The document outlines a facilitator training program for educators to learn about project/problem-based learning. It will train administrators, teachers, and academic coaches from elementary, middle, and high schools. The training program goals are to develop skilled project managers, build facilitation capacity, create deeper learning experiences, and become exemplary PBL facilitators. Trainees will create a PBL unit and their success will be measured by the quality of the units produced and student learning gains on state tests. The training will focus on developing key facilitator skills like communication, time management, feedback, and assessment to support distance learning. Learning theories around industrialization of teaching, interaction/communication, and engagement will guide the training design.

1. FacilitatorTrainingProgram
Facilitator Training Program
Erica Jones
CUR 532
April 15, 2019
University of Phoenix
G. Jackson

2. FacilitatorTrainingProgram
Part I- Vital Information in the Facilitator Training
Audience
The participants in this training program will include a multitude of educators from across the school
system. We have been hired to train these educators on Project/Problem Based Learning. There will be
one administrator, one academic coach, and one teacher from every grade level from each ofthe
elementary schools in the district. Each middle and high school will send one representative from each
grade and/or subjectmatter taught. It is at the discretion ofthe administration to decide who will represent
their school. All teachers that participate in the Mentoring Teachers program, that are first year teachers,
will also be asked to attend.
The assumed current skill setvaries, due to the wide range ofteachers we will serve and their diverse
backgrounds in education. The current experiences ofour teachers are diverse in number ofyears taught,
gender, race, subjectmatter taught, age group taught and population they currently serve. Knowledge for
this group is also diversified, as teachers range from novice to master.
Training Program Goals
The Training Program Goals are to develop skilled projectmanagers outofeducators, build their capacity
for being a facilitator, create deeper learning experiences and become an exemplary PBL facilitator.
Learning Objectives:
1. Creatinga ProblemBasedLearningunitthatposesachallengingproblemorquestion,while
engagingthem.
2. Creatinga ProblemBasedLearningunitthattapsintostudents’keyknowledge,whilehelping
studentsunderstandthe informationpresented.

3. FacilitatorTrainingProgram
3. Improve studentlearneroutcomesbycreatingaProblemBasedLearningunitthatallowsfor
creativity,fromboththe teacherandstudents.
SummativeAssessment
Thetrainees’ successwillbemeasured bythe quality of units producedbythe learners. Thelearners’ successwillbe
measuredthroughtheunit they createinitiallyand the gainsmadeonthe State- Wide testing. Theprogram success
willbe measuredbythe endof term digital survey and/orquestionnairesaccessible tolearnersvia their phones,
computersortablets.
ChallengingReal World
Problem
Key Knowledge Creativity
Audience Teachers/
Administrators
Teachers/
Administrators
Teachers/
Administrators/Students
Behavior Will be able to
appropriately select a
challenging problem
for students, in order
to create a PBL.
Will be able to align
the challenging
problem with State
Standards in order to
create a PBL.
Will be able to improve
the learners’ outcomes
by generatinga PBL that
allows for students to
complete task
creatively.
Condition By the end of the Fall
training teachers will
have created a PBL
with,that incorporates
a real world problem,
relative to their lives.
By the end of the Fall
training teachers will
have created a PBL
that incorporates Key
Knowledge,in order to
ensure students are in
compliance with the
State and District
standards.
By the end of the PBL
projected end date
(varies based on
conditions set forth by
teachers in the PBL)
teachers will have
allowed for students to
explore their creative
side.
Degree With 100 percent
accuracy.
With 100 percent
accuracy.
With a +20 percent gain
on State Testing.

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Part II FacilitatorSkillsand Instructional Materials
SkillsNeeded
Therearemanyskills that a facilitatorshouldpossessto be effective in distancelearning. Someofthose skillsare
effective communication,technologyexperience,timemanagement,providingfeedbacktostudents andassessment.
Theseskillscansetthe moodfor the classfrom the start and helpto ensurethat learningtakesplace.Forstudents
participatinginadistancelearningcourse,theformat canbedifferent than that of a traditionalclassenvironmentand
for most what they thoughtthey knew aboutthe onlineworldwillbe challenged.
Skill Strategies
EffectiveCommunication- Communication skills are
vital in anyclassroom, but are pivotal for online
facilitators. Success is connected directlyto effective
communication, as it can playa part in student
retention, building the classroom community, and
sharing information (Kilgore, 2016). “For most online
students, their primarycontact with an institution is
throughtheir communication with faculty” Betts (2009).
Strategies include:
1. Identifying key reasons for communicating
with your student.
2. Ensuring your key messages are
communicated clearlyand consistently?
3. Evaluate your communication style, in an
effort to meet the needs of your audience.
TechnologyExperience-Online facilitators should be
savvy in the various technologies used within the
course.
Strategies include:
1. Practice with software or applications that will
be used.
2. Tutorials
3. Seek the advice of TechnologySupport at the
institution.
Time Management- Time is the greatest resource a
facilitator will have. Face to face classes require both
facilitators and students to be in a specific place at a
specific time, whereas the online class does not.
Facilitatorsareexpectedtomanagetheirtimewisely, in
an effort to get things done as efficientlyas possible.
Strategies include:
1. Plan and strategize.
2. Dedicateandstickwithplan you have created.
Feedback- Providing effective feedback is just as
important as leading the class. In order to confirm
learning is taking place with students multiple
assessmentsor evaluationsshouldbegiven throughout
the class. All of these assignments provide
opportunities for the facilitator to provide feedback.
Strategies include:
1. Providing it in a timelymanner.
2. Provide effective feedback that moves the
learner towards their goal.
3. Be specific with what theydid, byproviding
glows and grows.
Assessment- Assessment allows for the facilitator to
monitor student progress. There should be a circle of
learning activitythat takes place that informs the
facilitator of what theyalso need to work on.
Strategies include:
1. Allow for both summative and formative
assessment opportunities.
2. Provide a rubric to guide students.

