Kerriann Haycock, Preston Lindhart, Jamie Shaw, Kailey Van Otten  

 
Content Development 2 

Instructions: 

The focus for this content development is on applying effective ​instructional strategies​ to 
deliver the content. While the team will still work on content development by including 
detailed information, media and assessment, the team will zero in on (1) the fit between 
instructional strategies and the content, (2) the function of instructional strategies and 
their intended outcomes for content delivery, and (3) the nature of human information 
process and the instructional strategies. 

1. Content Development 

In this assignment, the team will list the objectives and sub-objectives for which the 
content has been developed so far and explore ways to enhance/improve the content 
presentation and delivery by asking yourself: 

Does existing instructional strategy reflect the best practice in content presentation and 
delivery pertaining to the objectives and sub-objectives in this project?   

Does existing instructional strategy truly optimize the learning for learners in terms of 
developing necessary skills specified by this project? 

What is still missing? And what can we do better? 

  

Please review the Content Develop 2 Overview PowerPoint in Canvas before you work on this 
assignment. 

2. Documentation 

Summary of content development saved in Word document 

● Describe the objectives and sub-objectives to be covered in this development 

period 
● Describe the new content developed in this period 
● Describe the strategies used 

a. What was the strategy defined in the timeline? 

b. Are there any changes to the strategy? 

 If yes, explain why? 

If no, explain why? 

c. How does the existing strategy support learning and objectives? 

d. What are the intended outcomes as a result of the strategy? 

e. How does the strategy serve the content presentation and delivery? 

  

3. Personal instructional website: 

Create a new page and name it project development 2. Include the above document in 
your personal instructional website. 

Deliverables 

Submit the documentation and project link to Canvas. 

Content Development 2 

Objective Content Development Instructional Strategy

1.  Prior Knowledge

1.1   Define trauma - Chunking similar

terms (Fear and
1.1.1   Define the term trauma shame, anger and
-Trauma is an emotional wound often having long-lasting helplessness).
effects Allows for
comparison.
1.1.2   How trauma is expressed in kids in care
- Fear is worrying about pain or danger to yourself or - Differentiation-
others. using images and
- Shame is having negative thoughts or feelings about videos to identify
yourself. different emotions
- Helplessness when you feel you have no control over a
situation
- Anger is when you think something is not right or fair
you become extremely upset

1.1.3   Common behavior responses with expressions

-Drag and drop assessment containing images of fear
 and shame
Examples include: ​tantrums, yelling, clinging, arguing,
fighting, hiding kicking, screaming, hitting, giving up, lack
of effort.

1.1.4   Present Anger and Helplessness

-Powtoon video
-Video contains
-Definition of anger
-Definition of helplessness
-examples of what each emotion looks like (head down,
upset, etc.)

1.1.5   Make connections between feelings and behaviors of

kids in care
-Users will need to be able to identify different behaviors
being expressed by kids in care
-Users are looking for characteristics of anger: yelling,
shouting, hitting, etc.
-Users are looking for characteristic of helplessness:
lonely, not feeling welcomed, etc.

1.2 Identify Support -Videos- visualized

representation of a
support system,
1.2.1 Identify support systems why a support
-Give definition of support system system is needed,
- “A support system is a group of people you feel and how to use a
comfortable with to help you with emotional support” support system

Assessment-
1.2.2 List individuals, they feel comfortable with checking on the
-Watch Powtoon video about who can be a support understanding of
system and why a support system is important learned content
-Video contains:
-A support system is: -Scenarios-
-someone who can help you provides an
-someone who listens and provides support opportunity for the
-People in a support system: learner to
-parents, grandparents, friends, teachers differentiate
-Why do we need a support system? between good
-”Being a foster sibling is overwhelming. By having a examples and
support system, you have someone you can talk to.” non-examples
-Visual example of a support system and what it might
look like -Graphic
organizers- allow
-Assessment: the learner to think
 -Ask why do I have a support system? (multiple choice through their own
question) support system and
why that person is
1.2.3 Select individuals to add in your support system in their support
-Given a scenario, the learner will choose which person system
would be the best to be in their support system.
-give examples and non-examples (don’t get along
with, sibling is too young, etc.)

