InstructionalDesignforAfterSchoolProgrammingKeyAssessment

AudraYoungblood
GeorgiaSouthernUniversity

FRIT7231
Dr.MeteAkcaoglu
July6,2015

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PartI:IdentificationLearningProblem
TargetAudience
Thetargetaudienceconsistsofstudentsingrades912whoattendBaldwinHighSchool(BHS)andare
activeparticipantsinGeorgiaCollegesafterschoolprogram,HighAchievers.Additionally,Iwillalsotarget
theHighAchieversparent(s)orguardian(s).

ProblemIdentification
InthecountyofBaldwin,theunemploymentrateiscurrently8.2%asofJanuary2015.Thereis1high
school,1middleschool,and4elementaryschoolsallhavebeenclassifiedasTitleIschoolsatsomepoint,
whichmeansthereisasignificantgapbetweenfamiliesinBaldwinCountythatareconsideredlowincome.
Allofthepublicschoolsalsoreceivefree/reducedlunch.Asignificantamountofthefamiliesoftheyouth
whoattendthesepublicschoolsareeligibletoreceiveDFCSservicesandtoparticipateintheHigh
AchieversProgram.

HighAchieversProgramparticipantsarerecruitedbasedoneligibility,thentheirinterest,their
commitmentand/ortheirwillingnesstocommittocommunityservice,andtheirdesiretobeyouth
leaders.Studentsarenotrecruitedbasedonacademicachievement.

WhiletheprimarygoaloftheHighAchieversProgramistopreparefutureleaders,weunderstandthat
mostofourstudentsneedtoincreaseacademicgradesand/orarestrugglingtomaintainpassingscores.
Allofourincomingstudentsareeitherconsidered(1)academicallyweakbubblestudents(i.e.CRCT
scoresrangingbetween770799)or(2)meetingstatestandards(i.e.CRCTscoresrangingbetween800
830)butarestillweakinacademicareas.ThesescorereflectthecoresubjectsofMath,Science,and
English.

ByparticipatinginHAP,youthareexposetoalternativemeansofreceivingtutoringandacademic
assistance.StatecertifiedYESteachersworkwithstudentsinclassroomsthatoffera1:10teacherto
studentratio.BecauseBaldwinHighSchoolisaTitleIschool,boththeYESandtheHighAchievers
programsfocusonactivitiesthatimprovestudentachievementandincludestrategiestosupportparental
involvement.

Duetothelackofstabilityinthestudentslife,theyhaveeasilylosttrackoftheiracademics,developedan
unhealthylifestyleandengagedinriskybehaviors.TheHAPisuniqueinthatitworkswithacoregroupof
highschoolstudentsoveraperiodofyears,notmonths,&providescriticalacademicyearplanningsothat
contacttimewithyouthcanbemaximizedthroughouttheacademicyearandspring/summer
intercessions.Theprogramendeavorsistokeepchildrensafeandproductivesothatthefreetimeof
studentsisnotspentindifficultplaces.

InstructionalGoals
StudentsatBaldwinHighSchoolareinvitedtojointheafterschoolprogramatGeorgiaCollege,High
Achievers.Thesestudentsareencouragedtobecomeeffectiveandparticipatoryfutureleaders.Inorder
topromotepositivewellbeingandexpandlearningopportunitiesforthesestudents,Iwillcoordinatean
effectiveafterschoolprogramthatwillfocusonhealthylifestylesandofferparent/guardianprograms.
Positivehealthhabitsandparentalguidancewillhelpchildrenbecomestrong,healthyadolescents.
Teachingthesehabitsearlyintheiradolescentyearswillhaveaneasiertimemaintainingeatinghabits,
portionsandexercisemoderately.Thesegoalswillresultinanincreaseinparentalinvolvement,adecline
inbehavioralissuesandmotivatealltostayontracktopreparefortheirfuture.

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GOALONE:OFFERPARENT/GUARDIANPROGRAMSQUARTERLY
Atleastfouractivities(oneperquarter)willbeofferedtoparentsandguardiansofyoung
adolescentsinthecommunity.Theseprogramswillbebasedonvarioustypesofliteracy(e.g.
financialstrategies,healthylifestyles).

GOALTWO:ENCOURAGEHEALTHYLIFESTYLESANDPOSITIVEWELLBEING
Coreparticipantswillengageinaprojectbasedlearningviolenceandinjurypreventioninitiativeto
includebullying,teendating,andsuicideprevention.Theywillearntohowtoeffectivelyrespond
totheirpeers,home,school,andoutsideenvironmentalfactorspositively.
Coreparticipantswillparticipateinhealthprogramming.Theywilllearnhowtopositivelymanage
theirmentalandphysicalhealthbyengaginginphysicalactivityandparticipatinginactivitiesthat
encourageahealthylifestyle.

GOALTHREE:PROMOTEACADEMICSUCCESS
Coreparticipantswillhavetheopportunitytobetterlearn,correlateandconnectdayschool
subjects(i.e.,STEAM)byparticipatingintheGCHAPSTEAMactivities.Theseactivitieswillbe
taughtbypartnershipscreatedwiththefollowingschoolsatGeorgiaCollege:Art,HealthSciences,
Education,ComputerScience,andBusiness.Improvementwillbedemonstratedviahomework,
gradesandanoverallbetterunderstandingSTEAMinitiatives.

