portfolioprojectexhibits

PORTFOLIO PROJECT EXHIBITS OF DEBRA D KNIGHT1

EXHIBIT 1: Train the Trainer

PPEEN N WWIIDDE E FFOORR OOPPEENNIINNGG E EXXEERRCCIISSEESS 04-25-2012

Opening exercises (also called Icebreakers) can accomplish team building, on-the-spot assessment, and immediate learning involvement for participants in a training program. From this lesson, through various activities, participant interactions, and hands-on learning,

participants will learn

What opening exercises can accomplish in training programs. How to create and deliver opening exercises. The values and benefits of assessment tools.

In addition, participants will be provided with a handout containing various opening exercises and instructions on how to create and deliver each one.

So, open wide for the learning of opening exercises for the use in your future training programs.

Instructional Resources Needed: Paper, Pencils, Colorful PowerPoint slides, Duplication Paper, Other MaterialsHandouts: Opening Exercises Handout, Colorful Opening Exercise Crossword PuzzlesTotal Time: 5 Hours and 30 minutes, which includes two 15-minute breaks and a 30-minute lunch.

Time Gagne’s Events Topic/Objectives Activities/Notes Materials45 minutes Gain Attention Opening Exercise- Rotating Trio

Exchange

Objective:

Upon the completion of this activity, participants will be able to list the 3 goals of

This activity is an Opening Exercise called the Rotating Trio Exchange. It accomplishes team building, on-the-spot assessment, and immediate learning involvement. Details: Before the training

Colorful PowerPoint Slides


Opening Exercises. program, write down some questions relevant to course topic—Opening Exercises. Next, introduce several Opening Exercises and list their 3 goals (team building, on-the-spot assessment, and immediate learning involvement) on PowerPoint slides. Divide participants into groups of 3. Have all of the trios to form a circle around the room. Read the first question that was written ahead of time to the trios. Instruct each person in each trio to answer the question and have all members of each trio discuss the answers with each other. Next, have 1 member of each trio to move to the trio on the left of their trio. Have another member of each trio to move to the trio on the right of their trio. The 3rd person in each of the trios will stay where they are. This rotation will result in new trios, so that more participants can interact with each other. After the rotation, read the next question to the trios. Continue all steps as instructed until all questions have been answered or until time is up. Participants may remain in the circle or go back to regular seating, since they will not be in trios anymore.


15 minutes Inform learners of objectives

Training Program Objectives:

1. Upon completion of this program, participants will be able to list the 3 goals of Opening Exercises.

2. Upon completion of this program, participants will be able to connect prior knowledge of Opening Exercises to the new knowledge presented in this training program.

3. Upon the completion of this program, participants will be able to create an Opening Exercise.

4. Upon the completion of this program, participants will be able to demonstrate an Opening Exercise.

5. Upon the completion of this program, participants will be able to create an assessment tool for use in their training programs.

6. Upon the completion of this program, participants will understand the value and benefits of assessment techniques.

7. Upon the completion of this program, participants will have reinforced their knowledge of and use of Opening Exercises.

8. Upon the completion of this program, participants will have instilled the use of Opening Exercises in the creation of their upcoming training programs.

Show the Program Objectives Slides while reading them aloud to participants.

Colorful PowerPoint Slides


30 minutes Stimulate recall of prior learning

Objective:

Upon completion of this activity, trainers at Able will be able to connect prior knowledge of Opening Exercises to the new knowledge presented in this training program.

Hand out the duplication paper to each participant. Have participants write down what they already know about Opening Exercises. Instruct participants to pass one of their lists to the person on their left. From the other person’s list that was passed to them, have them write down on their second list copy, any prior knowledge and explanations that is not on their own list. This will go around until participants receive their own list back. Now they will have a list of all prior knowledge and explanations of all participants. This activity will help them connect what they already know with the content that is to come.

Duplication Paper and Pencils

30 minutes Present the content Objective:

Upon the completion of this activity, participants will be able to create an Opening Exercise.

Divide participants into groups of 2. Give each group an Opening Exercises Handout. From the Handout, each group will create an opening exercise of their choice.

Paper and Pencils

Opening Exercises Handouts

60 minutes Provide "learning guidance"

Objective: Upon the completion of this activity,

participants will be able to demonstrate an Opening Exercise.

Have each group take turns demonstrating to the class, the Opening Exercise they created.

Materials needed for the demonstration of each group’s Opening Exercise.

15 minutes Elicit performance (practice)

Objective:

Have each participant create a rubric for assessing the group on

Paper and Pencil


Upon the completion of this activity, participants will be able to create an assessment tool for rating their classmates’ performance in the creation and demonstration of their Opening Exercises.

their left in the creation and demonstration of their Opening Exercises.

15 minutes Provide feedback Objective:

Upon the completion of this activity, participants will understand the value and benefits of assessment techniques.

Have 1 member from each of the former groups of 2 read aloud to the class, in turn, their rubric and criteria, and each entry they made in assessing their assigned group. Give corrective feedback.

45 minutes Assess performance Objective:

Upon the completion of this activity, participants will have reinforced their knowledge of Opening Exercises.

Have each group hand in their Opening Exercises Handout. Next, handout the colorful Opening Exercises crossword puzzles to each participant. Have them complete the puzzles and pass them to the person on their right. Present a PowerPoint slide that contains the correct answers. Instruct participants to grade and make any corrections to the puzzle they received from the person on their left, and then to return it.