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PhasesofDevelopment

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TheoriesofDistanceLearning
In Distancelearningtherearemultiplelearningtheoriesthatcanhelpfacilitatorsunderstandthemanylayers of
DistanceEducation.
Theoriesofindustrialization ofteachingisatheory that describeshowdistancelearningwasthoughtby Dr. Otto
Peters to be“proposedthat distanceeducationcouldbeanalyzedby comparisonwiththeindustrialproductionof
goods(Simonson,Schlosser&Hanson,1999).” Thistheoryinvolves tasks that are divided for different individuals to
manageandassess.
Theoriesofinteraction and communication-EstablishedbyBorjeHolmberghebelievedthat “the coreof teaching
is interactionbetweentheteachingandlearningparties,learningpleasurecanbeachievedbyemotionalinvolvement
andmotivates students, strong student motivationfacilitateslearning,and effectivenessof teachingisdemonstrated
by students’ learningofwhat has beentaught (Simonsonand Schlosser,2006).”

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TheoriesforEngaging DistanceLearners
Engagingstudentsis an essentialandvital part of the onlinelearningprocess.Theabilityto engagestudents helps
them to receive the information,processtheinformationathigherlevels of criticalthinkingandpromotesan
enhancedlearningexperience,thusimprovingthe chancesoflearneroutcomesbeingreached.
Productiveand inclusiveclimatetheory-Teachingandlearningisa socialandpersonableactthatrequiresthe
considerationofeveryone’s emotionsandsocialplaceintheworld,as this impactsperformanceandoveralllearning
that willtake placebythe student (Hall,1982). Facilitatorsshouldemploystrategiesthat are inclusivefor everyone.
Theycanincludeexaminingyourown assumptions,asfacilitatorsshouldberemindedthatnot everyone sharestheir
background.Establishinggroundrulesandmodelingforstudentsallowsfor inclusivenessandrespectto be
maintained.It alsoserves as a key componenttoclassroom management. Lastly, providing fairnessto studentscan
createan inclusiveclimateasit allowsfor successforstudents. An applicationofthis is whenthere is a balancein
the constructivefeedbackthatis provided to the trainees.

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Transformation Learning Theory-Thistheorywas developedby JackMezirow andinvolves the thought that the
thoughtprocessandview of the worldis changedthroughexpandingthe consciousnessofthe student. Thestudent
undergoesatransformation,in that there are changestotheirunderstandingofthemselves andtheir beliefsystems.
Goingforwardthe student incorporatesthechangeintotheirthoughtprocessandlives (Christie,Carey and
Robertson,2015). Thiscanbeappliedthroughthetrainingweoffering, Problem/ProjectBasedLearning.

9. FacilitatorTrainingProgram
Learning CommunityApproach
If onethe mostimportantvariablesin a students’successisthe qualityof educationtheyreceivefrom their
instructors,facultywillneedto constantlyfind ways to improveon how andwhat they deliver (Marzano,2003; Hattie,
2009).In doingso that what callfor morecollaborationandlessisolation.Facultyhas traditionallyworkedon their
own, throughresearchandwhiletrying to establisha name,but as we move intoless faceto faceinteractionthe
needfor supportgrows. Howwe supportmatters andthis evident inthe onlinecommunityasthe communitybased
approachisstronglypushedandpromotedto students. If they holdvalue with our students, canthey holdvalue with
the faculty?
Improvinglearningfor students, supportingfacultyandimprovingteachingrequiresfacultyto engagemorewithother
faculty. TheLearningCommunityApproachcouldmirrorwhatstudentscurrentlypracticeinouronlineclasses.“The
focusis on creatingpowerfulsystemsthat promotethecontinuousimprovementofthe entire organization(Marzano,
2003;Hattie, 2009).”Facultywouldjoingroupsat the beginningofthe semesteror schoolyear, basedon theirneeds
or interdisciplinarystudy, andprocessis put in place.Thisprocesswouldallowforfacultyto exploretheir teaching
practices,trainandreflect.Thegoalwouldbeto developa sense of connection,developanonlinepresence,and
increasetheironlinepresenceandpractice(PalloffandPratt, 2011). A key conceptinAndragogyis adults are
workingpeoplethat have a lot of thingsto do, so keepingthat inmindwemust rememberfacultyare extremelybusy
peoplethat requireflexibilityinthese learningcommunities.ImplementingtheLearningCommunityApproachfor
facultyoffers manybenefits to both the students they serve andworkplacetheyapart of.