GOALFOUR:DELIVERLEADERSHIPDEVELOPMENTENRICHMENTACTIVITIES
Coreparticipantswilldeveloptheirabilitytoworktogetherinteamsbyrespectingothers,
performingrolesofbothaleaderandafollower,andbuildingonteamstrengths.Participantswill
beabletodemonstrateacommitmenttofreegroupinputandexpression.
Coreparticipantswillimprovetheirpublicspeakingskillswhiledemonstratingprofessionalismand
presentingthemselvespositivelytootherswithintheHighAchieversProgramandinthe
community.Coreparticipantswillunderstandprotocols,deliverqualityworkandenhancetheir
existingleadershipskills.
Coreparticipantswilldeveloptheirpersonalidentityandwillindicatetheyhaveanunderstanding
oftheimportanceoftherelationshipbetweenoneselfandtheircommunityusingtheprogram
componentYouthVoiceandAction,whichfocusesonpublicspeakingandpublicservice.Beinga
memberinlargergroups,participatingincommunityserviceprojects,awarenessof
selfimprovement,andindividualresponsibilitywillbetheindicatorsofmeetingthisobjective.

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PartII:LearnerAnalysis

Introduction
TheTargetedgroupsoflearnersare9th
to12th
gradestudentswhoallattendBaldwinHighSchoolin
Milledgeville,Georgia.Thestudentsrangeinagesfrom14to18withthemostcommongradebeing10th.
InMay2015,theattendancefrequencyofyouthis295students.Weseeanaverageof20studentsper
programdayduringtheacademicyear.Theaveragedailyattendancerateis70%.Themedianattendance
rateis50%.Theprogramiscomprisedof99%AfricanAmericansand1%MultiEthnic.Allstudentsare
receivingDFCSservicesfromtheStateofGeorgia(e.g.Medicaid,TANF,FreeorReducedLunch).Allofour
studentsneedtoincreaseacademicgradesand/orarestrugglingtomaintainpassingscores.Theyare
either(1)hardlymeetingstatestandardsor(2)consideredacademicallyweakbubblestudents.About
80%ofstudentsintheprogramcomefromsinglehouseholdfamiliesandeitherliveswithoneparentor
onegrandparent.Thesestatisticsarederivedfromthestatestandardizedtesting(e.g.CRCT)scores,
monthlyDHSreports,andtheHighAchieversapplicationportionthatasksfortheverificationofstudent
householdinformationthatisdueatthebeginningoftheprogram.

EntrySkillsandPriorKnowledge
EntrySkills
Abletoparticipateinlighttomildphysicalactivity
Basiccomputerskills
Basicmathematicalskills
Communicationskills
Listeningskills
Datacollection

PriorKnowledge
Recognizethedifferencebetweenpositiveandnegativebehavior
PriorHealthknowledge

Allentryskillsandpriorknowledgeweredeterminedbyoneononeconferences,groupobservations,
surveysandpostassessments.

AttitudesTowardContent&AcademicMotivation
Theattitudetowardthecontentandacademicmotivationwasobtainedmostlybycommunicationwith
theprogramparticipants,physicalactivitiesandwordwalls.

Ihadallparticipantswritedownonalargesheetofpaperwhattheywantedtogainmoreinformation
aboutunderthetopicsofHealth,PhysicalEducation,andViolencePrevention.Afterstudentscompleted
theexercise,wewentoverhowcollectingdataandcommunicatingamongothersisimportantforthe
program.Thisalsohelpedmeattaintheirpriorknowledgeofdifferenttypesofbehavior.

SurveysweregivenviaSurveymonkey.comtoseehowwelltheparticipantscomputerskillswere.

Participatinginalightphysicalactivity(walk/runaroundcampus)anddocumentingthetimetheystarted
andcompleteditwereevaluatedtoobservetheirpriorknowledgeofdocumentationanddatacollectingas
wellastheirphysicalactivityskill.

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EducationAbilityLevels
WhiletheprimarygoaloftheHighAchieversProgramistopreparefutureleaders,weunderstandthat
mostofourstudentsneedtoincreaseacademicgradesand/orarestrugglingtomaintainpassingscores.
Allofourincomingstudentsareeitherconsidered(1)academicallyweakbubblestudents(i.e.CRCT
scoresrangingbetween770799)or(2)meetingstatestandards(i.e.CRCTscoresrangingbetween800
830)butarestillweakinacademicareas.ThesescorereflectthecoresubjectsofMath,Science,and
English.

ByparticipatinginHAP,youthareexposedtoalternativemeansofreceivingtutoringandacademic
assistance.StatecertifiedYESteachersworkwithstudentsinclassroomsthatoffera1:10teacherto
studentratio.BecauseBaldwinHighSchoolisaTitleIschool,boththeYESandtheHighAchievers
programsfocusonactivitiesthatimprovestudentachievementandincludestrategiestosupportparental
involvement.

GeneralLearningPreferences
Thestudentsliketolearnduringinteractivegroupworkandrapsessions(i.e.atimewherethestudents
cangivetheiropinionsandthoughtsinasafelearningatmosphere).Theyalsolikehavingspecialguests
visitsotheycanmeetnewpeopleandlearnfromthem.

AttitudeTowardEducationinGeneral
TheattitudetowardeducationfrommygroupofHAPparticipantsvaries.Ihave2studentswhoareindual
enrollmentwithGeorgiaCollegeandBaldwinHighSchool.50%ofthestudentsareonhonorrollormerit
listandareingoodacademicstanding,25%ofstudentsareingoodacademicstanding,and25%are
strugglingwithoneormoresubjectsandarenotingoodacademicstanding.Ofthestrugglingstudents,a
fewhavehadaproblemwithbehaviorandschooltardies.Duetothebehaviorandschooltardies,the
resulthasbeentakingdisciplinaryaction.

