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Mia Bennafield

July 13, 2016


MEDT 7490
Assignment 8 Comprehensive Instructional Design Plan Rough Draft
Client Description
Name:
Charles White
Contact Email:
bam.bam.program@gmail.com
Website:
Training Site
About Charles:
Charles White is the founder of the mentee and mentoring organization B.A.M. B.A.M., which
stands for Becoming A Man, Becoming A Mentor. Charles is from Stone Mountain, GA, and
works with the Stone Mountain chapter. He serves as a training instructor for the adolescence
division of the program, where he works directly with the ages of 13 through 19.
About B.A.M. B.A.M.:

B.A.M. B.A.M. is an addition to the Helping to Train the People, Inc., 501 c3 non-profit
corporation. It was founded in 2014, and has been growing with a total of four chapters in
Savannah, GA, Shellman, GA, Stone Mountain, GA, and Fort Gaines, GA.
The program is an experiential learning experience for youth and adult males geared towards
members of the African American community. The experiential learning consists of automotive
maintenance and repair, business etiquette, health and fitness, and personal and professional
growth, just to name a few. B.A.M. B.A.M.s mission is through partnering, fellowship, and
experiential learning, we aim to help boys and men to Be Above Mediocrity. The program is
not just for young boys to transition into becoming mentors and men, but also for older men to
become mentors to the mentees. The mentoring groups are separated boys (ages 7-12),
adolescence (ages 13-19), and men (ages 20-99).
The Problem:
The Stone Mountain, GA, adolescence group (ages 13-19) are currently in their training program
for the Cops and Kids Engagement sessions, where they having open discussions, mock police
encounters, and learning about the dos donts while interacting with police officers. The
problem is the adolescence group are lacking visuals that they can refer to and recall when they
face police encounters, and have expressed their need for something physical or virtual that they
can utilize as a reference. The client believes that having something that the mentees and mentors
can see, will help them to be more successful in their mock police training sessions.
Solution for the Problem:
I will design visual materials (comic strips & poster) that provide examples of how to respond in
police encounters. The comic strip will demonstrate what not to do, as well as what to do if

pulled over by the police. The first poster will be presented in the form of a checklist that the
students can keep visible in their vehicles or in their possession. The second poster will be a
slogan encouraging the mentees to make the right decision. The instructor can then use the
artifacts to accompany the class open discussion about police brutality, community policing, and
the Black Lives Matter movement, as well as apply them during the police simulation activities.
The students will also have access to create their own personalized police encounter posters
using editing software.
Description of the Re-Designed Lesson:
The lesson originally began as an open discussion, and was accompanied by a mock police
encounter situation. The mentors were police officers, and the mentees were themselves, as
African American male civilians. However, the re-designed lesson consists of four reference
materials that can be used during the instructional activity, as well as in their time of need in this
instance that they encounter an officer. I have created two comic strips that will serve as a visual
and literate guide of how a good interaction should go, and how it should not go. The third
artifact is a poster that has a set of guidelines or recommendation for the mentees to use during
the open discussion and mock sessions. The fourth artifact is an inspirational and educational
poster that encourages the mentees that their lives are more valuable than their pride.
The Methods to Assess/Evaluate the Lesson:
The lesson will be evaluated based on the improvements that the mentees demonstrate when
participating in the open discussions and the mock police encounter sessions. Prior to the lesson,
the mentees felt less confident, nervous, and unaware of what to do when faced with different
officer challenges. After having access to the artifacts, the mentees should reveal more

confidence and knowledge of how to perform in those situations. The method can be evaluated
based on the additional poster that the mentees create to use as a reference.
Designed Artifacts:

Explanation of the Effectiveness of the Artifacts:


I believe that the artifacts that I designed are effective and appropriate for this type of
instructional activity, because they provide clarity and reassurance in small media forms. By
using comic strips, I was able to demonstrate a real-life police encounter scenario, where
students can follow along and see how the character makes the right or wrong choice. I applied
the Multimedia Principle, where the characters were seen with corresponding photos. I also used
the Personalization Principle, where I used informal language, so that I could keep the young
males engaged. In the posters, I applied the Multimedia Principle, which allowed me to
demonstrate having words and pictures to convey a variety of steps. Overall, I believe that each
artifact is an effective way to teach the instructional lesson on proper police encounters.
Addressing the Standards:
Each of the standards listed below is relative to this instructional design plan. The ISTE
Standards for Teachers connects to the plan by encouraging the mentees to tap into their creative
skills and experiential learning, by creating their own posters using digital formats. The ISTE
Standards for Students promotes students applying their critical thinking, creative, and decision
making skills during the open discussion and mock police encounter sessions, as well as when
they create their own posters with their set of guidelines. The ACRL Visual and Literacy
Competency Standards demonstrate the mentees need for an artifact, along with how they intend
to apply it to their knowledge and skills.

ISTE Standards for Teachers Addressed:


1. Facilitate and inspire student learning and creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to
facilitate experiences that advance student learning, creativity, and innovation in both
face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using
digital tools and resources
2. Design and develop digital age learning experiences and assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments
incorporating contemporary tools and resources to maximize content learning in context
and to develop the knowledge, skills, and attitudes identified in the Standards S.
a. Design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity
ISTE Standards for Students Addressed:
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original work as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
4. Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution of complete a project
ACRL Visual and Literacy Competency Standards Addressed:
1. Standard One

The visually literate student defines and articulates the need for an image
2. Standard Two
The visually literate student finds and access needed images and visual media effectively
and efficiently
3. Standard Three
The visually literate student interprets and analyzes the meanings of images and visual
media
4. Standard Four
The visually literate student evaluates images and their sources
5. Standard Five
The visually literate student uses images and visual media effectively
6. Standard Six
The visually literate student designs and creates meaningful images and visual media
Reflection on the Challenges to Complete this Assignment:
As I reflect on the challenges that I faced to complete this assignment, I believe that the major problem
that I faced was lack of resources when creating a comic strip. I believe that my comic strip could have
improved simply by having access to more stable characters and backgrounds. However, there are times
where less is more, and in this case, I just had to work with what I had. I found this assignment to be
interactive, engaging, and educational, because I was given the chance to apply myself in familiar, but
still new, areas. I am confident that in the future I will experiment with other artifact tools, so that my
creativity is not limited.

References:
ACRL Visual Literacy Competency Standards for Higher Education. (2011). Retrieved from
http://www.ala.org/acrl/standards/visualliteracy
BAM BAM Training 101. (n.d.). Retrieved from http://bambamtraining101.weebly.com/
ISTE Standards for Students. (n.d.). Retrieved from
http://www.iste.org/standards/standards/standards-for-students
Standards for Teachers. (n.d.). Retrieved from http://www.iste.org/standards/standards/standardsfor-teachers