PortfolioProjectExhibits

PORTFOLIO PROJECT EXHIBITS OF DEBRA D KNIGHT
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EXHIBIT 1: Train the Trainer

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PPEENN WWIIDDEE FFOORR OOPPEENNIINNGG EEXXEERRCCIISSEESS 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 Materials
Handouts: Opening Exercises Handout, Colorful Opening Exercise Crossword Puzzles
Total 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 Materials
45 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
Opening Exercises.
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
program, write down some
Colorful PowerPoint Slides

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deliver each one.
Exchange
Objective:
Opening Exercises.
involvement.

4
deliver each one.
Exchange
Objective:
Opening Exercises.
involvement.

5
deliver each one.
Exchange
Objective:
Opening Exercises.
involvement.

6
deliver each one.
Exchange
Objective:
Opening Exercises.
involvement.

7
deliver each one.
Exchange
Objective:
Opening Exercises.
involvement.

8
deliver each one.
Exchange
Objective:
Opening Exercises.
involvement.

9
deliver each one.
Exchange
Objective:
Opening Exercises.
involvement.

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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
Goal
Name 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

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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.

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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

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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
Scavenger Hunt Forms
Pencils

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I have
1. traveled by bus.
2. traveled by plane.
3. participated in bungee jumping.
4. participated in skydiving.
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

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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
Flipchart
Pencils
Post-It Notes

17
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.

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EXHIBIT 2: Instructional Design
Version 2.0
Instructional
Design Plan
Understanding Intimate
Partner Abuse
For Volunteers at The Agape
House: Shelter for Battered
Women
Instructional Systems Design (TRDV 451)
Debra D Knight
September 27, 2012

