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					                              A Lesson In Life Skills: The Laundry Process 1




  A Lesson in Life Skills: The Laundry Process

Rebecca Dadisman, Kathryn Eskesen, Katrina Garrett,

       Amanda LeeVan and Denna Stephens

                Walden University




           Instructor Dr. Michael Burke

        Instructional Design (EIDT-6100-2)

                December 20, 2010




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                                                  A Lesson In Life Skills: The Laundry Process 2


                                     Table of Contents
I. Analysis                                                                               4
  Unit Goals                                                                              6
  Perceived Utility of Instruction                                                        7
  Learner’s perceptions of accountability                                                 7
  Instructional Context                                                                   8
  Transfer Context                                                                        9
  Application of learned skills                                                           9
  Opportunity                                                                             9
  Support                                                                                 9
  Constraints                                                                            10
  Task Analysis = (topic analysis + procedural analysis) Topic Analysis                  10
  Topic Analysis                                                                         10
  Washing Your Clothes                                                                   10
  Folding Your Clothes                                                                   12
  Removing Stains                                                                        13
  Instructional Objectives                                                               15
  Procedural Analysis                                                                    16
II. DESIGN                                                                                16
  Sequencing Description                                                                 16
  Instructional Message                                                                  18
  Strategies Table                                                                       19
  Coherence of text structure                                                            21
  Multimedia Instruction                                                                 22
  Multimedia Design                                                                      22
  How and Why – Team Considerations for Using Digital Video and Other Media              23
III. DEVELOPMENT                                                                         24
  Instructional Materials                                                                24
  Developing Sample Materials                                                            25
 Delivery Method                                                                         25
 Instructional Plan Table                                                                27



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                                                 A Lesson In Life Skills: The Laundry Process 3


IV. IMPLEMENTATION                                                                         29
 Section I: Unit Overview                                                                  29
 Section II: Pre Workshop Planning                                                         30
 Section III: Instructional Environment, Equipment, and Materials                         31
 Section IV: Instructional Delivery & Sequencing                                          35
 Section V: Assessment of Learning                                                        36
REFERENCES                                                                                39
Supplemental materials
  Addendum A: Clothes Washing Tips & Warnings
  Addendum B: Quick Reference Cue Card for How to Do
  Addendum C: Storyboard & Video Script
  Addendum D: Identifying & Removing Specific Stains from Clothing Booklet




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                                                        A Lesson In Life Skills: The Laundry Process 4


                                            I. Analysis

   Daily living skills, which are also known as activities of daily living, cover many aspects of

home and community functioning. They are the skills which allow people to operate independently

at home or in community settings and to take control over their own lives.

   Young adults leaving home for the first time have to overcome many challenges. They are about

to enter a new and difficult social environment. They must meet new academic and vocational

expectations and make decisions on their own, while taking care of themselves in areas where

caregivers have traditionally taken on the responsibility on their behalf. The new obstacles are faced

by every young adult. Independent living skills are often overlooked in the context of subjects taught

during the regular school day.

Needs Analysis:

   Many students leave home for college or independent living/working without being exposed to

proper training in operating independently. Many of these students find they are unprepared,

eventually find themselves returning home to bring their laundry to the caregiver. Laundry is an

example of a chore that everyone, learning difference or not, needs to learn to master for him/herself.

With all the new expectations of living away from home (the greater independence, the decision

making, the academics, the social milieu of their dorm or apartment) young adults have many things

on their plates. Without prior training, learning to do laundry within the previously described setting

proves to be a demand they are not currently equipped to handle.

   Instruction on the step by step process of laundry could solve this lack of life skills activity

problem. This particular life skills activity could also easily be linked to various curriculum areas,

such as English (reading tags on clothes, reading directions on washing powder, talking to others

about the task), or Math (measuring powder, reading dials and numbers on the washing machine,




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                                                         A Lesson In Life Skills: The Laundry Process 5


counting and sorting clothing, estimating space required on the line to hang out a load, timing how

long it takes for a load of washing to be washed).

   The purpose for this planned instruction is to apply the task analysis method to teaching life

skills to secondary and post secondary students. The means for accomplishing this are through an

instructional intervention as it will give the facilitator the ability to set achievable goals and ensure

learners experience success both now and in the future.

Learner Analysis:

   In this learning module, the general characteristics of the learner are male and female high school

seniors (ages 17-18) who are about to embark on independent living. While the students are all in the

same education level academically, the knowledge of proper laundry procedure may vary based on

gender role expectation differences in some households, home responsibility expectations, or home

laundry facilities access. In general, it is expected that the students will have the prerequisite skills

of being able to identify dirty laundry; knowing where dirty laundry goes (in the hamper or laundry

room); knowing the difference between stain remover, detergent, and fabric softener; and

recognizing the difference between a washing machine and a dryer. Students will come to this

learning module with different attitudes regarding the material. Students who have already learned

the steps necessary for laundry may not see the need for the instruction. Students who do not think

that they will need to know this information because their caregiver will continue to provide this

service may not see a reason for the instruction. Other students may be excited with the prospect of

being independent from parents and competent in their life skills and find the instruction useful.

   When considering the learning styles, the students will benefit most from receiving this

information through multimedia material which will visually demonstrate the process while also

explaining the process. Written steps will be appropriate for those students who prefer to learn




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                                                           A Lesson In Life Skills: The Laundry Process 6


   through reading or need a reference guide, but many will be able to recall the process through visual

   and auditory means.