10. FacilitatorTrainingProgram
Part III-TechnologyTools
Learning Platform
Thelearningplatform thatwillbeused by the distancelearningfacultyfor facilitatingtheirclasseswillbeLMS,or
LearningManagementSystem. LearningManagementSystem,LMS, is program thathousese-learningcoursesfor
both schoolandwork.With LMSyou areableto deliver the onlinecourseortraining material,whilebeingableto
manageandorganizethe course.Thissoftwarecanalsotrackstudents’ progressandincorporatestechnologyuse.
Processes
Informationinthis coursewillbe presentedina variety of ways. Theuseof GoogleSuitewillallowfor multipleways
to reachstudents. UsingGoogleSuitewillallowfor GoogleSlides,an onlineversionof PowerPoint,to be used, along
with notes for students, madeavailablevia GoogleDocs.ThecontentwillbeuploadedtoGoogleClassroom.
Classdiscussions,Conducting PrivateDiscussions,Receiving Assignments,and Providing
Feedback/Grades
Googlehasa multitudeofprogramsthat canbe used.I woulduse GoogleHangout,GoogleClassroomandGoogle
Docs.Theyall offer the abilityto collaboratevirtually. With GoogleDocs there’stheabilityto simultaneouslyworkon
a projectwitha team, onseparate computersandinseparatespaces.It’s in realtimeand lets you see what the
teammatesareworkingon.GoogleHangoutoffers the abilityto meet virtually andchat. Studentscanconductgroup
chatsand private conversations.GoogleClassroom allowsforthe upload of various assignmentsto be distributedto
students. Students canalsomessagethefacilitatorandclassmatesinthis program aswell.Facilitatorshavethe
abilityto uploadwork andset timersfor the work to be released.Theworkis alsotimestampedandcanbe sent as a
groupor individually. ProvidingfeedbackismadepossiblebyGoogleDrive files. Facilitatorshavethe capabilitiesto
provide feedbackthroughtheattachablefiles,i.e. GoogleDocs.Googlealsoallowsforself-gradingtooccurthrough
assessments,providedonline.

11. FacilitatorTrainingProgram
Technology/MediaToolsthatengage
Audio/Video- GoogleHangout
Video- Vimeo
Visuals and infographics-Canva
TechnologyToolsforCollaboration

12. FacilitatorTrainingProgram
Technologyis oneof the best toolsto engagestudentsandconductlearning.Inthe distancelearningworldwerely
heavily on technologytohelp us communicateideas,collaborate,andteach. GoogleHangoutsarea great toolto
conductvoicecalls,videochatsandgroupchats. It requirestwo or morepeopleto initiateusage.Vimeo, YouTube
andlinks to videos on other sites are greatfor helpingtofacilitatein groupdiscussions.It offers the abilityto take a
breakfrom always reading for everything online.Canva allowsfor visuals andinfographicstobe producedbyboth
facilitatorsandstudents. Infographicsallowfora lot of informationtobe summarizedandcondensed.

13. FacilitatorTrainingProgram
Part IV- Issues and Classroom Management

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(9
(Unknown, 2019)
ChallengingBehavior
Opportunitiesforcontroversy in the distanceeducationclassroom environmentmayincludethatof politics,biases,
stereotypes, religiousbeliefs,genderrolesandeven thoseassociatedwithtimemanagement.Theparticipation
requirementmeansovertwenty peopleareconstantlyengagingwitheachotherover a six to eightweek period.
Students are underanonymityandfeel comfortabletoexpressthemselvesin ways they wouldnot normallydoso.
Thisisevident in the way peoplebehaveon SocialMediasometimes.Sometimesissuesmayarisebecause
everyone has varying backgroundsandasanadult willstickto their own beliefsystem about topics.Online
instructorsmustanticipatethat certaintopicswillbeheatedandin doingso shouldset expectationsforrespect,no
matterthe position.Encouragementoftrainee feedbackisimportantto the FacilitatorTrainingProgram,but respect
andappropriatecommunication iskeywhendoingso. Vulgar languageandcyber-bullyinghasno placeinthe online
classroom,asa senseof professionalism shouldbemaintained. Otherstrategiesshouldincludetheabilityto be

15. FacilitatorTrainingProgram
supportive, addressconflict,andencouragecritical thinking(Kelly,2013). Onlinefacilitatorsshouldalsotakeheed
whenstudents cometothem and ask for support for issuesthat mayhave stem from previous courses,as it would
be wiseto continuewhateversupportthe previous instructorgave to the situation. Students shouldalsobe reminded
of the rules, set forth by HumanResources,asthey arestill the governingbody for how oneshouldconduct
themselves. A lackof participationorengagementshouldfirstbe metwith the facilitatorreachingoutto the student
throughthe private messageoptionoremailto remindthem ofthe classexpectations.

16. FacilitatorTrainingProgram
References
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Hall, R. (1982). The classroom climate: Achillyone for women? Washington, D.C.: Association of American
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