GroupCharacteristics(includingsocialcharacteristics&relevantculturalinformation)
InthecountyofBaldwin,theunemploymentrateiscurrently8.2%asofJanuary2015.Thereis1high
school,1middleschool,and4elementaryschoolsallhavebeenclassifiedasTitleIschoolsatsomepoint,
whichmeansthereisasignificantgapbetweenfamiliesinBaldwinCountythatareconsideredlowincome.
Allofthepublicschoolsalsoreceivefree/reducedlunch.Asignificantamountofthefamiliesoftheyouth
whoattendthesepublicschoolsareeligibletoreceiveDFCSservicesandtoparticipateintheHigh
AchieversProgram.Theprogramiscomprisedof99%AfricanAmericansand1%MultiEthnic.,TANF,Free
orReducedLunch).

PartIII:TaskAnalysis
SolutionSummary:Coordinateaneffectiveafterschoolprogramthatwillfocusonhealthylifestylesand
offerparent/guardianprograms.
1) ConductingtheInstructionalTaskAnalysis
Overall,mygoalforthisanalysisistostayontopicformyafterschoolprogram.Mytopicsarehealthy
lifestylesandwellbeing,violenceandinjuryprevention,andfamilyengagement.IfIsteerawayfrom
thesetopics,thatwoulddefeatthepurposeoftheanalysis.Organizingmyinformationbasedonthese
threetopicswillhelpthereaderunderstanditwithease.IchosetousetheTopicalAnalysisbecauseIfelt

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thatmyinformationthatIhadcompiledwaseasiertoreadandunderstand.Thereaderwouldnotbe
confusedastowhatmygoalis,itsrelevance,andhowIamgoingtoimplementmyoverallgoal.
2) SubjectMatterExpert(SME)
I(AudraYoungblood)willserveastheSubjectMatterExpert(SME)forthisinstructionalplan.Iamastaff
memberoftheHighAchieversProgramatGeorgiaCollege.AsProgramAssistant,Iserveasaliaison
betweenGeorgiaCollegeandexternalconstituentstoassistwithpromotingandcommunicatingfamily
participationandprogramopportunities.
Iama2012GraduatefromGeorgiaCollegewithaBachelorsdegreeinMiddleGradesEducation.Iholda
GeorgiaEducatorCertificateinMiddleGradesEnglish/LanguageArts,andIamcurrentlypursuinga
MastersofEducationinInstructionalTechnologyfromGeorgiaSouthernUniversity.
3) FlowChart

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4) TaskAnalysisOutline

HealthyLifestyles,WellBeing&FamilyEngagement

Goals

ViolenceandInjuryPrevention:Coreparticipantswillengageinaprojectbasedlearning
violenceandinjurypreventioninitiativetoincludeteenviolenceandsuicideprevention.
Theywillearntohowtoeffectivelyrespondtotheirpeers,home,school,andoutside
environmentalfactorspositively.Thiswillbetaughtonceaweekduringtheacademicyear.

HealthEducation:Coreparticipantswillparticipateinhealthprogramming.Theywilllearn
howtopositivelymanagetheirmentalandphysicalhealthbyengaginginphysicalactivity
andparticipatinginactivitiesthatencourageahealthylifestyle.Thiswillbetaughttwicea
weekduringtheacademicyear.

FamilyEngagement:TheHAPincludesfamiliesofyouthasactiveparticipants.Justas
studentparticipants,theirparents,grandparents,andguardiansareencouragedtohave
voiceandchoiceintheprogramactivities.Specifically,familiesaresurveyedandofferedan
opportunitytohaveinputintothekindsofprograms/workshopstheywouldlike.In
addition,theHAPwillcontinuetofacilitateatleastfourannualprogramsand/or
workshopsforfamilies.

ProgramTopics
o

ViolenceandInjuryPrevention

Thetopicswerechosenbasedonconversationswiththecurrentstudentsinthe
program.Thetwomaintopicswewillfocusonare:(1)TeenViolenceand(2)
SuicidePrevention.

TeenViolence
o Gangs
o RelationshipViolence
o WaysofHandlingAnger
o ResolvingConflictwithNegotiation
o SexualAbuse
o FamilyViolence
o TeenDatingAbuse
o DatingViolencePatterns
o DigitalAbuseinDatingViolence
o HowtoEndTeenDatingAbuse
o TeenViolenceProjectBasedLearningActivity
SuicidePrevention
o SymptomsofDepression
o IdentifyingWarningSignsofSuicide
o BenefitsofSeekingHelp
o SuicideProjectBasedLearningActivity

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HealthEducation
TheactivitieswerechosenbasedonsurveysandGraffitiWalls.
GeorgiaSHAPE
o TrackandmeasureallphysicalactivitiesontheirpersonalWalk
Georgiawebpage.
o HealthyRecipes
CommunityFitnessatGeorgiaCollege
o Zumba
o Yoga
o Aerobics
o RockClimbing
o FamilyEngagement
Topicsoffamilyevents
ParentKickoffMeeting
o Programupdates,rulesandprocedures,expectationsof
participantsandfamilies
FluVaccinations
o GivenbyLicensedPracticalNursesandRegisteredNursesfroma
localhealthcarecenter
FinancialLiteracy
o Learnhowtohandleyourfinancials
CreatingHealthyMeals
o Healthcareeducatorwillvisitfamiliestoteachthemhowtomake
easy,healthymeals
EndoftheYearMeeting
o ProgramUpdates,recapoftheprogramyear
Relevance
o