Colorful Opening Exercise Crossword Puzzles

Pencils

PowerPoint Slide

15 minutes Enhance retention and transfer to the job

Objective: Upon the completion of this activity,

participants will have instilled the use of Opening Exercises in the

Ask each participant which Opening Exercise they will use in their next training program and why they choose it over the others. Do this as a class

Opening Exercises Handouts


creation of their upcoming training programs.

discussion. After the discussion, give each participant an Opening Exercises Handout to take with them for future reference as they exit the classroom.


PENING EXERCISES JOB AID 04-25-2012

Opening exercises (also called Icebreakers) can accomplish team building, on-the-spot assessment, and immediate learning involvement for participants in a training program. Here are some opening exercises that can be used either as they are or

modified to fit specific training sessions. They are listed by the goal of the opening exercise. Opening Exercise

GoalName of Opening

Exercise Approximate

Time Required

Instructions Materials Needed

Team Building

TWO TRUTHS AND A LIE

15-30 minutes Step 1: Pass out a small piece of paper to each participant. Have them write down two statements that are true about themselves and one statement that is a lie. Step 2: Have participants question each other and try to discern which statements are truths and which are lies. Participants should not reveal their two truths and their lie in this step. Step 3: Have participants form a circle, and in turn, have them read their 3 statements about themselves. Participants will then vote on each participant’s statements as to which one they think is the lie.

Paper and Pencils



Team Building

COIN LOGO 5-10 minutes Step 1: Have participants empty their pockets, purses, wallets, binders, etc. and place any coins they have on the table in front of them. (If they do not have any coins or just a few coins, they may use whatever else they have, such as pencils, erasers, keys, etc. Step 2: Have participants to create their own personal logo in one minute using the coins and/or other items they have. Step 3: Have each participant to show and explain their logo to the class.

Items that participants have on them

On-The-Spot Assessment

GROUP RESUME 20 minutes Step 1: Have participants divide into groups of 5 or 6.

Step 2: Have each group to write a group resume by combining each group members’

skills, years of education, major accomplishments, etc.

Step 3: Have each group in turn, to present their resume to the rest of the class.

Paper and Pencils

On-the-Spot Assessment

SENTENCE COMPLETION

5-10 minutes Step 1: Before the training session, create a sentence completion item pertaining to the training topic. Example- “My experience with this topic is _____.”Step 2: Read the sentence completion item to each participant in turn, and have them complete the sentence.



Immediate Learning

Involvement

EXCHANGING VIEWPOINTS

10-15 minutes Step 1: Pass out a name tag to each participant. Step 2: Have them to write their names on their name tags and put them on. Step 3: Have participants to form groups of 2. Step 4: Present a challenging question that requires an opinion pertaining to the training topic. Step 5: Have each group exchange their answers.Step 6: Have participants exchange name tags with their group mate. Step 7: Have each participant partner up with a different participant.Step 8: Have each participant divulge the view of the participant who is on the name tag they are now wearing.Step 9: Have participants repeat steps 6, 7, and 8 until all of the participants have met.Step 10: Have participants retrieve their name tags.

Name Tags

Multipurpose Rotating Trio Exchange

20-30 minutes Step 1: Before the training program, write down some questions relevant to the course topic.Step 2: Have participants to split up into groups of 3. Step 3: Have the trios to all form a circle around the room.Step 4: Read the first question from the questions that were prepared ahead of



time, to the trios. Step 5: Have each participant in each trio to answer the question and discuss it with the other trio members. Step 6: Have 1 member of each trio to move to the trio on the left. Step 7: Have another member of each trio to move to the trio on the right. Step 8: Have the remaining person to stay where they are.Step 9: Read the next question to the newly formed trios. Step 10: Continue Steps 5 through 9 until all questions have been answered or until time is up.

Multipurpose Scavenger Hunt 15-20 minutes Step 1: Create and print a form, such as the one below, for each participant.

Scavenger Hunt Form

I have

1. traveled by bus.

2. traveled by plane.

3. participated in bungee jumping.

4. participated in skydiving.

Scavenger Hunt FormsPencils



5. caught a fish.

6. lost my purse or wallet.

7. fell down in public.

8. been to a tropical island.

9. kissed a celebrity.

10. been to a professional sporting

event.

11. forgotten what I went to the store

for.

12. been camping.

13. been to the Grand Canyon.

14. been to New York

15. volunteered for an organization.

Different items may be used in the form in place of those above. The number of items may also be modified. Step 2: Hand out the forms to participants.Step 3. Have each participant find another that fits one of the descriptions in the form, and write his/her name next to it.



Participants may only use each participant once.

Multipurpose Post-It Questions 15 minutes Step 1: Have each participant write down on a post-it note, a question they want answered

by the training session. Step 2: Use a flipchart to present an outline of the session contents. Step 3: Have participants introduce themselves to the class and share their question that they wrote down. Step 4: Have participants place their post-it note on the flipchart next to the section of the outline that most likely addresses the their question. Step 5: At the end of the training session, have participants to go to the flipchart where the post-its are and choose one of them to answer the question that is written on it. Step 6: Have each participant in turn, read the question and answer it.

FlipchartPencils

Post-It Notes


EXHIBIT 2: Instructional Design

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Instructional Design Plan

Understanding Intimate Partner AbuseFor Volunteers at The Agape House: Shelter for Battered Women

Instructional Systems Design (TRDV 451)Debra D KnightSeptember 27, 2012


#1: Goal Statement and Main StepsA. Goal Statement

While working at the Agape House, volunteers will be able to contribute to the empowerment of shelter residents by associating their own experiences with terms and concepts related to intimate partner abuse.

B. Learning Domain

Use Domain RationaleVerbal Information

X Intellectual Skills Concepts will be learned.

Psychomotor Skills

Attitudes

C. Main Steps

1. 2. 3. 4. 5.Recognize the four types of

abuse.