   Performance gap analysis:

     The gap between learner performance and the desired performance outcome may depend on the

   student’s prior laundry knowledge. According to “College Parent Central,” laundry is one of the

   eight life skills teens need to learn before leaving for college (2010). The problem is a majority of

   students leave for college without that knowledge base. In fact, most students do not know the

   difference between water temperatures and the effect they have on clothing. Many college students

   believe that packaging their clothing up and heading home for a parent to do it is how laundry gets

   done. Therefore, there is a performance gap: only a fraction of the students who need to know how

   to do laundry can actually accomplish it. Furthermore, of the students who have had some

   experience with laundry, only a fraction are knowledgeable in overcoming all the obstacles of

   laundry maintenance, such as stain removal. With this instructional module, the performance gap can

   be closed so that all post secondary students will be able to handle this independent-living skill.

Unit Goals:

          1.   Student should be able to sort dirty clothing into appropriate color groups prior to

               washing.

          2.   Student should be able to identify and pre-treat stains on clothing prior to placing in

               washing machine.

          3.   Student should be able to correctly load and start the washing process

          4.   Student should be able to properly set the dryer to the right drying cycle based on types

               of clothing.




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          5.   Student should be able to correctly fold and hang dry clothing, resulting in less wrinkling

               and ironing.

Perceived Utility of Instruction:

          ○    People living independently for the first time will eventually run out of clean clothes (and

               clothes that don't smell too bad) and realize they need clean clothes.

          ○    Being able to use this learning module "just in time" will help them navigate through the

               process without ruining their clothes (like changing everything pink or grey, or shrinking

               their wool clothes to doll-size items.)

Learner’s perceptions of accountability:

          ○    Many people leaving home for the first time are unaware of the many responsibilities

               involved in independent living. Many first year independent living students do not clean

               their rooms or their clothing because that was not an expectation while living at home.

               Several studies have shown that American families have become more lax in the parents

               requiring their children to learn and perform independent living chores as part of the

               family. (Ochs & Izquierdo, 2009).

          ○    "Descriptions abound of how children learn through observing and participating directly

               in their shared social and cultural world by ‘‘using their eyes,’’ intensely watching and

               perceiving." (Paradise & Rogoff, 2009, p. 103)

          ○    "These practices [learning by observing and pitching in] were more readily recognizable

               in the recent past ... before children were segregated from family work and before schools

               developed their dominating influence." (Paradise & Rogoff, 2009, p. 103)

Instructional Context:

       Instructional context refers to the scheduling and access to the training as well as environmental.




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        There are places people predominately use to clean their clothing. If they have a washer and

dryer at home, they make use of them. If they do not have access to laundry facilities at home, but are

living in a dorm (or other apartment-type dwelling) a laundry room may still be provided. If however,

this is not the case, or those machines or placement are not considered safe, then a public Laundromat is

another alternative location.

        There are several environmental variables in addition to accessibility when determining which

environment to access to clean ones' clothing. These are listed in the table below.

Scheduling should not be an issue since this learning module is being developed as an online, web-based

program, accessible 24 hours per day, 7 days a week (other than during site maintenance).

        To access this learning module, the learner will need access to a computer with internet

connection - to accommodate the video streaming that is part of the module. The possible locations

considered are at home, at school, or at a public computing center, such as a library. The following table

lists typical conditions to consider when determining the environment to access the class, as well as a

category which lists possible physical locations with access to laundry facilities.

Table 1
Environmental considerations
                                                                                         At home
Environment               Access to computer                                             At school
                                                                                         At a public library
                                                                                         At home
                          Access to broadband connection to internet                     At school
                                                                                         At a public library
                                                                                         At home
                          Seating                                                        At school
                                                                                         At a public library
                                                                                         At home
                          Lighting                                                       At school
                                                                                         At a public library
                                                                                         At home
                          Noise                                                          At school
                                                                                         At a public library
                                                                                         At home
                          Temperature                                                    At school
                                                                                         At a public library
                                                                                         At home
                          Accommodations                                                 At school
                                                                                         At a public library
                                                                                         At home
                          Transportation
                                                                                         At school



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                                                                                             At a public library
                                                                                             At home
Scheduling of training         Available via internet 24/7                                   At school
                                                                                             At a public library
                                                                                             At home
                               When is computer with broadband connection available?         At school
                                                                                             At a public library
                                                                                             At home
                                                                                             At dorm laundry facility
Access to washer & dryer
                                                                                             At apartment laundry facility
                                                                                             At public or private Laundromat


Transfer of Context:
Application of learned skills:
               ○    Demonstrate difference between clean and dirty clothing.

               ○    Demonstrate how people react to others in dirty clothing vs. clean clothing.

Opportunity:

               ○    Learning module is available via computer access to the internet 24 hours a day, 7 days a

                    week, except during times of maintenance on the learning platform or servers.

               ○    Access should be allowed from home, public computing centers and public libraries as

                    well as school.

Support:

               ○    Technical support should be provided by the learning institute housing the LMS.

               ○    Facilitators should be available for learners to contact via email or IM chat to answer

                    additional course questions and concerns.

Constraints:

               ○    Lack of appropriate monetary coins or lack of sufficient quantities

               ○    Lack of laundry detergent or lack of appropriate laundry detergent for type of washer

               ○    Lack of softener (liquid for washer and/or dryer sheet for dryer)

               ○    Lack of stain remover

               ○    Lack of access to laundry facilities or Laundromat




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             ○    Lack of initiative

Topic Analysis = (topic analysis + procedural analysis)

Topic Analysis

I. Washing Your Clothes (Unit Goal 3)

   Learning how to wash clothes is a very important skill. Failure to acquire this skill is not only

   unhealthy, but can also be expensive, especially when the washing goes wrong.