ViolenceandInjuryPrevention

Ina2013nationwidesurveyconductedbytheCentersofDiseaseControland
Prevention,about24.7%ofhighschoolstudentsreportedbeinginaphysicalfight
inthe12monthsbeforethesurvey.About19.6%ofstudentsreportedbeing
bulliedonschoolpropertyand14.8%reportedbeingbulliedelectronically.Teen
violenceisalsothethirdleadingcauseofdeathforyoungpeople.Approximately
onein10highschoolstudentshasexperiencedphysicalviolencefromadating
partnerinthepastyear.Acrossstudies,1540%ofyouthreportperpetratingsome
formofviolencetowardsadatingpartner.Ifwedonotchangethephysicaland
socialenvironment,thesestatisticswillrise.Deliveringtheinformationabout
youthviolencetoouryouthwillhelpdecreasethesenumbersandavoidyouthof
becomingastatistic.

HealthEducation

ChildreninGeorgianeedabetterfocusonhealthandfitness.41%areatan
unhealthyrate,and25%cannotpassanyfivebasichealthrelatedfitnesstests.To
helpalleviatethisstatistic,wewillimplementtheGeorgiaSHAPEinitiativeand

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partnershipwithWalkGeorgia.TheseinitiativeswillhelpimproveGeorgiasfuture,
beginningwithourstatesmostvitalandimportantasset:ouryouth.
o

FamilyEngagement

Whenparentsareengagedjustastheparticipants,attendance,grades,and
attitudechangesforthebetter.Parentandfamilyengagementisessentialwhen
preppinganadolescentforthefuture.

PartIV:InstructionalObjectives

TerminalObjectiveofInstructionalPlan
1. Coordinateaneffectiveafterschoolprogramthatwillfocusondynamiclifestylesforfamiliesand
studentsbystudying:
1.1. ViolenceandInjuryPrevention:Participantswilllearnhowtoeffectivelyrespondtotheirpeers,
home,school,andoutsideenvironmentalfactorspositively
1.1.1. Studentswillidentifypositivewaystoresolveconflictbetweenthemselvesandapeer
1.1.2. Studentswilllearnviolencepatternsandwaystohelpeliminateanyviolenceintheirlife
1.1.3. Studentswillunderstandsymptomsofdepression,identifysignsofsuicide,andthe
benefitsofseekinghelpforsomeonewhoisdepressed
1.2. HealthEducation:Theywilllearnhowtomanagetheirmentalandphysicalhealthbyengagingin
physicalactivityandparticipatinginactivitiesthatencourageahealthylifestyle
1.2.1. Studentswillbeabletolearnhowtocookhealthymeals
1.2.2. Studentswillbeabletounderstandtheimportanceofphysicalactivitiesbytrackingand
measuringallphysicalstats
1.3. FamilyEngagement:Participantsfamiliesaresurveyedandofferedanopportunitytohaveinput
intothekindsofprograms/workshopstheywouldlikeforfamilyeventnights.HAPwillfacilitateat
leastfourannualprogramsand/orworkshopsforfamiliesandstudents.
1.3.1. Familieswillbeabletogainknowledgeandunderstandthebenefitsofhavingtheirchildin
theprogram
1.3.2. Familieswilllearnhowtobecomemoreinfluentialintheirchildslifebyunderstanding
finances,nutrition,andhealthservices.

ClassificationofInstructionalObjectives
Performance

Content
Recall
Fact
Concept
Principles
Procedure
Interpersonal
Attitude

1.1.2,1.1.3

1.1.1,
1.3.1,1.3.2

Application

1.2.1,1.2.2

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RelationshipbetweenInstructionalObjectivesandStandards
Instructional
GeorgiaPerformanceStandards
Objectives
1.1.1
HEH.S.5b.Developandapplyadecisionmakingprocesstoahealthrelated
situation.
1.1.2
HEH.S.1b.Describetheinterrelationshipsofemotional,intellectual,physical,and
socialhealth.
1.1.3
HEH.S.5d.Describealternativechoicestohealthrelatedissuesorproblems.
1.2.1
HEH.S.7a.Demonstrateindividualresponsibilityforimprovingpersonalhealth.
1.2.2
HEH.S.6c.Monitorpersonalprogressinachievingshorttermandlongterm
personalhealthgoals.
1.3.1
HEH.S.2d.Evaluatehowtheschoolandcommunitycanaffectpersonalhealth
practicesandbehaviors.
1.3.2
HEH.S.6c.Coordinatewithotherstoadvocateforimprovingpersonal,family,and
communityhealth.

PartV:DevelopmentofAssessments

AssessmentsforInstruction

Fishbowldiscussionprompts:
TeenViolenceUnit
o Whydoyouthink___________isthebestwaytoresolveconflict?
o Whyisitimportanttohelpsomeonewhoisinaviolentrelationship?
o Howcansomeonewhoisinaviolentrelationshipbestapproachsomeonewhowillhelp
them?
SuicidePreventionUnit
o Howcansomeonecometotermswithlosingalovedonefromsuicide?
o Whydoyouthink_______________isthebestwaytohelppreventsuicide?
o Pretendyouareseverelydepressedafterlosingaparent.Howwouldyoufeelifsomeone
whoistryingtohelpapproachedyou?
HealthEducationUnit
o Howdoyoufeelaboutexercisingandeatinghealthy?Isitworthit?
o Howdoyoufeelaboutthemealchangeduringschoollunchnow?

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3ThingsAssessment(indexcard):
ThreeThings
Whatstoodouttoyouthemost?