Describe the three steps in the cycle of

violence.

Explain the Wheel of Violence.

Explore actions that would

contribute to the

empowerment of shelter residents.

Share personal experiences in partner abuse

with class.

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# 2: Goal AnalysisThings I MUST Teach to Ensure Learners Can Perform the Main Steps

Main Step 1. Recognize the four types of abuse.1.1 Types of abuse

1.1.1 Physical1.1.2 Emotional, which includes psychological and verbal1.1.3 Economic1.1.4 Sexual

Main Step 2. Describe the three steps in the cycle of violence.2.1 Tension building

2.2 Abuse 2.3 “Honeymoon”

Main Step 3. Explain the Wheel of Violence.3.1 Use of Power and Control 3.1.1 Using Coercion and Threats 3.1.2 Using Intimidation 3.1.3 Using Emotional Abuse 3.1.4 Using Isolation 3.1.5 Minimizing, denying and blaming 3.1.6 Using children 3.1.7 Using male privilege 3.1.8 Using economic abuse

Main Step 4. Explore actions that would contribute to the empowerment of shelter residents. 4.1 Possible Actions: 4.1.1 Assist in home searches. 4.1.2 Suggest and discuss possibilities for positive life changes. 4.1.3 Locate within the educational and resource materials, the particular areas that are relevant to each individual’s specific needs. 4.1.4 Assist in job searches.

Main Step 5. Share personal experiences in partner abuse with class.

Things Learners Should Already Know or Know How to Do Know how to sincerely empathize with abused women. Know that abuse to women is immoral, cruel, unsubstantiated, and wrong. Know that abuse is a violation of human rights. Know what services the shelter provides.

o Victim advocacyo Temporary room and board for victims and their childreno Help with obtaining government programs and services

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o Help with finding employmento Victim safety procedureso Support groupso Transportationo Where the educational and resource materials are located at within the shelter

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#3: Learner Analysis

InformationCategories

Data Sources Learner Characteristics

1. Entry behaviors Interviews:1. Target learnersQuestionnaires:Target learners

Learners have all experienced violence against them from an intimate partner. They understand it is wrong, a violation of human rights, and they empathize with those experiencing or have experienced partner abuse.

2. Prior knowledge of topic area

Questionnaires:Target learners

Learners have all experienced violence against them, but have had no formal learning on the topic. All have also worked at the shelter for two weeks or more.

3. Attitudes toward content Questionnaires:2. Target learners

Learners express enthusiasm about learning the training content.

4. Attitudes toward potential delivery system


All learners have been exposed to lecture, some to PowerPoint, and very few to electronic learning. All are willing to try different learning systems.

5. Motivation for instruction (ARCS)

Interviews:Target learnersQuestionnaires:Target learners

Learners are excited about gaining knowledge in the area of violence against women so they can be more effective in assisting and empowering shelter residents emotionally, physically or otherwise.

6. Educational and ability levels

Interviews:Target learners Questionnaires:Target learners3.

Educational: Learners all have at least some high school education, or high school diploma or equivalent. Some have some college education. Ability: Learners all have the ability to reach the

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learning goal based on interview results.

7. General learning preferences

Interviews: Target learnersQuestionnaires: Target learners

Most learners state that they prefer visuals, such as movies and a black board. The other few say they have no preference.

8. Attitudes toward training organization

Interviews:Target learners

4. Learners are familiar with prior training techniques, which were unstructured and only on a need-to-know basis. They have high expectations about a formal training program.

9. General group characteristics

Interviews: Target learnersObservation:Target learners

Heterogeneity: Low. Although learners have different work backgrounds, all are similar in age range (43-52), socioeconomic status (low income), relationship background (abusive), sex (female), and all are survivors of domestic violence. Size: 6

Overall impressions: Learners are eager to learn what they can about the aspects of violence against women so they can become more aware of its features, thus gaining the ability to offer more to shelter residents, as well as the community.

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#4: Performance Objectives

Step Matching Performance Objective1. Recognize the four types of abuse. 1.1 Types of abuse 1.1.1 Physical 1.1.2 Emotional, which includes psychological and verbal abuse 1.1.3 Economic 1.1.4 Sexual

Given six scenarios for the four types of abuse, link each one with the type of abuse it correctly depicts.

2. Describe the three steps in the cycle of violence. 2.1 Tension building2.2 Abuse2.3 “Honeymoon”

Given six scenarios for the three steps in the cycle of violence, link each one with the step it correctly depicts.

3. Explain the Wheel of Violence. 3.1 Use of Power and Control 3.1.1 Using Coercion and Threats 3.1.2 Using Intimidation 3.1.3 Using Emotional Abuse 3.1.4 Using Isolation 3.1.5 Minimizing, denying and blaming 3.1.6 Using children 3.1.7 Using male privilege 3.1.8 Using economic abuse

Given six scenarios for some of the Wheel of Violence power and control methods, link each one with the method it correctly depicts.

4. Explore actions that would contribute to the empowerment of shelter residents. 4.1 Some examples are: 4.1.1 Assist in home searches. 4.1.2 Assist in job searches. 4.1.3 Suggest and discuss possibilities for positive life changes.

After thinking about actions you can take to help shelter residents, describe four that would contribute to their empowerment.

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4.1.4 Locate within the educational and resource materials, the particular areas that are relevant to each individual’s specific needs.5. Share personal experiences in partner abuse with class.

5. With the aid of training handouts, share with the class your personal experiences with partner abuse, using abuse type(s) and components from the Wheel of Violence that relate to your experience. Also, state two ways you could have been or you were empowered during or after experiencing the abuse.

.

