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