1. ______________________________________________________________________________
______________________________________________________________

2. ______________________________________________________________________________
______________________________________________________________

3. ______________________________________________________________________________
______________________________________________________________

Turninattheendofclass

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PSA:
Rubricderivedfrom:http://www.mrscullen.com/images/dm_imoviepsa.pdf

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GraffitiWall:
IwillshowthisexampletotheclassandprovidethegoogleslidesURLsoeveryonecanaddtotheslideas
theywouldonabigsheetofpaperwithamarker.

321(indexcard):

321
Name:___________________________________
Lesson:__________________________________

3thingsthatyouvelearned:
1.
2.
3.

2waystheinformationrelatestoyoupersonally:
1.
2.

1questionyouhaveaboutthematerial:
1.

Turninattheendofclass

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TicketouttheDoor(indexcard):

TicketouttheDoor
Name:__________________________________
Lesson:__________________________________

Pleaserespondtothelessonthatyouvejustlearned.Whatgrabbedyourattentionthemost?Why?
PlaceTicketinthemailboxattheendofclass.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______

CreateSomething:

FitnessPlan
Name:___________________________________

Steps

Description

HowLong?

Equipment

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Surveys:
Surveyswillbegiventoparentsviawww.surveymonkey.com.Questionswillbeopenended.

1. WhatwouldyouliketoseeyourHighAchieverexperiencethisacademicyear?
2. Whattypesofactivitieswouldyoubeinterestedinasaparentinvolvementevent?
3. Whatdoyoulikeabouttheprogramthusfar?
4. Whatwouldyouliketoseeimproveintheprogram?

DifferentiationforLearners
Mostoftheassessmentswillbeformativeaftereachstrategythatisbeingconducted,however,therewill
beafewsummativeassessmentsaftertheunit.Sincewearenotinatraditionalclassroomsetting,my
goalistodeliveranassessmentaftereachlessontaughttogainfeedbackandtomeasuretheprogressof
thestudent.IwanttoidentifytheirstrengthsandweaknessesofeachlessontomakesureIamteaching
theinformationcorrectly,orifIneedtodifferentiatethelessonforeveryonetounderstanditattheir
pace.

AssessmentType
DifferentiationforLearners
Fishbowl
Studentsoutsidethecirclecancomeupwiththequestionsforthefishbowl,
inadditiontothepromptprovidedbytheteacher.Studentscanalsoaska
questionofthefishbowlgroupaftertheyfinishtheirfishbowlconversation.
Eachquestionerthentakestheseatofthestudentinthefishbowlwho
answeredandbecomespartofthefishbowlresponseswhilethefishbowl
studentjoinstherestoftheclass.Thiscanberepeatedseveraltimes,
encouragingstudentstoquestioneachotherandwideningtheopportunity
forotherstudentstoparticipate.
3Things
Studentsaretowritedownonanindexcard3bigideasthatstoodoutto
them.Theyaretoturninattheendofthelesson.Technologywise,students
cansubmitasurveyfromsurveymonkey.com.Foradvancedlearners,
studentscanmakeatexttotextandtexttoworldconnections.
PSA
Studentswillvideoanduploadtotheclasswebsiteforeveryonetoview.For
advancedlearners,studentswillhavetowritethePSAasifitwasaboutthem
(firstpersonpointofview).Forstrugglinglearners,Iwillsupportthistask
withexamples.
GraffitiWall
Studentsfreelywriteonasheetofpaperorwhiteboardaboutoneparticular
topic.Formoreadvancedlearners,theywillbegivenamorespecific
direction.Theywillnoterelationshipsandconnections.
321
Studentsstate3thingstheylearned,2waystheinformationrelatestothem
personally,and1questiontheyhaveaboutthematerial.Alllearnerswillbe
givenanopportunityofmoretimetocompletethistaskifneeded.
TicketouttheDoor
Givethestudentsashortessaytorespondtoonanindexcardastheyleave
fortheday.Theirnamesmustbeonthecard.Alllearnerswillbegivenan
opportunityofmoretimetocompletethistaskifneeded.
CreateSomething
Studentswillbegivenanopportunitytodevelopafitnessplan.For
differentiation,studentshavetowritedownwhytheychosethespecific
exercise.

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Slips/Surveys

Submitasurveyonsurverymonkey.com.Thisisopentofreethinkingwant
theparentsopinionsaboutfutureplansandprogramsuggestions.

PartVI:ContentSequencingandInstructionalStrategies

InstructionalSequence
ThissequencewasdesignedbasedonBackwardDesign(Childre,2009).Backwarddesignisapedagogical
methodwheregoalsarecreatedbeforeanymethodsandformsofassessmentsarechosen.Ibeganby
askingmyselfwhatIwantedthestudentstounderstandandretainfromeachunit.Next,Ithoughtabout
differentactivitiesthestudentcouldparticipateinthatwoulddelivertheobjectiveeffectively.Lastly,the
studentwouldhavetoapplytheirlearningandjustifytheirunderstanding.Thisiswherestudentswill
collaboratewithothersaboutthenewconceptsandfostertheirunderstanding.

