A grants-management webinar is running as wall-to-wall lecture even though the design includes a peer critique of a logic model. What should the instructor do?
Select an answer to reveal the explanation.
Short Explanation
If the design called for a peer critique, the webinar is not a license to lecture. Put the logic model back in front of the room and have people mark it up. Convenience is not a delivery method.
Full Explanation
Designed participatory methods should be restored when delivery drifts to wall-to-wall lecture. A grants-management webinar that was designed to include peer critique of a logic model should restore that critique so the method still serves the logic-model objective. Keeping all-lecture because “webinars cannot support participation” accepts a false modality limit. Replacing the critique with a longer vendor slide read for trainer convenience prioritizes ease over design. Moving peer critique to an optional after-hours forum most clerks will miss removes the method from instructional time. Exam caveat: CTT+ expects instructors to protect objective-critical methods under time or modality pressure. Operational check: schedule the peer critique in the live webinar, use breakout or structured chat, and shorten stories—not the critique—if the clock is tight. Webinars can host peer critique with breakouts or structured chat; all-lecture drift is a facilitator choice, not a platform law. Restore the designed logic-model critique. CTT+ protects participatory methods that carry objectives. Time-box critique rounds and require one improvement suggestion per peer so participation is substantive.