   A. Supplies Needed

   Clothes       Detergent   Washing machine or bucket/sink    Dryer or clothesline   Table for folding



   B. Clothes Washing Steps

   1.   Collect all your soiled clothes from the rooms or wherever you keep them. Keep in mind to look

        under your bed. Make sure you find everything. (Unit Goal 1)

   2.   Sort the clothes into piles based on colors and fabric type. (Unit Goal 1)

   3.   Wash towels and sheets separate from clothing. Remember, towels and sheets should not be

        washed together. The top load washing machines should be used for towels and sheets should be

        washed in front load machines if possible. (They are less harsh on sheets so they come out with

        fewer wrinkles). (Unit Goal 1)

   4.   Sort the remaining clothes based on color and fabric type. All whites should go with only whites

        (or very light colors if the item is not new). Then, put all the reds, pinks, and oranges in a

        separate pile (never keep this close to the white pile as you will be wearing pink shirts for a long

        time). Then, depending on how many more clothes you have left, put the other colors together,

        possibly into a lighter (e.g. grays, yellows, light blues, orchid) and a darker pile (blacks, dark

        blues, browns, greens, purples). (Unit Goal 1)




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5.   Know that each pile is its own load. It is recommended to start with the highest priority pile.

     Towels take more time to dry than other clothing with the exception of jeans. (Unit Goal 1)

6.   Top load machines --First turn on and let the water run into the machine,. Next , read the

     directions for the amount of laundry detergent needed based on your load size and type of

     laundry detergent (regular vs. concentrated or high efficiency) Then add 1/2 cup of regular or

     one of the small plastic cups full of concentrated laundry detergent. Put the first pile of laundry

     into the washer. (Unit Goal 3)

7.   Do not overload the machines! Carefully look over all the knobs and settings on the machines to

     make sure you are washing the clothes the using the proper settings. *White or light colored

     clothing usually get washed in hot temperatures. Colored clothes and sheets usually go on warm

     or cold temperatures. (Unit Goal 3)

8.   Close the door and push the on button. (Unit Goal 3)

9.   Come back when the washer is has completed the wash cycle and take the clothes out. Shake

     them gently, and put into a dryer or hang them on a clothes rack for drying if the label reads do

     not dry. (Unit Goal 4)




II. Folding your clothes (Unit Goal 5)

Folding laundry promptly and correctly minimizes ironing and therefore, work. (Unit Goal 5)

     A. Supplies Needed

Laundry                               Flat surface                      Dust cloth or feather duster




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B. Steps

1. Be sure you have a handy flat surface, such as the top of your washer or dryer or a

Laundromat folding table or counter. Use the dust cloth to wipe away any lint or

dust that might be there. (Unit Goal 5)

2. Start your folding as soon as the dryer is done! It's better to have clothes slightly

damp than to over dry. If you are hanging your clothes to dry, try to fold them as soon as you take them

off the line, right into the laundry basket if you have no table or counter to work on. (Unit Goal 5)

3. As you pull each item out of the dryer or off the line, fold it carefully and make neat stacks of: shirts,

t-shirts, pants, underwear, towels etc. If the clothes belong to more than one person, you could make a

stack for each person instead of by item type. Having groups makes putting them away easier. (Unit

Goal 5)

4. Even if you plan to hang some items on hangers, it's still better to fold them neatly until they get to

the hangers, than to leave them in a crumpled pile. They will be much less wrinkled this way. (Unit Goal

5. By folding the clothes as soon as they are dry and not leaving them to cool in a tangled heap in the

dryer, they are much less wrinkled and much easier to iron. Many things don't even need to be ironed if

taken out and folded or put on hangers right away. (Unit Goal 5)

       Note: For tips and warnings see Addendum A.

III. Removing Stains (Unit Goal 2)

       A. Supplies Needed

   Supplies needed for stain removal can usually be found in grocery, drug, general merchandise, or

paint stores. Many commercially available products have proprietary formulas that are protected by

patent rights and not available to the public. Ingredients listed on labels for safety purposes can help you




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decide if the product will be useful for the stain removal task you have to do. There is no miracle

product that will remove all stains.

       B. Steps for Removing Stains from Washable Fabrics

       The following general procedures apply to nearly all stains. Fresh stains are much easier to

       remove than old ones, so take care of stains promptly.

           ●   Blot up any excess liquid with a clean white cloth, paper, or other towels. Remove excess

               solids by gentle scraping or chipping with a dull knife or metal spatula. With some solids

               such as heavy amounts of surface mud removal may be easier after the stain has dried.

               Excess can be brushed off before the clothing is submerged for washing.

           ●   Avoid rubbing the stained area with a linty terry towel or a dark-colored cloth. You may

               complicate the problem.

           ●   Never rub a fresh stain with bar soap. Soap sets many stains.

           ●   Decide if the fabric is washable or dry cleanable. If dry cleanable, take to the cleaners as

               soon as possible (within 24 to 48 hours).

           ●   Do not try to treat suede, leather, or fur. Professional cleaners are needed for these items,

               and even some professionals do not offer this service.

           ●   Avoid using hot water on stains of unknown origin. Hot water can set protein stains such

               as milk, egg, or blood.

           ●   Tests stain removal agents on a seam or hidden area of the garment to be sure it does not

               affect the color or finish of the fabric before starting on the stain.

           ●   Avoid excessive rubbing unless fabric is tough and durable. Rubbing can spread the stain

               and damage the fiber, finish, or color.