ViolenceandInjuryPrevention:TeenViolence
Sequence
Description
Objectiv
e
1
StudentswillidentifythemeaningofTeenViolence
1.1.1
StudentswillexploredifferenttypesofTeenViolencethroughmodules
1.1.1
2
(differentiation)
1.1.2
Studentswillparticipateinaprojectbasedlearningactivity(e.g.Public
3
ServiceAnnouncement)thatsharestoviewers/listenershowtoseekhelp
1.1.4
forsomeoneinneed

ViolenceandInjuryPrevention:SuicidePrevention
Sequence
Description
Objectiv
e
1
StudentswillidentifythemeaningofSuicideandDepression
1.1.3
2
Studentswillidentifywarningsignsofsuicide
1.1.3
3
Studentswillidentifythebenefitsofseekinghelp
1.1.3
Studentswillparticipateinaprojectbasedlearningactivity(e.g.Public
4
ServiceAnnouncement)thatsharestoviewers/listenershowtoseekhelp
1.1.4
forsomeoneinneed

HealthEducation
Sequence
Description
Objectiv
e
1
Studentswillidentifywhathealthandfitnessmeanstothem
1.2.2
2
StudentswillbeintroducedtoGeorgiaSHAPEprogram
1.2.2
3
Studentswilldetermineafitnessgoalthatbestsuitstheirneeds
1.2.2
4
Studentswillidentifydifferenthealthymealstomeettheirfitnessgoal
1.2.1
5
Studentswillbeexposedtodifferenttypesoffitnessclassesand
1.2.2
equipment
6
Studentswillbetrackandmonitorallphysicalactivities
1.2.2

FamilyEngagement

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Sequence
1
2

Description
Familieswillbeabletogainknowledgeandunderstandthebenefitsof
havingtheirchildintheprogram
Parentswillbeofferedvariousfamilyeventstoattendthroughoutthe
academicyear

Objectiv
e
1.3.1
1.3.2

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Unit1:ViolenceandInjuryPrevention
1.4. TeenViolence:Participantswilllearnhowtoeffectivelyrespondtotheirpeers,home,school,and
outsideenvironmentalfactorspositively(Bonomi,2012).
1.4.1. Studentswillidentifypositivewaystoresolveconflictbetweenthemselvesandapeer
InitialPresentation:Askstudents,Howhaveyouresolvedconflictinthepast?Hasitworked?
Whatwouldyouhavedonedifferently?
GenerativeStrategy:Studentswillbeplacedinasmallgroup.Studentswillcreateashortscript
aboutpositivewaystoresolveconflict.Eachgroupwillpresenttothewholeclass.
Differentiation:Studentswillchoosearoletoowninthisactivity.Theyhaveachoicetobea
scriptwriter,actors(2),anddirector.

1.4.2. Studentswilllearnviolencepatternsandwaystohelpeliminateanyviolenceintheirlife
InitialPresentation:AgraffitiwallwillbecreatedbyusingtheSMARTboard.Onebyone,students
willwritedowntheirpersonaldefinitionofteenviolenceand/orwhatteenviolencemeansto
them(Henry,2012).
GenerativeStrategy:Studentswillbeplacedingroupsoffour.Eachgroupwillchooseatopicto
researchthatisaboutteenviolence.Afterresearchiscomplete,studentswilldevelopapublic
serviceannouncementbasedontheirtopic.EachgroupwillpresenttheirPSAtotheclass.
Differentiation:Ineachgroup,studentswillchosewhichjobtheywanttohave.Theyhavea
choiceofdirector,reporter,designerandwriter.

Unit2:SuicidePrevention

1.1. TeenViolence:Participantswilllearnhowtoeffectivelyrespondtotheirpeers,home,school,and
outsideenvironmentalfactorspositively(Ghoncheh,2014).
1.1.3Studentswillunderstandsymptomsofdepression,identifysignsofsuicide,andthebenefitsof
seekinghelpforsomeonewhoisdepressed
InitialPresentation:AgraffitiwallwillbecreatedbyusingtheSMARTboard.Onebyone,students
willwritedowntheirpersonaldefinitionofsuicide
GenerativeStrategy:Studentswillbeplacedingroupsoffour.Eachgroupwillchooseatopicto
researchthatisaboutsuicideprevention.Afterresearchiscomplete,studentswilldevelopa
publicserviceannouncementbasedontheirtopic.EachgroupwillpresenttheirPSAtotheclass.
Differentiation:Ineachgroup,studentswillchosewhichjobtheywanttohave.Theyhavea
choiceofdirector,reporter,designerandwriter.

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Unit3:HealthEducation
1.2. HealthEducation:Studentswilllearnhowtomanagetheirmentalandphysicalhealthby
engaginginphysicalactivityandparticipatinginactivitiesthatencourageahealthylifestyle
(Taylor,2012).
1.2.1. Studentswillbeabletodeterminewhatahealthymealcontainsandhowtocookhealthy
meals
InitialPresentation:Haveeachstudentbringintheirfavoriterecipe.Goovertheingredientsand
thenutritionalvalues.Explaintotheclasshowimportantitistolookatthelabelsandingredients
offood.Itdetermineshowhealthyitisforyourbody.
GenerativeStrategy:Havestudentsresearchwhatahealthymealconsistsof,andcookasagroup.
Studentswillbeabletohaveahealthygroupdinnertowrapupthisportionofhealtheducation
(Kelly,2012).
Differentiation:Studentswillbeabletoapplyknowledgetheylearnedinthisunitbyphysically
creatingadishoftheirchoicetosharewiththeirfamily.

1.2.2. Studentswillbeablerealizetheimportanceofphysicalactivitybytrackingandmeasuring
allphysicalstats
InitialPresentation:Askstudentshowtheirexerciseregimenisnowandwhattheydotoexercise.
GenerativeStrategy:Explaintothestudentshowimportantitistotakecareofyourbody
physically(Lee,2014).Distributepedometerstostudentstotracksteps,etc.formeasurement
purposes.Takestudentstoalocalgymandhavethemtourit.Studentswilllearnwhateach
componentofexerciseequipmentisandhowtocorrectlyuseit.Studentswillparticipateina
groupfitnessclass.Thisobjectivewillbetrackedforonemonthtoseetheincreaseofphysical
activity.
Differentiation:Studentswillbeabletorotatetodifferentfitnessareastoseewhichareabest
suitsthem(cardiovs.toning).

