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Select or modify existing instructional materials

Select or modify existing instructional materials

Christopher Christopher Hernandez earned this badge on Nov 18, 2019

Select or modify existing instructional materials


  • Identify and select existing materials that support the content analyses proposed technologies, delivery methods, and instructional strategies

    Submit evidence of selecting existing and creating instructional materials (lectures, readings, textbooks, multimedia, components, Open Educational Resources (OERs), simulations, and other resources) based on instructional strategies, delivery methods and/or content. 

    • Examples: Learning Design Activities (EDCI 575), The Evaluation Plan (EDCI 577), Individual Game Design Document (EDCI 556), Solutions & Change Management (EDCI 528), Technology Integrated Project (EDCI 564), Final Project (EDCI 569 if taken in Spring 2021 or later), other artifacts demonstrating selection of instructional materials based on instructional strategies (design, performance, workplace, educational, other). 

    Learning Outcomes

    For the challenge “Identify and select materials that support the content analyses proposed technologies, delivery methods, and instructional strategies,” I have decided to submit an episode of my podcast on utilizing the DIR Floortime methodology to develop instruction.  


    The attached podcast describes a STEM course I am teaching at the Rebecca School and the instructional materials I used along with the DIR instructional strategy and the Floortime delivery method. DIR Floortime is the Developmental Individual-Differences Relationship-based educational model and Floortime is its delivery method. The model was developed by the late Dr. Greenspan and involves helping children with neurodevelopmental delays move up the developmental ladder. DIR Floortime focuses on helping students attain developmental capacities 1-6, which is developing the ability to build logical bridges. The developmental capacities are as follows:  


    Capacity 1: Self-Regulation and Interest in the World  

    Capacity 2: Engaging and Relating  

    Capacity 3: Purposeful Two-Way Communication  

    Capacity 4: Complex Communication and Shared Problem Solving  

    Capacity 5: Using Symbols and Creating Emotional Ideas  

    Capacity 6: Logical Thinking and Building Bridges between Ideas  


    The model is meant to use students’ likes and interests to learn more about the world. In this case, we were learning about video game design and production. Within this podcast interview, listeners hear about how my STEM program came to fruition at the Rebecca School and how my instructional materials evolved with help from the school’s occupational therapists. Utilizing the therapeutic instructional nature that is the school's model, the STEM program infused with DIR Floortime evolved to incorporate students' motor skills as well as standard educational science, tech, engineering, and math curriculum.  


    The purpose of this project is to utilize a constructive methodology and create my own curriculum that fosters higher-level thinking for students with neurodevelopmental delays. Developing podcasts is what I do to provide my findings and data for free to other educators. I have previously developed many other podcast episodes for my school which has allowed me to become progressively better at delivering top-notch audio quality. 


    Lastly, I hope to become progressively better at creating instructional materials using other methodologies. This way I can continue to deliver effective strategies via different mediums such as video. 


    4026_001.pdf 4026_001.pdf
  • Integrate existing instructional materials into the design

    Submit evidence of finding pre-existing instructional materials (lectures, readings, textbooks, multimedia components, Open Educational Resources (OERs), simulations, and other resources) and adding them into a design choice(s) or instructional plan to increase the learning value of the overall design.

    • Example: Proposal of adding instructional materials into a design, supplementing learning activities by including instructional materials, Digital Job Aid (EDCI 566, EDCI 568), Learning Design Activities (EDCI 575), Instructional Website Tech Integration (EDCI 560), Technology Integrated Project (EDCI 564), Final Project (EDCI 569 if taken in Spring 2021 or later), performance, workplace or educational reflection, review, or feedback of a project focusing on adding instructional materials.

    For the competency “Integrate existing instructional materials into the design,” I have chosen to submit my work-related instructional design documents for helping an instructor to guide students through the creation of a Minecraft like game using the software Scratch.

    Video instruction can cause unwanted distractions within the field of special education. Students who watch a video will often ask to watch or search for their favorite videos online. Also, as an instructor, teaching something skill based will often require the instructor to look back over their materials. In order to better instruct my students and keep our learning environment distraction free, I have adapted a YouTube tutorial to paper instructions that an instructor should follow. These materials serve a dual purpose. Not only can they be a useful reference material for the instructor, but they can be adapted for use by the learner as well. The video is long and follows a different instruction than I have designed. Within my instructional design, I prefer to start students off with the creation of their visual artwork first and then the code. The purpose of this is to provide a visual anchor to them so that they can see they are an active contributor in the creation process. If we started with code first, they would not have the opportunity to be anchored visually.

    This is not my first time creating instructional reference materials for myself or my students. I have re-adapted OER’s (open educational resources) in the past to fit my student's needs. I love the design process that goes into creating these materials. Since no student with special needs is the same, I am always designing new instructional materials. This is something I look forward to with each new group. To help with this challenge, I am also submitting the original YouTube tutorial for this instruction.

    The purpose of this challenge was to submit proof of finding existing instructional materials and adding/adapting them to our design. I have proven the ability to do so by transferring information found within an educational video into written instructional/reference materials. One thing that would strengthen this artifact would be to provide photos of my student's progress. Another material that could strengthen the artifact is a video of me providing this instruction.

    Instructor Instructions For Scratch.pdf Instructor Instructions For Scratch.pdf