           ●   Do not iron or press stained fabrics. Heat will set most stains.



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         ●   Check laundry for stains before washing. Many stains need pretreatment.

         ●   Inspect wet laundry before drying to be sure stain has been removed. If a stain is still

             evident, do not dryer dry. The heat of drying will tend to make the stain more permanent.

         ●   Wash heavily soiled items separately. During laundering, soil is broken into smaller

         particles and can be re-deposited on cleaner clothing if insufficient detergent is used, water

         temperature is too low, washing time too long, or washer is overloaded with too many

         clothes.

                                      Instructional Objectives

Topic: Sorting, Washing and Drying Laundry

         ○   The student will identify and sort clothing by color with 100% accuracy.

         ○   The student will separate clothing by color (whites, lights, brights, darks, reds)

         ○   The student will read and follow written instructions on care labels with 100% accuracy.

         ○   The student will read and set the dial settings on the washing machine to the correct

             temperature as instructed on the care label with 100% accuracy.

         ○   The student will read and set the dial settings on the dryer to the correct temperature as

             instructed on the care label with 100% accuracy.

         ○   The student will measure and pour ½ cup of detergent for a medium size load as

             indicated on the inside of the laundry detergent cap.

Topic: Folding Laundry

         ○   The student will demonstrate the ability to follow a visual model with 100% accuracy.

         ○   The student will accurately imitate the ability to fold a t-shirt based on a visual model.




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Procedural Analysis




                                               II. DESIGN

Sequencing Description:

1. Sort clothing by color and fabric. (Unit Goal 1)

   ●   Whites- Whites go separate because we want them to stay white. One red sock that isn’t colorfast

       can turn an entire white load pink.

       More often than not whites need a warmer water temperature than other clothing to ensure

       proper cleaning. Reds and or Bright


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      ●      Colors- Colorfast pinks, purples, reds, and oranges can be mixed together to make a full load.

             Warning, red clothing is notorious for losing its color

             and bleeding onto other fabrics. When in doubt wash reds separately. Other bright colors can

             fade or lose their color onto other lighter clothing.

      ●      Towels- Towels are lint producers. The lint they give off sticks to other types of clothing. You

             can wash towels with blankets, sheets, and robes as

             long as everything is colorfast.

2.    Check to see if clothes have hard stains. If so, add stain remover and gently rub into stain. (See

      supplemental resources for other stain removal tips). If no, read the labels of clothing for care

      instruction. (Unit Goal 2)

3.    Place sorted pile into the washing machine. Load items one at a time, making sure they are not in a

      wad. To protect fabric finishes and reduce the “washed out” look, turn knitted items, corduroy,

      textured fabric and sweatshirts inside out. (Unit Goal 3)

4.    Measure the amount of detergent needed and add to wash. Then determine water temperature and set

      dial

      ●   Unless your clothing is caked with dirt and heavily stained, washing in cold water will serve your

          needs and prevent most laundry disasters.

      ●   Always rinse in cold water – there’s no need for a hot or warm rinse on any fabric.

      ●   Bed linens and towels need to be washed at the highest recommended temperature at least every

          other wash to sanitize.

 5.   Close lid to washer and push/ turn dial to start.

 6.   Wait for washing cycle to complete then remove clothing from washer.




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7.    Transfer washed clothes to dryer. If you don't have a dryer, hang clothes outside on a line to dry. Use

      clothespins to keep clothes from falling off, and remove when clothes are dry. This works best on

      warm, sunny days. (Unit Goal 4)

8.    Set temperature based on fabric and load size ( read clothing labels). Add dryer sheets. (optional).

      ●    Some clothes may shrink in the dryer, especially on high heat settings. Always check labels for

           drying instructions before putting clothes in the dryer.

9.    Close lid to dryer and push or turn dial to start. Wait for cycle to finish.

10.   Remove dry clothes from the dryer and prepare to fold. (Unit Goal 5)

11.   Place article of clothing on flat surface to fold.

12.   Identify corners of clothing to match up, then flip or turn clothing to meet at corners, smooth out

      wrinkles.

13.   Place clothing in storage area in dresser or closet.

14.   End Laundry Process Here

      Instructional Message:

Table 2
Instructional Messages Table
Strategy      Function                                         Content                             Learner                    Task Attributes
Pretests      N/A                                              N/A                                 N/A                        N/A
              Tell students that by the end of this class they The content to be handed out will The students will have       Since the laundry module will
              will be able to:                                 be bulleted and other material will middle to high ability     consist of modeling the task of
                    1. Separate laundry by color 100% be visually demonstrated making with middle to low                      laundry, behavioral objectives
                          of the time.                         behavioral objectives a good        previous knowledge.        will focus the students on the
                    2. Set the water level/temperature choice for the module.                      These students will be     action that they need to complete.
                          accurately 100% of the time.                                             high school seniors with   While this is not a lecture style,
Behavioral
                                                                                                   some to no experience      modeling a behavior is still a
Objectives          3. Eliminate stains before washing                                             with laundry.              traditional learning method
                          with 95% accuracy.                                                                                  making behavioral objectives
                    4. Dry laundry correctly 100% of the                                                                      appropriate for this module.
                          time.
                    5. Fold laundry appropriately with
                          95% accuracy.
              An overview of the skills covered will be        Since there is a structure to the   Since the prior            The overview will be informative
              helpful to the students. The overview will       process of laundry, an overview knowledge of the               and will allow the students to
              have headings and bullets to make the            might not seem like the best pre- students will vary, an       focus during the module and
              information easily retrieved. The information instructional method. However, overview will allow the            reference the information later
Overviews     covered can serve a dual purpose of              the steps of laundry aren’t overly instructor to remind        when applying the skills in real
              preparing the students for learning and          structured to the point where they students with previous      life situations.
              allowing them a written record of the skills can’t be summarized. A quick            experience while           The overview will include an
              learned for later reference.                     summary of the content will be      drawing interest from      anecdote and an informational
                                                               easy to do with the specifics being students with no           summary of concepts.