1.2.4 Construct a support network system (specific

individuals and what to talk to them about)
-Give a blank support system graphic organizer to help
the learner create their own personalized support system
-If possible, make this downloadable for the learner and
family to download and print

Objective Content Development Instructional Strategy

2 Expectations Scenario based

learning.
2.1 Define Expectations

2.1.1 Expectations are thoughts about what will happen in

the future
for example:
-I see gray clouds in the sky, my expectation is that it will
rain.
- I have been a good student in school, I expect to get
good grades
- I’m getting a new child in care into my home, I expect to
become best friends with them.

2.1.2 Impact that unmet expectations can have

-When you have expectations of the way something is
going to happen and then it ​doesn't​ work out what do
you do?
-We all experience times in our life where the
expectations we have for something doesn’t work out.
- You thought you were going to get that new toy you
asked for on your birthday and you did NOT get it.
- When expectations are not met we can experience a lot
of emotions…..
Scenario- “Ashley is excited to get a new child in care
into her home. She has made the expectation that this
 new kid in care coming to her home will be her new best
friend who will go to the park with her everyday and play
tag. When Tanner, the kid in care, moves in Ashley is
shocked to find out that that Tanner hates parks! He likes
to stay inside and read books by himself instead. Which
of the following emotions do you think Ashley has at this
time?” ( Happy, Sad, Tire, or Excited)

2.1.3 Behavior check for unmet expectations

When expectations are not met we can experience a lot
of emotions…..
Check off how many of these emotions you have felt
when something didn’t go the way you wanted.
- Sadness
- Anger
- Disappointment
- Confusion

2.1.4 Make connections between behaviors when

expectations are met vs when expectations are
unmet
Although we may feel these emotions there are 2 things
we can do to be prepared for unmet expectations.
1.Remember you are not in control of every situation or
person. The only thing you can control is yourself and
your emotions.
2. Set realistic expectations for yourself.
It’s great to think positively about the kid in care
coming to your home. In fact it is necessary! EXPECT
that you can become friends with the new kid in care, but
realistically expect that it might take more time than just
one week.

2.2 Define Challenges

Transfer knowledge
from module 1
2.2.1 A challenge is a difficult problem you or others can
face Scenarios - this will
- many challenges come from trauma. allow learners to get
- Do you remember what trauma means? It means an a better visual on
emotional wound that has long-lasting effects. various challenges
kids in care face.
2.2.2 Common challenges kids in care face:
-Extreme sadness, when sadness doesn’t leave you but
seems to affect not just an hour of the day but the whole
day.
-Afraid and nervous, living in constant fear (see module
 1.1.2)
-Belonging, when you feel that you don’t fit in. Many kids
in care can feel they have entered a home where they
don’t feel included. They feel very lonely because of this.
-Sleeplessness, you can’t sleep well because of fears
you keep thinking about.
-Self-care, not caring about being clean, taking showers,
messy room, clean clothes.

2.2.3 What can YOU do when kids in care have these

challenges?
- The best thing to do when you notice a kid in care
facing challenges is to let them know you support them,
encourage them, include them in activities, and most
importantly be a good example to them.

2.2.4 What if your support doesn’t work?

- Give them their space. It might take time for kids in care
to want to join you in activities but keep inviting them and
be patient. Hopefully they can feel your love for them and
eventually will want to play with you!

2.3 Identify Solutions Personalized

Learning
2.3.1 What is a solution?
- A solution means solving a problem -present information
- Using a storyboard- Introduce a problem to users to users
and walk through the process of finding a solution.
-users apply
information to their
2.3.2 A solution can lead to a compromise own personal
- Sometimes in order to find a solution, you might experiences
have to compromise
- Give definition of compromise- “A compromise is -Assess learners
an agreement between two people” through scenarios
2.3.3 Finding a way to compromise
-Click and present (in the build these are turning squares)
different ways to compromise:
- One way to compromise is “I do this for you, and
you do this for me”
- Finding a way that both parties are happy.

2.3.4 Given a scenario, how would you compromise?

- Identify a possible solution to the problem