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#5: Assessment PlanPerformance Objective Parallel Test ItemGiven six scenarios for the four types of abuse, link each one with the type of abuse it correctly depicts.

Test item in matching formato Match each of the four abuse types to

the scenario that accurately depicts it.

Given six scenarios for the three steps in the cycle of violence, link each one with the step it correctly depicts.

Test item in matching formato Match each of the three steps in the

Cycle of Violence to the scenario that accurately depicts it.

Given six scenarios for some of the Wheel of Violence power and control methods, link each one with the method it correctly depicts.

Test item in matching formato Match each of the six Wheel of

Violence scenarios to the power and control method that it accurately depicts.


Test item in list formato List four specific examples of actions

you can take that would contribute to the empowerment of shelter residents. For example, “I can show them where in the educational materials they can find help with writing a resumé,” or “I can answer questions they have about certain resources they can use,” or “I can drive them to work.”

6. With the aid of training handouts, share with the class your personal experiences with partner abuse, using abuse type(s) and components from the Wheel of Violence that relate to your experience. Also, state two ways you could have been or you were empowered during or after experiencing the abuse.

Test item in performance formato Share your personal experiences with

partner abuse and indicate the abuse type(s) and the power and control method(s) you experienced. Also, state two ways you could have been or you were empowered during or after the abuse.

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#6: Instructional Strategy

PREINSTRUCTIONAL ACTIVITIESMOTIVATION: Staff have already discussed with volunteers, the planning of a training program. Volunteers were excited to hear they will be able to assist and empower residents of the shelter more effectively. Immediately before instruction, they will be reminded of the fact that they are valuable devotees of battered women, and as a result of the instruction, they will have the ability to empower them so they can make the transformation from victim to survivor.

INFORMATION: Learners will be informed of the instructional goal before the first unit begins. Learners will be informed that for each unit of instruction, the respective performance objective

and handout will be given to them.

LEARNER MATERIALS A pocket folder with each individual learner’s name on it and a pencil will be handed out.

OBJECTIVES: 1. Given six scenarios for the four types of abuse, link each one with the type of abuse it correctly

depicts.2. Given six scenarios for the three steps in the cycle of violence, link each one with the step it

correctly depicts. 3. Given six scenarios for some of the Wheel of Violence power and control methods, link each one

with the method it correctly depicts. 4. After thinking about actions you can take to help shelter residents, describe four that would

contribute to their empowerment. 5. With the aid of training handouts, share with the class your personal experiences with partner

abuse, using abuse type(s) and components from the Wheel of Violence that relate to your experience. Also, state two ways you could have been or you were empowered during or after experiencing the abuse.

ENTRY SKILLS: Know how to communicate sincere empathy with shelter residents. Know how to use listening skills Know that abuse to women is immoral, cruel, unsubstantiated, and wrong. Know that abuse is a violation of human rights. Know where educational and resource materials are located within the shelter. Know what services the shelter provides.

o Victim advocacyo Temporary room and board for victims and their childreno Help with obtaining government programs and serviceso Help with finding employmento Safetyo Support groups

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o Transportationo Educational and resource materials

STUDENT GROUPINGS AND MEDIA SELECTIONS: Instruction will be led by an instructor in a face-to-face classroom with group learning, though the first four units will be assessed by individualized paper and pencil testing and the last unit will be assessed during a group sharing performance. Course content will be delivered through PowerPoint presentations and handouts.

ASSESSMENTPRETESTS:

N/A

POSTTESTS:Learners will be assessed following the completion of Unit 4 with four paper and pencil test items that reflect their respective objectives (objectives 1-4), and then a final assessment for the Step 5 objective will be a group sharing performance where the learners will apply what they have learned in the entire instruction. This last objective will be assessed through their abilities to give appropriate responses using the terms and concepts presented in the instruction. FOLLOW-THROUGH ACTIVITIESPowerPoint handouts acquired throughout the instruction will not only be used as references during instruction, but also in the actual workplace.

PERFORMANCE OBJECTIVES SUBORDINATE TO MAIN STEP 1Objective 1: Given six scenarios for the four types of abuse, link each one with the type of abuse it correctly depicts.Content PresentationThe four types of abuse, along with corresponding scenarios will be presented with both PowerPoint handouts and PowerPoint slides projected onto a projection screen. Student ParticipationIn turn, each learner will be presented with a scenario and asked to name the type of abuse it is relevant to.Feedback The instructor will give a short comment after each student’s response. For example, “Good!” or “Correct!”

PERFORMANCE OBJECTIVES SUBORDINATE TO MAIN STEP 2Objective 2: Given six scenarios for the three steps in the cycle of violence, link each one with the step it correctly depicts. Content PresentationThe three steps in the cycle of violence, along with corresponding scenarios will be presented with both PowerPoint handouts and PowerPoint slides projected onto a

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projection screen.Student ParticipationIn turn, each learner will be presented with scenario of one of the steps in the cycle of violence and asked to name the step it is relevant to.Feedback The instructor will give a short comment after each student’s response. For example, “Good!” or “Correct!”

PERFORMANCE OBJECTIVES SUBORDINATE TO MAIN STEP 3Objective 3: Given six scenarios for some of the Wheel of Violence power and control methods, link each one with the method it correctly depicts.Content PresentationAn image of the Wheel of Violence followed by a list view of the eight power and control methods and their corresponding scenarios will be presented with both PowerPoint handouts and PowerPoint slides projected onto a projection screen.Student ParticipationIn turn, each learner will be presented with a scenario of one of the power and control methods and asked to name which method it is relevant to.Feedback The instructor will give a short comment after each student’s response. For example, “Good!” or “Correct!”