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                                                           covered within the module.        previous experience.
Advance
                 N/A                                       N/A                               N/A                         N/A
Organizer




Instructional Strategies Table:
Table 3
Instructional Strategies Table
Procedural Step                                     Strategy             Initial Presentation                              Generative Strategy
1) Sort Clothes                                          Demonstration     Video of guy dressed in pink clothing.
     a) (Unit Goal 1)                                                      Friends asking why all pink. He explains
                                                                           that is how his laundry came out.
2)   Collect all your clothes from around your          Organization                                                           Walk through all the steps
     place. Remember to check under your bed.                                                                                  showing still pictures as we go
                                                                                                                               of samples of each type of wash
                                                                                                                               item or machine dials as
                                                                                                                               mentioned in step.
3)   Sort into following piles:
     a) Towels, rags
     b) Sheets
     c) Cotton & linen
     d) Rayon, polyester, spandex, silk
4)   Now split them into one of these piles for
     each pile you made:
     a) White
     b) Yellow, light blue, grays
     c) Dark (blacks, dark blues, browns,
           greens, purples)
     d) Red, pink, orange
5)   You now have the following piles to be             Elaboration                                                            Add more details now that we
     washed separately:                                                                                                        have covered the basic idea of
     a) Towels, rags, bathrobes                                                                                                the step. Define in more detail
     b) Sheets, napkins                                                                                                        the various piles clothes can be
     c) White cotton or linen clothing                                                                                         sorted into.
     d) White rayon, polyester, and silk
           clothing
     e) Dark cotton or linen clothing
     f) Dark rayon, polyester, or silk clothing
     g) Light colored (yellow, light blue, grays)
           cotton or linen
     h) Light colored (yellow, light blue, grays)
           polyester, rayon, or silk clothing
     i) Red, pink, or orange cotton or linen
           clothing
     j) Red, pink, or orange polyester, rayon,
           or silk clothing
     k)                                                 Practice                                                               Quiz that has student placing
                                                                                                                               various types and colors of
                                                                                                                               laundry items in correct piles.
6)   Pre-Treat Stains                                   Demonstration      Show examples of stains on clothing.
     a) (Unit Goal 2)                                                      Follow with a short video of spraying a
                                                                           stain remover onto the stain, gently
                                                                           rubbing it, and then adding the item to the
                                                                           wash.
     b)     Treat blood and other protein stains        Organization                                                           Make a point about protein vs.
            differently – rinse, and soak if                                                                                   other types of stains. Show
            necessary, in cold water first                                                                                     examples of each set to point
                                                                                                                               out the difference.
     c) Treat non-protein stains with your              Elaboration                                                            A - Walk-through the protein
          choice of stain removal product. Rinse                                                                               types of stains, showing
          and/or soak protein stains with cold                                                                                 examples of each, and
          water.                                                                                                               demonstrate rinsing and soaking
                                                                                                                               in cold water.




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                                                                                                                     B - Re-iterate all other types of
                                                                                                                     stains can be treated with
                                                                                                                     commercial stain removal
                                                                                                                     products.
           i)                                        Practice                                                        Short quiz of which stain
                                                                                                                     treatment should be used on
                                                                                                                     different types of stains.
7)    Select washing machine settings                Demonstration   Video of person not checking machine
      a) (Unit Goal 3)                                               settings and starting up load – but settings
                                                                     are for hot wash and rinse and regular
                                                                     cycle. Clothes put into machine were dark,
                                                                     delicate items.
8)    Water Temperature                              Organization                                                    Show still pictures with voice
9)    Cotton and white and light colored items                                                                       over, of different washing
      can be washed with a hot or warm wash                                                                          machine dials, demonstrating
      cycle and warm rinse water                                                                                     different settings for different
10)   Dark clothing, as well as polyester and                                                                        types of clothing.
      rayon items should be washed with a cold
      wash and rinse cycle or they will shrink,
11)   Any items, whose tags say to wash in
      delicate cycle, be sure to choose cold water
      for both wash and rinse cycle.
12)   Type of cycle:                                 Elaboration                                                     Add more details now that we
13)   Regular                                                                                                        have covered the basic idea of
14)   Permanent press (has a cool down rinse at                                                                      the step. This step required
      the end)                                                                                                       looking at labels, not just the
15)   Delicate (very slow agitation and rinse)                                                                       colors.
                                                                                                                     Additional still shots of correct
                                                                                                                     settings on various washing
                                                                                                                     machines if possible. (with
                                                                                                                     voice-overs explaining the
                                                                                                                     settings.)
      a)                                             Practice                                                        Quiz that includes pictures and
                                                                                                                     descriptions of various types of
                                                                                                                     loads and possible machine
                                                                                                                     settings.
16) Load washing machine and add soap                Demonstration   Show pictures of both front and top
                                                                     loading washing machines.
      a)   Top-loading washing machine: start        Organization                                                    Video of person demonstrating
           water running into the machine, add                                                                       the step for top-loading
           soap, wait a couple of minutes for the                                                                    machine.
           soap to dissolve in the water, and then
           add clothing.
      b)   Front-loading washing machine:            Elaboration     Do not overload the machines.                   Video of person demonstrating
           Add clothing and soap, then close                                                                         the step for front-loading
           door, before turning on.                                                                                  machine.
    c)                                               Practice
17) Move wet clothes into clothes dryer              Demonstration   Video of person pulling a big lump of
    a) (Unit Goal 4)                                                 clothes from washing machine and tossing
                                                                     them into the dryer, without shaking each
                                                                     piece out. Time lapse … show that the
                                                                     clothes are still in a ball after tumbling in
                                                                     the dryer – all wrinkled and only the outer
                                                                     layer are dry.
18) Remove one article at a time and gently          Organization                                                    Video of person correctly
    shake it to remove major wrinkles.                                                                               removing one article at a time,
19) Select appropriate dryer machine settings.                                                                       gently shaking it and placing it
                                                                                                                     into the dryer.
                                                                                                                     Second video of person
                                                                                                                     selecting dryer settings.
20) Usual machine settings on dryers:                Elaboration                                                     Still pictures of different
21) Regular                                                                                                          settings for different types of
22) Permanent Press                                                                                                  loads.
23) Low or Delicate
24) Air Dry                                                                                                          Video of person placing a dryer
25) Place a dryer anti-static / softener sheet                                                                       sheet (Bounce-like) into the
    in dryer. (optional)                                                                                             dryer before closing the door.
26) Some clothes should be dried flat or                                                                             Video of person placing sweater