Unit4:FamilyEngagement

1.3. FamilyEngagement:Participantsfamiliesaresurveyedandofferedanopportunitytohaveinput
intothekindsofprograms/workshopstheywouldlikeforfamilyeventnights.HAPwillfacilitateat
leastfourannualprogramsand/orworkshopsforfamiliesandstudents(Weiss,2015).
1.3.1. Familieswillbeabletogainknowledgeandunderstandthebenefitsofhavingtheirchildin
theprogram
InitialPresentation:Askparentsandfamilieswhattheywouldbeinterestedinduringtheirchilds
attendanceintheprogram.
GenerativeStrategy:Createandmaintainpartnershipsinthecommunitytodelivertheirinterests.
Call,Email,andvisitdifferentbusinessesandinfluentialpeopleinthecommunitytofind
commitmentsforparenteventnight.
Differentiation:Developeventsthatwillinterestfamiliesbyusingdifferentwaysofsurveying(e.g.
Surveymonkey,calls,forms).

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1.3.2. Familieswilllearnhowtobecomemoreinfluentialintheirchildslifebyunderstanding
finances,nutrition,andhealthservices.
InitialPresentation:Askparentsandfamilieswhattheywouldbeinterestedinduringtheirchilds
attendanceintheprogram.Createbrochuresabouttheimportanceoffamilyeventnights,and
makeitarequirementfortheparentstoattendatleast2ofthe4eventsduringtheacademic
year.
GenerativeStrategy:Parentshavetheopportunitytosignupforeacheventseveralweekspriorto
theevent.Whentheysignup,havetheparenttowritedownwhattheywouldliketogetoutof
theevent.Haveguestspeakerwhoispresentinginformationtotheparentgroupfocusonthese
questions.
Differentiation:Familieswillhaveanopportunitytovoicetheiropinionaboutwhattheywantto
seeateachevent.Theyalsohaveachoicewhicheventnight(s)theywouldliketoattend.

PartVII:DesignofInstruction

DesignofInstruction:TeenViolence
Instructional
Strategies
Studentswill
identifythe
meaningofTeen
Violence

Studentswill
exploredifferent
typesofTeen
Violencethrough
modules
(differentiation)

Studentswill
participateina
projectbased
learningactivity
(e.g.PublicService
Announcement)
thatsharesto

Goals
Studentswill
identifypositive
waystoresolve
conflictbetween
themselvesand
apeer
Studentswill
identifypositive
waystoresolve
conflictbetween
themselvesand
apeer
Studentswill
learnviolence
patternsand
waystohelp
eliminateany
violenceintheir
life

Studentswill
learnviolence
patternsand
waystohelp
eliminateany

Objectives

Participantswill
learnhowto
effectively
respondtotheir
peers,home,
school,and
outside
environmental
factorspositively

UDL

Assessments

ProvideMultiple
MeansofAction
andExpression:
Provideoptions
forphysical
action

Fishbowl
discussion

ProvideMultiple
MeansofAction
andExpression:
Provideoptions
forphysical
action

3Things(top3
mostinteresting
points)

ProvideMultiple
Meansof
Engagement:
Provideoptions
forrecruiting
interest

PresentPSA

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viewers/listeners
violenceintheir
howtoseekhelpfor life
someoneinneed

DesignofInstruction:SuicidePrevention
Instructional
Goals
Objectives
UDL
Strategies
ProvideMultiple
Studentswill
MeansofAction
identifythe
andExpression:
meaningofSuicide
Provideoptions
andDepression
forphysical
action
ProvideMultiple
Studentswill
Meansof
identifywarning
Engagement:
signsofsuicide
Provideoptions
Studentswill
forselfregulation
understand
Participantswill
ProvideMultiple
symptomsof
learnhowto
Meansof
depression,
effectivelyrespond Engagement:
identifysignsof
totheirpeers,
Studentswill
Provideoptions
home,school,and forrecruiting
identifythebenefits suicide,andthe
benefitsof
outside
ofseekinghelp
interest&provide
seekinghelpfor environmental
optionsfor
someonewhois factorspositively
sustainingeffort
depressed
andpersistence
Studentswill
participateina
projectbased
ProvideMultiple
learningactivity
Meansof
(e.g.PublicService
Engagement:
Announcement)
Provideoptions
thatsharesto
forrecruiting
viewers/listeners
interest
howtoseekhelpfor
someoneinneed

Assessments

GraffitiWall

GraffitiWall

3Things(top3
mostinteresting
points)

PresentPSA

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DesignofInstruction:HealthEducation
Instructional
Strategies

Goals

Studentswill
identifywhat
healthand
fitnessmeansto
them

Studentswillbe
familiarwith
healthyhabits
andhowto
implement
healthygoalsin
allaspectsof
lifethrougha
fitnessprogram

Studentswillbe
introducedto
GeorgiaSHAPE
program
Studentswill
determinea
fitnessgoalthat
bestsuitstheir
needs
Studentswill
identifydifferent
healthymealsto
meettheir
fitnessgoal

Studentswillbe
ableto
determinewhat
ahealthymeal
containsand
howtocook
healthymeals