PERFORMANCE OBJECTIVES SUBORDINATE TO MAIN STEP 4Objective 4: After thinking about actions you can take to help shelter residents, describe four that would contribute to their empowerment. Content PresentationFour examples of ways to empower shelter residents will be presented with both PowerPoint handouts and PowerPoint slides projected onto a projection screen.Student ParticipationIn turn, each learner will be asked to describe one way they can contribute to the empowerment of shelter residents. Feedback The instructor will give a short comment after each student’s response. For example, “Good!” or “Correct!”

PERFORMANCE OBJECTIVES SUBORDINATE TO MAIN STEP 5Objective 5: With the aid of training handouts, share with the class your personal experiences with partner abuse, using abuse type(s) and components from the Wheel of Violence that relate to your experience. Also, state two ways you could have been or you were empowered during or after experiencing the abuse.Content PresentationContent will be presented with instructor guidance and the Objective 5 handout. Learners will also refer to all other previous handouts. Student ParticipationLearners will be given the Objective 5 handout and then retrieve their other handouts

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from their folders for reference. In turn, each student will state the type(s) of abuse they experienced and the method(s) of power and control used by their abusive partners. They will also indicate two ways they could have been or were empowered by others during or after the abuse. Feedback The instructor will comment on individual learner performance.

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Instructor’s Guidefor

Understanding Intimate Partner Abuse

For the Volunteers at “The Agape House: Shelter for Battered Women”

Debra D KnightRoosevelt University

11/25/12

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Document Control

Document Issue Date Version Issued By11/25/12 1.0 Debra D Knight

NOTES:

This document is designed to be printed in Print Layout—normal size.This document was prepared and saved in Word 2010 under Windows 7.

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Contents

Purpose....................................................................................................................................................................4Preparing to Teach...................................................................................................................................................5

Instructor Preparation..........................................................................................................................................5Target learners.....................................................................................................................................................5Working with the Client......................................................................................................................................7

Teaching the Workshop...........................................................................................................................................9Preinstructional Activities...................................................................................................................................9Instructional Activities.......................................................................................................................................10Assessments.......................................................................................................................................................14Wrap-up...........................................................................................................................................................23

Handouts................................................................................................................................................................24Participant Feedback Sheet………………………………………………………………………………………46

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Purpose This guide is designed to prepare the instructor to facilitate the “Understanding Intimate Partner Abuse” training program for the volunteers of The Agape House: Shelter for Battered Women. It may also be used for reference during the actual instruction.

Preparing to Teach Instructor Preparation Instructional GoalWhile working at the Agape House, volunteers will be able to contribute to the empowerment of shelter residents by associating their own experiences with terms and concepts related to intimate partner abuse.Learner Analysis

InformationCategories

Data Sources Learner Characteristics

Entry behaviors Interviews:Target learnersQuestionnaires:Target learners

Learners have all experienced violence against them from an intimate partner. They understand it is wrong, a violation of human rights, and they empathize with those experiencing or have experienced partner abuse.

Prior knowledge of topic area


Learners have all experienced violence against them, but have had no formal learning on the topic. All have also worked at the shelter for two weeks or more.

Attitudes toward content Questionnaires:Target learners

Learners express enthusiasm about learning the training content.

Attitudes toward potential delivery system


All learners have been exposed to lecture, some to PowerPoint, and very few to electronic learning. All are willing to try different learning systems.

Motivation for instruction (ARCS)

Interviews:Target learnersQuestionnaires:Target learners

Learners are excited about gaining knowledge in the area of violence against women so they can be more effective in assisting and empowering shelter residents emotionally, physically or otherwise.

Educational and ability levels


Educational: Learners all have at least some high

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school education, or high school diploma or equivalent. Some have some college education. Ability: Learners all have the ability to reach the learning goal based on interview results.

General learning preferences

Interviews: Target learnersQuestionnaires: Target learners

Most learners state that they prefer visuals, such as movies and a black board. The other few say they have no preference.

Attitudes toward training organization


Learners are familiar with prior training techniques, which were unstructured and only on a need-to-know basis. They have high expectations about a formal training program.

General group characteristics

Interviews: Target learnersObservation:Target learners

Heterogeneity: Low. Although learners have different work backgrounds, all are similar in age range (43-52), socioeconomic status (low income), relationship background (abusive), sex (female), and all are survivors of domestic violence. Size: 6

Overall impressions: Learners are eager to learn what they can about the aspects of violence against women so they can become more aware of its features, thus gaining the ability to offer more to shelter residents, as well as the community.

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MaterialsIn addition to this Instructor Guide, the following materials are part of this workshop:

An electronic PowerPoint presentationInstructional Design PlanSix pocket foldersSix lead pencils with erasersSix large paper clipsRoom Setup/EquipmentPC setup

Instructor PC only:PowerPoint file

Room suppliesTables and chairs for participantsInstructor tableLCD projectorProjector screen

Working with the Client Prior to the workshopEnsure that the classroom has a computer withPowerPoint software.a jump/flash drive.data projection capability.Ensure that tables and chairs will be available for the workshop.Day of instructionBe in the classroom one hour before the instruction is scheduled to begin.Load the PowerPoint slides from the jump/flash drive.Test to see if the PowerPoint slides are showing properly on the projection screen.Display Slide 1-Tiltle slide. Arrange the handouts on the instructor table in the order they will be distributed.Place Handouts 1-5 in pocket folders.Clip the paper clips on the folders.Arrange tables and chairs as necessary.