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                                                                        A Lesson In Life Skills: The Laundry Process 20

     hanging on a clothes rack.                                                                                on flat surface to dry.
                                                                                                               Video of person hanging
                                                                                                               delicate clothes article on
                                                                                                               clothes rack.
     a)                                          Practice                                                      Quiz of correct dryer settings for
                                                                                                               different kinds of clothing and
                                                                                                               other items.
27) Remove clothes from dryer, folding or        Demonstration   Video of person correctly removing one item
    hanging as appropriate                                       at a time and folding one and then hanging
    a) (Unit Goal 5)                                             another type of clothing.
28) Dust off the flat surface to be used for     Organization                                                  Show video of person doing
    folding clothing                                                                                           each of the tasks listed.
29) Fold t-shirt
30) Fold pair of jeans
31) Hang nice shirt
32) Hang dress
33) Hang skirt
34) Hang nice pants
35) Fold towel
36) Fold sheet
37) Lay face cloth flat
38) Lay underwear flat




39) Make separate stacks for different people    Elaboration                                                   Include voice over explaining
40) No hangers? Fold nice shirt, skirt, dress,                                                                 why to make separate stacks for
    nice pants until you get home to hangers.                                                                  different people and folding
                                                                                                               clothes until you have access to
                                                                                                               hangers.



                                                 Practice                                                      Point student to take-away
                                                                                                               brochure and suggest they start
                                                                                                               doing their laundry now that
                                                                                                               they are “experts.”




Text Design

           Arial font will be utilized throughout the displayed and printed instructional materials. Major

headings will bolded, centered and 20 pt font size. Subheadings will 18 pt. font size – no bolding. The

rest of the text (Normal text) will be 16 pt. font size for easy reading. Key phrases and words will be

italicized for emphasis and easier location within the text for reference and review. Key phrases and

concepts will be repeated throughout the modules. Graphics will be used for instructional purposes. For

instance, pictures of washers and dryers, cleaning products, and people doing laundry. Procedural steps

will be numerated to indicate the importance of the sequence. Where sequence is not important, bullets

will be used instead.


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Multimedia Instruction

          Instruction will be web-based with web pages containing interactive materials and instructional

videos. The videos will be embedded on the web pages that cover the unit goals, helping to visibly and

audibly demonstrate the steps of sorting, washing, drying and folding clothing.


Multimedia Design

          Digital video is a popular multimedia source that can easily be implemented to enhance

instruction. Digital video is used to capture live events that can be distributed to a mass audience. The

two most common tools used to capture video are the camcorder and digital camera. Other devices

include web cams and smart phones. Once video is captured, it can be edited to enhance meaning by

adding other graphics, sounds, and even text. The edited selection can then be copied or burned onto

CD's, DVDs, uploaded to internet sites (YouTube), embedded into Learning management System

lessons or even included into slide presentations such as PowerPoint. Including digital video in

instruction can have benefits for both the instructor and the student.

Table 4
Benefits of Digital Video in Instruction
Benefits for Instructor/ Instruction                    Benefits for Students

     1.   Supports content as a visual aid                   1.   Added support for visual learners

     2.   Provides a visual “how to”                         2.   Audiovisual component enhances memory.

     3.   Easy to implement in presentation                  3.   Adds meaning to content

     4.   Instructional concepts are demonstrated            4.   Improves motivation / confidence

          in action.



How and Why – Team Considerations for Using Digital Video and Other Media

          The laundry process will be demonstrated and digitally captured for viewing. Audio and text will

be added to generate content. Text headings will be used to signal the start of each step in the process.

Simple and short phrases will be placed within the video to emphasis key points during the procedure.



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                                                           A Lesson In Life Skills: The Laundry Process 22


After viewing the video presentation, students will have the option of printing a cue card. The cue card

will be 3 x 11 in size, making it easy to transport, read, and display in any laundry setting. The cue card

will feature no more than 5-6 steps. Each step will be presented along with short phrases to cue memory

recall. A brief suggestion to laminate the card will be placed at the bottom of the card so the student will

be able to preserve and reference the card on an as needed basis.