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#1: Goal Statement and Main Steps
A. 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 Rationale
Verbal 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 Analysis
Things 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 Physical
1.1.2 Emotional, which includes psychological and verbal
1.1.3 Economic
1.1.4 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 advocacy
o Temporary room and board for victims and their children
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o Help with obtaining government programs and services
o Help with finding employment
o Victim safety procedures
o Support groups
o Transportation
o Where the educational and resource materials are located at within the shelter
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#3: Learner Analysis
Information
Categories
Data Sources Learner Characteristics
1. Entry behaviors Interviews:
1. Target learners
Questionnaires:
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
Questionnaires:
Target learners
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 learners
Questionnaires:
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 learners
3.
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 learners
Questionnaires:
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 learners
Observation:
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 Objective
1. 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 building
2.2 Abuse
2.3 “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 Plan
Performance Objective Parallel Test Item
Given six scenarios for the four
types of abuse, link each one
with the type of abuse it
correctly depicts.
• Test item in matching format
o 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.
o 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.
o Match each of the six Wheel of
Violence scenarios to the power and
control method that it accurately
depicts.
After thinking about actions you
can take to help shelter
residents, describe four that
would contribute to their
empowerment.
• Test item in list format
o 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 format
o 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 ACTIVITIES
MOTIVATION:
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 advocacy
o Temporary room and board for victims and their children
o Help with obtaining government programs and services
o Help with finding employment
o Safety
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o Support groups
o Transportation
o 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.
ASSESSMENT
PRETESTS:
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 ACTIVITIES
PowerPoint 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 1
Objective 1: Given six scenarios for the four types of abuse, link each one with the type
of abuse it correctly depicts.
Content Presentation
The four types of abuse, along with corresponding scenarios will be presented with both
PowerPoint handouts and PowerPoint slides projected onto a projection screen.
Student Participation
In 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!”
Objective 2: Given six scenarios for the three steps in the cycle of violence, link each
one with the step it correctly depicts.
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The three steps in the cycle of violence, along with corresponding scenarios will be
presented with both PowerPoint handouts and PowerPoint slides projected onto a
projection screen.
In 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
Objective 3: Given six scenarios for some of the Wheel of Violence power and control
methods, link each one with the method it correctly depicts.
An 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.
In 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
Objective 4: After thinking about actions you can take to help shelter residents,
describe four that would contribute to their empowerment.
Four examples of ways to empower shelter residents will be presented with both
PowerPoint handouts and PowerPoint slides projected onto a projection screen.
In turn, each learner will be asked to describe one way they can contribute to the
empowerment of shelter residents.
Feedback
Objective 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 will be presented with instructor guidance and the Objective 5 handout. Learners
will also refer to all other previous handouts.
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Learners will be given the Objective 5 handout and then retrieve their other handouts
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 Guide
for
Understanding Intimate Partner Abuse
For the Volunteers at “The Agape House: Shelter for Battered Women”
Debra D Knight
Roosevelt University
11/25/12
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Document Control
Document Issue Date Version Issued By
11/25/12 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
Document Control..................................................................................................................................................32
Document Issue Date.............................................................................................................................................32
Version...................................................................................................................................................................32
Issued By................................................................................................................................................................32
Contents.................................................................................................................................................................33
Purpose ..................................................................................................................................................................34
Preparing to Teach ................................................................................................................................................34
Instructor Preparation ......................................................................................................................................34
Working with the Client ..................................................................................................................................36
Teaching the Workshop ........................................................................................................................................37
Preinstructional Activities ...............................................................................................................................37
Instructional Activities ....................................................................................................................................39
Assessments.....................................................................................................................................................41
Handouts................................................................................................................................................................50
................................................................................................................................................................................56
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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 Goal
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.
Learner Analysis
Information
Categories
Data Sources Learner Characteristics
Entry behaviors Interviews:
Target learners
Questionnaires:
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
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.
Attitudes toward content Questionnaires:
Target learners
Learners express enthusiasm
about learning the training
content.
Attitudes toward potential
delivery system
Questionnaires:
Target learners
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 learners
Questionnaires:
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
Interviews:
Target learners
Questionnaires:
Educational: Learners all
have at least some high
school education, or high
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35
Target learners 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 learners
Questionnaires:
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
Interviews:
Target learners
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 learners
Observation:
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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36
Materials
In addition to this Instructor Guide, the following materials are part of this workshop:
An electronic PowerPoint presentation
Instructional Design Plan
Six pocket folders
Six lead pencils with erasers
Six large paper clips
Room Setup/Equipment
PC setup
Instructor PC only:
PowerPoint file
Room supplies
Tables and chairs for participants
Instructor table
LCD projector
Projector screen
Working with the Client
Prior to the workshop
Ensure that the classroom has a computer with
PowerPoint software.
a jump/flash drive.
data projection capability.
Ensure that tables and chairs will be available for the workshop.
Day of instruction
Be 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 presentation
Practice
Feedback
The last unit of the program will flow as follows:
Handouts
Performance
Feedback
Agenda 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 1-5
Distribute folders containing
Handouts 1-4 and pencils
Instructional
Activities
Unit 1 Content presentation
Unit 1Practice
15 minutes Unit 1 PPT slides
Unit 1 PPT handouts
Unit 2 Practice
Unit 2 PPT handouts
Unit 3 Practice
Unit 3 PPT handouts
Unit 4 Practice
Unit 4 PPT handouts
Assessments Unit 1-4 Assessment 15 minutes Unit 1-4 Assessment Sheets
Unit 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 Review
Program feedback sheet
Comments and questions
15 minutes
Teaching the Workshop
Preinstructional Activities
Materials
PPT slides 2-5
Timing: 15 minutes
Welcome
SHOW DO
PowerPoint 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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38
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 Objectives
SHOW DO
PowerPoint slide: 3-5 Read objectives from the slides.
Ask if there are any questions about the objectives.
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Instructional Activities
Objective 1: Given six scenarios for the four types of abuse, link each one with the type of
abuse it correctly depicts.
Materials
Unit 1 PPT Slides
Unit 1 PPT Handouts
Timing: 15 minutes
Content
SHOW DO
Unit 1 PPT Slides Distribute Unit 1 PPT Handouts
Read each slide, elaborating on the example given.
Participation
SHOW DO
N/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.
Feedback
SHOW DO
N/A Comment on each learner’s response appropriately. For example,
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Objective 2: Given six scenarios for the three steps in the cycle of violence, link each one
with the step it correctly depicts.
Materials
Unit 2 PPT Slides
Unit 2 PPT Handouts
Timing: 15 minutes
Content
SHOW DO
Participation
SHOW DO
N/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.
Feedback
SHOW DO
Objective 3: Given six scenarios for some of the Wheel of Violence power and control
methods, link each one with the method it correctly depicts.
Materials
Unit 3 PPT Slides
Unit 3 PPT Handouts
Timing: 15 minutes
Content
SHOW DO
Participation
SHOW DO
N/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.
Feedback
SHOW DO
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Materials
Unit 4 PPT Slides
Unit 4 PPT Handouts
Timing: 15 minutes
Content
SHOW DO
Unit 4 PPT Slides Distribute Unit 4 PPT Handouts.
Participation
SHOW DO
N/A Ask each learner, in turn, to name an action they could perform that
would contribute to the empowerment of shelter residents.
Feedback
SHOW DO
Assessments
Materials
Unit 1-4 Assessment Sheets
Unit 1-4 Answer PPT slide
Timing: 15 minutes
Unit 1-4 Assessment
SHOW DO
N/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 DO
Assessment 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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Objective 4: After thinking about actions you can take to help shelter residents, describe
four that would contribute to their empowerment.
Objective 4: After thinking about actions you can take to help shelter residents, describe
four that would contribute to their empowerment.

42
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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After thinking about actions you can take to help shelter residents, describe four that would
contribute to their empowerment.
1.
2.
3.
4.
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Unit 1-4 PPT Answers
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Objective 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.
Materials
Unit 1-4 PPT Handouts
Timing: 15 minutes
Content
SHOW DO
N/A Tell learners they may use the other handouts in their folders for
reference if they wish.
Participation
SHOW DO
N/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.
Feedback
SHOW DO
N/A Comment to each learner as they perform.
Wrap-up
Materials
Instructional and Objectives PPT Slide
Timing: 15 minutes
SHOW DO
Objectives 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 1
Title Slide
Handout 2
Welcome Slide
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51
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PORTFOLIO PROJECT EXHIBITS OF DEBRA D KNIGHT 52
Handout 3
Instructional Goal
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Handout 4
Performance Objectives

INSTRUCTIONAL DESIGN PLAN 54
Handout 5
Performance Objectives

Handouts
Unit 1

Handouts
Unit 2

Handouts
Unit 3

Handouts
Unit 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 WebQuest
Audience: Graduate Students in Intro to Technology
Designed by: Debra D Knight
BRING LEARNING TO LIFE
WITH
ANIMATIONS
A WEBQUEST
Create an animated story and a free website to display it on.
Introduction Task Process Evaluation
Conclusion Job Aid
Introduction
Learn 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.
Task

You 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
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
• 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.
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.
Evaluation
The rubric below shows you how your animated story web
page will be evaluated.
Animated Story WebQuest Rubric
Points
Exemplary
25
Accomplished
20
Developing
15
Beginning
10
Score
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.
Instructions
Compliance
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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