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Program Flow The first four units of the program will flow as follows:PowerPoint presentationPracticeFeedback

The last unit of the program will flow as follows:HandoutsPerformanceFeedbackAgenda for 2.5-hour session

Type of Activity

Detail Time Materials

Preinstructional Activity

Welcome and introduction.Instructional Goal and performance objectives.

15 minutes PPT slides 1-5Distribute folders containing Handouts 1-4 and pencils

Instructional Activities

Unit 1 Content presentationUnit 1Practice

15 minutes Unit 1 PPT slidesUnit 1 PPT handouts

Unit 2 Content presentationUnit 2 Practice






Assessments Unit 1-4 Assessment 15 minutes Unit 1-4 Assessment SheetsUnit 1-4 Assessment grading and feedback

15 minutes Unit 1-4 Assessment Answer PPT slide

Unit 5 Group Activity/Assessment with feedback

30 minutes Unit 1-4 handouts

Wrap Up ReviewProgram feedback sheetComments and questions

15 minutes

Teaching the Workshop Preinstructional Activities MaterialsPPT slides 2-5

Timing: 15 minutesWelcome

SHOW DOPowerPoint slide: 2 Welcome learners to the program.

Distribute folders and pencils.Tell learners that the folders will be used to place their handouts in after

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each unit, and they may use the paper clip to keep the handouts organized while working at the shelter.Motivate learners by using the motivational dialogue—“So, finally you get what you have been hoping for! A training program just for The Agape House volunteers, which will enable you to assist and empower the residents of the shelter not only to their satisfaction, but also to that of yourselves. Now, what is a better way of putting that? Let me see. Oh yes! This is a training program for the dedicated advocates of battered women, and as a result of the program, these valuable devotees will have the ability to translate their own experience in intimate partner abuse into the knowledge needed to empower shelter residents so they can make the transformation from victim to survivor.”

Instructional Goal and Performance ObjectivesSHOW DOPowerPoint slide: 3-5 Read objectives from the slides.

Ask if there are any questions about the objectives.

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Instructional Activities

PERFORMANCE OBJECTIVES SUBORDINATE TO MAIN STEP 1Objective 1: Given six scenarios for the four types of abuse, link each one with the type of abuse it correctly depicts.

MaterialsUnit 1 PPT SlidesUnit 1 PPT Handouts

Timing: 15 minutesContentSHOW DOUnit 1 PPT Slides Distribute Unit 1 PPT Handouts

Read each slide, elaborating on the example given.

ParticipationSHOW DON/A Present each learner, in turn, with a scenario for one of the types of

abuse and ask them to name the type of abuse it depicts.FeedbackSHOW DON/A Comment on each learner’s response appropriately. For example,

“Good!” or “Correct!”

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PERFORMANCE OBJECTIVES SUBORDINATE TO MAIN STEP 2Objective 2: Given six scenarios for the three steps in the cycle of violence, link each one with the step it correctly depicts.




ParticipationSHOW DON/A Present each learner, in turn, with a scenario for one of the steps in the

cycle of violence and ask them to name which step it depicts.FeedbackSHOW DON/A Comment on each learner’s response appropriately. For example,


PERFORMANCE OBJECTIVES SUBORDINATE TO MAIN STEP 3Objective 3: Given six scenarios for some of the Wheel of Violence power and control methods, link each one with the method it correctly depicts.




ParticipationSHOW DON/A Present each learner, in turn, with a scenario for one of the power and

control methods and ask them to name which method it depicts.FeedbackSHOW DON/A Comment on each learner’s response appropriately. For example,


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Timing: 15 minutesContentSHOW DOUnit 4 PPT Slides Distribute Unit 4 PPT Handouts.


ParticipationSHOW DON/A Ask each learner, in turn, to name an action they could perform that

would contribute to the empowerment of shelter residents.FeedbackSHOW DON/A Comment on each learner’s response appropriately. For example,


Assessments

MaterialsUnit 1-4 Assessment SheetsUnit 1-4 Answer PPT slide

Timing: 15 minutesUnit 1-4 Assessment

SHOW DON/A Instruct learners to place all handouts in their folders.

Distribute Unit 1-4 Assessment Sheets. Inform learners that they will have 15 minutes to complete their tests.Inform learners when to begin their tests and when time has expired.

Unit 1-4 Assessment Grading and Feedback

SHOW DOAssessment 1-4 Answer PPT slide

Have learners grade their own tests by referring to the Answer PPT slide.Discuss with learners the results of their tests and comment.

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PERFORMANCE OBJECTIVES SUBORDINATE TO MAIN STEP 4Objective 4: After thinking about actions you can take to help shelter residents, describe four that would contribute to their empowerment.

PERFORMANCE OBJECTIVES SUBORDINATE TO MAIN STEP 4Objective 4: After thinking about actions you can take to help shelter residents, describe four that would contribute to their empowerment.


Assessment Units 1-4

Match each of the four abuse types to the scenario that accurately depicts it.

___Emotional a. Terri is crying because Martin, her husband, is screaming at

her. Suddenly, Martin puts his hand down Terri’s blouse. She tries to push him away, but he

will not stop.

___Economical b. Samantha is always in a rush when she goes grocery

shopping, since she fears that her husband, Ed, will be mad if she is gone too long.

___ Sexual c. Sarah wants Bill to leave because of his abuse to her, but Bill

refuses. Sarah and the children have nowhere else to go, so she and the children stay there.

___ Physical d. Jerry comes home late from drinking all night. He wakes

Amy from sleep and asks her what is for supper. She tells him his spaghetti is in the

microwave. Jerry grabs her by the throat and yells, “I am not eating cold spaghetti!”

Match each of the three steps in the Cycle of Violence to the scenario that

accurately depicts it.