       The primary media design will include the use of audio-video and or picture clips with text. The

purpose of this design is to provide a simple “how to” format that will appeal to a young adult audience.

Today’s youth are driven to learn things that seem to come easy and there’s nothing easier than

observing others while learning. Real images with real people will provide a sense of relevance as the

process is demonstrated in action. The visuals will add deeper meaning to the instructional content and

enhance the working memory of the student. As the student observes the step by step process, they will

immediately be able to assess and identify their own level of knowledge and skills needed to complete

the objectives. This comparison by observation can promote a sense of self-efficacy and serve as an

internal motivator to successfully complete the task.

                                            III. DEVELOPMENT

Instructional Materials

       The instructional materials will, for the most part, be available and accessed from the internet. It

will include digitally captured videos, interactive activities, as well as a 3” x 11” cue card available for

download and printing. The cue card will feature no more than 5-6 major steps. A brief suggestion to

laminate the card will be place at the bottom of the card, making it easy to transport, read and display in

any laundry setting. The online materials will include demonstrations of how to manipulate the items

usually involved in laundry skills. For instance, the following items will be included in the

demonstrations: clothing, detergent, stain removal products, clothes washing machine, clothes dryer, a




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                                                           A Lesson In Life Skills: The Laundry Process 23


flat table or other surface for folding clothing, and laundry baskets or bags for transporting the dirty,

then clean, clothing to and from the laundry machines.

       Audio and text will be added to enhance the presentation of the content. Text headings will be

used to indicate the beginning of each unit goal as the module progress through the laundry process.

Simple and short phrases will be placed within the video to emphasis key points during the procedure.

       The primary media design will include the use of audio-video and or picture clips with text. The

purpose of this design is to provide a simple “how to” format that will appeal to a young adult audience.

Today’s young adults find multimedia presentations that present others performing the requisite skills

easy to learn from, as well as recall. Real images with real young adults will provide a sense relevance

as the process is demonstrated. The visuals will add deeper meaning to the instructional content and

enhance the working memory of the student. As the learners observe each step-by-step process, they will

immediately be able to assess and identify their own level of knowledge and skills needed to complete

the objectives. This comparison by observation can promote a sense of self-efficacy and serve as an

internal motivator to successfully complete the task. Close captioning for the hearing impaired will be

added to the video to accommodate processing linguistic information without amplification or hearing.

Sample Instructional Materials

A Lesson in Life Skills: The Laundry Process: 30-60 minutes digital learning module available online

See Addendum A Clothes Washing Tips and Warnings

See Addendum B How To Do Laundry

See Addendum C Storyboard and Video Script

See Addendum D Stain Booklet




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Delivery Method

       The chosen delivery method for this instructional curriculum is an online, self-paced learning

module where the online, self-paced sections are accessible 24/7. Self-paced learning is also known as

individualized learning or self instruction. A quality self-paced unit is organized into small, carefully

sequenced, discrete steps to address specific objectives (Morrison, Ross, Kalman, & Kemp, 2011). Each

step addresses a single concept or segment of content (step by step stain identification and removal, step

by step clothes washing, step by step clothes folding). The how-to, step-by-step course instruction for

laundry and stain removal, therefore, best fits this delivery method. The activities chosen were carefully

selected to address the required instructional objectives and the learner's mastery of each step will be

checked and verified before proceeding to the next concept or segment of content.

       Self-paced learning will give the learners an opportunity to work at their own pace. It will

provide them with the opportunity to experience success in learning. All learners, including advanced

(gifted and talented) and special- needs, have the opportunity to complete the instruction according to

their own abilities and under appropriate learning conditions (Morrison, Ross, Kalman, & Kemp, 2011).

Each learner will receive the same basic ideas over time, which reduces variations that can occur with

lectures presented to multiple classes or on different days. Learners who are not self-disciplined could

procrastinate completing the assignments if the content and activities of instruction are not engaging;

encouraging the learners to actively engage and complete each step in a timely manner.

       Small-group learning formats involve groups of 2 to 10 learners. Small groups are best designed

for instructors and learners to discuss, question, and pursue problems cooperatively, and report. This

approach gives learners an opportunity to synthesize the content and improve their communication

skills. The strengths of a small-group format would allow learners to discuss materials, share ideas, and

problem-solve with others. They gain experience in listening and developing oral expression through




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                                                            A Lesson In Life Skills: The Laundry Process 25


reacting to others’ ideas and presenting their own. The instructor also has the ability to gain an increased

awareness of the successes or shortcomings of various phases of an instructional program as well as

obtain suggestions from learners for revisions (Morrison, Ross, Kalman, & Kemp, 2011). As laundry is

generally an individualized life skill, not needing communication or presentation skills to master, this

would not be the ideal delivery method for a how-to instruction module like laundry.

       Group presentations, also known as lectures, are defined as a one way transmission of

information from instructor to learners where learners passively listen and watch. The strengths to this

delivery method are that it is familiar, conventionally accepted, quickly designed, and the instructor is in

direct and visible control. It is also considered economical, easily modified, easily adapted, and can be

motivating and interesting with the right presenter. However, the limitations include: a passive learning

situation; the presenter must be interesting, enthusiastic, and challenging; learners must learn at pace set

by the instructor; questions disrupt the lecture flow for everyone; it is difficult for instructors to provide

individual feedback to every learner on misunderstandings or difficulties with the material;

inconsistency in material/information delivery. It is also best used for introductions or overviews or as a

review or summary at the conclusion of a topic (Morrison, Ross, Kalman, & Kemp, 2011). A group

presentation would, therefore, not be the recommended method of delivery for a step-by-step how-to

course like laundry.