Studentswillbe
exposedto
differenttypesof
Studentswillbe
fitnessclasses
ablerealizethe
andequipment
importanceof
physicalactivity
bytrackingand
Studentswillbe
measuringall
trackand
physicalstats
monitorall
physical
activities

Objectives

Studentswill
learnhowto
managetheir
mentaland
physicalhealth
byengagingin
physicalactivity
andparticipating
inactivitiesthat
encouragea
healthylifestyle

UDL
ProvideMultiple
MeansofAction
andExpression:
Provideoptions
forexpressionand
communication
ProvideMultiple
MeansofAction
andExpression:
Provideoptions
forexpressionand
communication
ProvideMultiple
meansofActions
andExpression:
Provideoptions
forexecutive
functions
ProvideMultiple
meansofActions
andExpression:
Provideoptions
forexecutive
functions
ProvideMultiple
meansofActions
andExpression:
Provideoptions
forexecutive
functions
ProvideMultiple
meansofActions
andExpression:
Provideoptions
forexecutive
functions

Assessments
GraffitiWall

Writedown
directionstosign
upforGeorgia
SHAPE&tryit
independently
Ticketoutthe
door

3things(3
healthymeals)

Create
something

Extensionproject

Youngblood32

DesignofInstruction:FamilyEngagement
Instructional
Strategies
Familieswillbe
abletogain
knowledgeand
understandthe
benefitsof
havingtheir
childinthe
program
Parentswillbe
offeredvarious
familyeventsto
attend
throughoutthe
academicyear

Goals
Familieswillbe
abletogain
knowledgeand
understandthe
benefitsofhaving
theirchildinthe
program
Familieswilllearn
howtobecome
moreinfluential
intheirchildslife
byunderstanding
finances,
nutrition,and
healthservices.

Objectives

UDL

ProvideMultiple
Participantsfamilies
Meansof
aresurveyedand
Engagement:
offeredanopportunity Provideoptions
tohaveinputintothe forsustaining
kindsof
effortand
programs/workshops
persistence
theywouldlikefor
familyeventnights.
ProvideMultiple
HAPwillfacilitateat
meansof
leastfourannual
Engagement:
programsand/or
Provideoptions
workshopsforfamilies forsustaining
andstudents.
effortand
persistence

Assessments

Slips,Surveys

Slips,Surveys

PartVIII:FormativeEvaluationPlan
IwillcollectlearnerevaluationsviasurveythatIwillhaveavailableattheendofthemodule.Thestudents
willreceivealinkfrommetotakethesurvey,andtheresultswillbesenttomyemail.Toimplementthis
effectively,Iwillhaveacoworkerwhohasatechnologyeducationbackgroundtoproofandreviseas
needed.

OnlineEvaluationSurvey
Thissurveywillbeconfidentialandusedtoimprovethismodule.Allquestionswillbeintheformof
rating.Iwillselectasubjectmatterexpertbyresearchingpeopleinthecommunitywhohavethespecific
knowledgeofthetopicwearestudying.Forexample,Ihavecontactedanutritionistfromourlocalhealth
departmenttodeliverthecurriculumandinstructionofhealthyeatinghabits.Thenutritionistwillprovide
theirevaluationofthecoursebyanothersurveythatwillbeadministeredtothestudentswho
participated.

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Question

Poor

Fai
r

Very
Good Goo
d

N/A

Themodulewasdescribedwell.Iwasabletounderstandthe

objectiveofthemodule.
Theinstructorsknowledgeofthecontentwasvisible.

Theinstructorsexplanationofeachlessonwas

understandable.
Theinstructorwasavailableandresponsivetoyourquestions

andconcerns.
Thecourseincreasedmyabilityininstructionaldesign.

Thecourseinspiredmetocontinuewiththeprogram.

Allinformationonlinewasmadeavailableatappropriate

times.
Theuseofteachingmethods

Thequalityoftheassessments.

Thelengthofthemodule.

Myoverallratingofthecourse.

Thissurveywillbeusedtoimproveorganizationofthemodule,improvementofplanning,assistancefor
studentsandextraprofessionaldevelopmentintheareaneeded.Theanswersandcommentscanhelp
unveiltheeffectivenessandimpactofthemodule.Itwillalsohelpmeunderstandwhetherallofthe
modulesobjectivesaremet.

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Bonomi,A.e.(2012).Datingviolencevictimizationacrosstheteenyear:Abusefrequence,numberof
abusivepartners,andageatfirstoccurrence.BMCPublicHealth,10.
Childre,A.e.(2009).BackwardDesign.TeachingExceptionalChildren,614.
Ghoncheh,e.a.(2014).Effectivenessofadolescentsuicidepreventionelearningmodulesthataimto
improveknowledgeandselfconfidenceofgatekeepers:studyprotocolforarandomized
controlledtrial.BioMedCentralPublications,114.
Henry,R.a.(2012).AfricanAmericanandTeenDatingViolence.TheAmericanJournalofFamilyTherapy,
2032.
Kelly,e.a.(2012).TheFamilyandSchoolPartnershipProgram:AFrameworkforProfessional
Development.NationalAssociationofSocialWorkers,249252.
Lee,H.e.(2014).LongitudinalAssociationsBetweenPovertyandObesityfromBirththroughAdolescence.
AmericanJournalofPublicHealth,7076.
Taylor,S.e.(2012).InfluencesonActiveFamilyLeisureandaHealthyLifestyleAmongAdolescents.Leisure
Sciences,332349.
Weiss,H.&.(2015).Engagefamiliesforanywhere,anytimelearning.Kappan,1419.