___ Tension Building a. Jack punches Mary in her stomach.

___ Abuse b. Jack has a candlelit dinner ready for Mary

when she comes home from work.

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___ Honeymoon c. Jack begins ignoring Mary when she speaks to

him.

Match each of the six Wheel of Violence scenarios to the power and control method

that it accurately depicts.

___ Using coercion and threats a. Ken gets angry when Sally gets home

from work, and doesn’t have the house clean, children bathed, and supper cooked by the

time he gets home.

___ Using isolation b. Darlene takes the children while Winston

is at work, and moves in with her mom. She takes the children to school the next morning.

Winston picks up the children from school and hides out at a friend’s the next day without

Darlene’s knowledge of where the children are.

___ Minimizing, denying, blaming c. Jimmy tells Amy that if she has him put in

jail, he’ll blow her head off when he gets out.

___ Using children d. Tom tells everyone who calls on the

phone for Lori that she is busy.

___ Using male privilege e. John frequently tells Cathy that he is the

only man who will have her, so she should be happy with him.

___ Using emotional abuse f. Gerald blames Lori for his hitting her.

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Unit 1-4 PPT Answers

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PERFORMANCE OBJECTIVES SUBORDINATE TO MAIN STEP 5Objective 5: With the aid of training handouts, share with the class your personal experiences with partner abuse, using abuse type(s) and components from the Wheel of Violence that relate to your experience. Also, state two ways you could have been or you were empowered during or after experiencing the abuse.

MaterialsUnit 1-4 PPT Handouts

Timing: 15 minutesContentSHOW DON/A Tell learners they may use the other handouts in their folders for

reference if they wish.

ParticipationSHOW DON/A Ask each student, in turn, to state the type(s) of abuse they experienced

and the method(s) of power and control used by their abusive partners. Have them also indicate two ways they could have been or were empowered by others during or after the abuse.

FeedbackSHOW DON/A Comment to each learner as they perform.

Wrap-upMaterialsInstructional and Objectives PPT Slide

Timing: 15 minutes

SHOW DOObjectives and Instructional Goal PPT slides

Ask the learners if they feel they have accomplished all of the objectives and the instructional goal.Distribute feedback sheets.Ask if there are any comments or questions they have for classmates and/or instructor.Thank learners for attending the program.Collect feedback sheets as learners exit.

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Handouts

Below, you will find images of the PPT slides used in this training program. Handouts will be printed directly from the slides, therefore the images below represent both PPT slides and handouts. Paper copies may be printed from the electronic files that are included in the training package.

Handout 1Title Slide

Handout 2Welcome Slide

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PORTFOLIO PROJECT EXHIBITS OF DEBRA D KNIGHT 47

Handout 3Instructional Goal

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Handout 4Performance Objectives

INSTRUCTIONAL DESIGN PLAN 49

Handout 5Performance Objectives


Handouts Unit 1


Handouts Unit 2


Handouts Unit 3


HandoutsUnit 4


Participant Feedback Sheet

Feedback Sheet

Name: _____________________________ Date:

__________________

Organization: ______________________________ Instructor:

_________________________

On a scale of 1-5, with 5 being the highest and 1 the lowest, please rate the training program you just experienced.

1. Training program quality: 1___ 2___ 3___ 4___ 5___

2. Training program effectiveness: 1___ 2___ 3___ 4___ 5___

3. Instructor effectiveness: 1___ 2___ 3___ 4___ 5___

4. Do you have any further questions about the program content?


5. Do you have any suggestions that might improve the training program?

6. Do you have any suggestions that might help the instructor deliver the training program more effectively?

7. Do you have any other comments?

EXHIBIT 3: WEBQUEST

Bring Learning to Life with Animations A WebQuestAudience: Graduate Students in Intro to TechnologyDesigned by: Debra D Knight

BRING LEARNING TO LIFEWITH

ANIMATIONSA WEBQUEST

Create an animated story and a free website to display it on.

Introduction Task Process Evaluation

Conclusion Job Aid

IntroductionLearn how to make your instruction fun, appealing, and alive by adding animations. Instructional designers and teachers seem to always be looking for ways to liven up their elearning courses. Animations can do just that, but where can you find them for free? How can you use animations in your instruction? This WebQuest introduces websites that offer free animations (GIFs), and how to use them in your instruction. You will practice using these animations by creating a whacky, outrageous


animated story on the free website you create. No html experience is needed.

TaskYou will sign up for a free website at FreeHostingNoAds.net and create an animated story on it. You do not have to know html. The story you create will follow a fairy tale plot from which you will choose from a list of three. The animations you will use to create your story with will come from different websites that offer free animations for anyone to use. The links to these websites are provided to you in the Process section below.

Guidelines: There is no word limit for your story. Use at least one animation from each of the

websites presented to you. Use no less than ten different total animations

in your story. You can use each of your animations as many

times as you want, but you must have a total of ten different animations in your story.

Your animated story must follow one of the fairy tale plots listed in the Process section below.

Be creative. Make your story whacky, ridiculous, etc.

Follow the steps below to complete this WebQuest.

The Process

http://www.freehostingnoads.net/


Step 1. Navigate to FreeHostingNoAds.net and sign up for a free website by following the instructions. (If you would like, you can use the Job Aid that is at the end of this document to help you with this process). Your free website is where you’ll create your animated story. You may name your website anything you choose, and design your story page the way you want, but be creative.

Step 2. Choose a plot for your story from one of the fairy tales below. Your story should basically follow the plot you choose, though names, places, events, animals, etc. can be different from the original fairy tale.

Little Red Riding Hood The Three Little Pigs Goldilocks and the Three Bears

Step 3. Make and name a new folder (ex. My WebQuest GIFs) within your Pictures folder on your computer. You will save the animations (GIFs) you collect in this folder.

Step 4. Navigate to the websites below and browse the GIF categories to get ideas for your story according to the plot you have chosen in Step 2.

GIFS.net Mike’s Free gifS and Animations Free GIFs and Animations Heather's Animations

http://heathersanimations.com/

http://www.fg-a.com/gifs.html

http://www.mikesfreegifs.com/

http://www.gifs.net/gif/



GIFGIFS

Step 5. Collect the GIFs that look promising for your story and save them to the GIF folder you created in Step 3. You must choose at least one GIF from each of the websites presented to you in Steps 4, 6, and 7.

Step 6. Navigate to Online Image Editor and create an animation for your story by using either an image from your computer or one from a website such as Microsoft Clip Art. Just follow the instructions on the Online Image Editor website to create your animation and then save it to your GIF folder. This GIF will be one of the ten minimum that you will use in your story.

Step 7. Navigate to PhotoFunny Animations and choose one of the GIFs presented on the page. Follow the instructions to create a funny GIF from either a photo of yourself or some other photo, and save it to your GIF folder. This GIF will be one of the ten minimum that you will use in your story.

Step 8. Navigate to GIF Magic and make all of your GIF backgrounds transparent, if they are not already. While you are there, you can also change the color of your GIFs, add effects, crop them, etc. if you like. You must however, make all of your GIF backgrounds transparent. You will need to upload the GIFs you saved in your GIF folder to GIF Magic to edit them. Just follow the instructions on the website. After you finish each of them, save them to your GIF folder.

http://www.gifmagic.com/

http://www.gifmagic.com/

http://www.photofunny.net/cat-animations

http://www.online-image-editor.com/

http://office.microsoft.com/en-us/images/

http://www.online-image-editor.com/

http://gifgifs.com/


Step 9. On your website, create your nutty story with the animations you have collected. The story has no word limit. Remember to use at least ten different animations, though you may use the same ones as often as you like. Also, don’t forget that you must use at least one animation from the websites presented in these WebQuest instructions. Have fun with this. See how absurd, funny, and/or outrageous you can make your animated story.

Step 10. When you are finished with your animated story, create a title for your story and place it at the top of the web page. For example, “Little Red Alien Head, or The Three Little Shoes, or Oldie Locks and The Three Hairs.” Be creative.

EvaluationThe rubric below shows you how your animated story web page will be evaluated.

Animated Story WebQuest Rubric

PointsExemplary

25Accomplished

20Developing

15Beginning

10Scor

e Spelling and

Grammar

The story has no misspelled words or grammatical

errors.

The story has no less than 2

misspelled words and/or

grammatical errors.

The story has no less than 3

misspelled words and/or grammatical

errors.

The story has 4 or more misspelled

words or grammatical errors.

Web Page Creativity

The animated story web page is very colorful and well designed.

The animated story web page is

colorful and/or designed pretty

well.

The animated story web

page is somewhat

colorful and/or somewhat

disorganized.

The animated story web page is not

very colorful and/or disorganized.


InstructionsCompliance

The animated story contains at least one animation from each of the websites presented, and has no less than ten different total animations, and adheres to one of the fairy tale plots listed.

The animated story either does

not contain at least one

animation from each of the websites

presented, or has less than ten different total animations, or

does not adhere fully to one of the

fairy tale plots listed.

The animated story does not contain at least one animation

from each of the websites

presented, and has significantly less than ten different total animations, and/or it does not adhere fully to one

of the fairy tale plots listed.

Animated Story

Creativity and

“Whackiness

Very creative and whacky.

Creative and nutty.

Somewhat creative and ridiculous.

Not very creative or outrageous.

Conclusion

Congratulations! You now have a free website with no advertisements placed on it. Additionally, you have a whacky tale that uses animations to help make it more absurd. You have learned where a few good websites are that have free animations that you can use in your instruction. There are more out there. All you have to do is search for them. So, now that you can see how learning can be fun by using animations, go get ‘em!


Job Aid for Free Website Sign Up

How to Sign Up For a Free Web Hosting Account

With FreeHostingNoAds.net

FreeHostingNoAds.net is a website that offers free website hosting with no ads on

the website you create, a free website builder, a free domain name, free website

templates, no fees or monthly payments, and lots more. Signing up for a free

account with them takes only ten steps. Just follow the steps below and you are on

your way to building your own free website.

******************************

STEP 1 : Open your web browser and type http://www.freehostingnoads.net/ into

the address bar, and then press the Enter key on your keyboard.

STEP 2 : Click on the button.




STEP 3 : Scroll down the page and click on the

button.

STEP 4 : Fill out the Free Hosting Signup Form with your email address, name,

password, and your password once again into the first four form fields.


STEP 5 : Type the characters that you see above the last form field (these characters may be different than those shown below) into the form, and then click on

the button.


STEP 6: Check the email account you used in the Free Hosting Signup Form. Click on the Client Sign Up Confirmation email message from FreeHostingNoAds.net to open it.

STEP 7 : Click on the link in the email to activate your client profile.



STEP 8 : A new webpage will open indicating that registration is complete and

you can now create accounts. Fill out the form on the page with the information

requested and click on the button.

STEP 9 : Check your email account once again and click on the Free Account

Activated email message from FreeHostingNoAds.net to open it.



STEP 10 : Read the message and then click on the Control Panel URL link to

access the Control Panel.

******************************

Congratulations! Now you are signed up for a free web hosting account with FreeHostingNoAds.net. The Control Panel will have all of the information and tools

you will need to create your website. Happy website building!


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