                                             Instructional Plan

Learning Objectives

UNIT Goals 1, 2, 5

      Student will complete washing cycle without damaging clothing.

      Student will complete the dry cycle without damaging clothing.

      Student will learn how to fold a t-shirt.


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                                                          A Lesson In Life Skills: The Laundry Process 26


Content Presentation

       The learners will learn to organize and prepare clothing for wash, determine proper amount of

laundry detergent, and determine proper water temperature. They will also be instructed to read and

follow directions on clothing care labels to ensure proper care. After washing, the learners will

determine and set dials to the correct heating temperature for drying. The learners will also learn folding

techniques to aid in the proper storage, arrangement and organization of clean clothing.

Demonstration:

           1.   Learners will be shown a video presentation on how to sort clothing by color.

           2.   Learners will be shown a video presentation on how to treat stains.

           3.   Learners will be shown a video presentation on how to measure the correct amount of

                detergent.

           4.   Learners will be shown a video presentation on how to select the correct water

                temperature for clothing.

           5.   Learners will be shown a video presentation on how to properly fold a short sleeve t-shirt.

Materials and Media Selection:

Clothing Items of various colors and hues, laundry detergent, bleach, stain remover, washing machine,

dyer sheets, audio-video presentations on to wash/dry/fold laundry, and cue card.

Learner Participation

Learner Grouping:

Learners will complete task independently at their own pace.

Practice Items and Activities: (Unit Goals1-5)

1) Learners will watch a video presentation on how to sort clothing by color.

2) Learners will practice using an interactive online laundry sorting game.




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                                                         A Lesson In Life Skills: The Laundry Process 27


3) Learners will watch a video presentation on how to identify and treat stains.

4) Learners will watch a video presentation on how to measure the correct amount of detergent.

5) Learners will watch a video presentation on how to select the correct water temperature for clothing.

6) Learners will practice the activity of correctly washing, drying and folding clothes using an

    interactive online laundry game.

7) Learners will independently follow / replicate the washing process as represented in video

    presentation.

Feedback

The learners will monitor their own process and use the cue card as a checklist to ensure each step is

properly followed. The learners will receive visual feedback by comparing clothing items to the folded

model on video presentation screen to check for accuracy. The learners will then complete an end-of-

course survey regarding the experience.

                                       IV. IMPLEMENTATION

Section I: Unit Overview

       Daily living skills, which are also known as activities of daily living, cover many aspects of

home and community functioning. They are all those skills which allow people to operate independently

at home or in community settings, and to take control over their own lives.

       Young adults leaving home for the first time have to overcome many challenges. They are about

to enter a new and difficult social environment. They must meet new academic and vocational

expectations and make decisions on their own, while taking care of themselves in areas that parents have

previously been responsible. These new obstacles are faced by every young adult. Independent living

skills are often overlooked in regular schools.




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       Many young adults leave home for college or independent living/working without being exposed

to proper training in operating independently. They eventually find themselves thinking they should still

bring their laundry home to mom. Laundry is a good example of a chore that everyone, learning

challenged or not, need to do for themselves. With all the new expectations involved in living away

from home, such as the greater independence, the decision making, the academics, and the social milieu

of their dorm or apartment, young adults have their plates full. Without prior training, learning to do

laundry in that setting is going to be just one more demand they are poorly equipped to handle.

       The purpose or goal for this planned instruction is to apply a method to teaching the life skill of

cleaning clothing to learners. In this learning module, the general characteristics of the learner are male

and female high school seniors (ages 17-18) who are about to embark on independent living. While this

target audience is at the same education level academically, their knowledge of proper laundry

procedures may vary based on gender since laundry is typically a female role causing more females to

have greater prior knowledge. In general, it is expected that the learners will have the prerequisite skills

of being able to identify dirty laundry; knowing where dirty laundry goes (in the hamper); knowing the

differences between stain remover, detergent, and fabric softener; and recognizing the difference

between a washing machine and a dryer. During instruction learners will learn how to organize and

prepare clothing for washing, how to determine the amount of laundry detergent, and how to determine

the correct water temperature for each type of load. At the conclusion of this lesson, they should be able

to:

           ○   sort dirty clothing into appropriate groups of laundry


           ○   pre-treat stains on clothing prior to placing in washing machine


           ○   wash clothing without ruining them




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            ○   dry clothing without ruining them


            ○   fold and hang dry clothing, resulting in less wrinkling and ironing


Section II: Pre-Workshop Planning

        Preparing participants:

        Since the chosen delivery method of this module is self-paced, online learning, participants will

need to prepare themselves for this material. Therefore, there is not a facilitator or need to educate the

facilitator ahead of time.

        Students should be at an age level where they need to learn independent life skills. The module is

focused on students who are about to become independent adults by going off to college or living on

their own. However, this module can be effectively used to educate any person put into an independent

living situation without clothes washing skills. Coming to this session, the learners should have cursory

knowledge of a washing machine, dryer, and laundry products. They need to have access to a computer

with online capability. The learners need to be able to access the online learning website and have a

basic knowledge of navigating the internet. The learning module will be most effective if the learners

have access to their laundry, laundry products, and online module all at the same time. If not, a

printable, condensed version of the lesson will be available; therefore, they will need a printer if they

want to print it out.

Student Groupings:

        With this being a self-paced, online module, it can be completed by an individual without the

support of a facilitator or other students. However, if this module is given in a group setting, it is

suggested that the group consist of no more than ten individuals. Within the group of ten, learners can be

placed into smaller groups. If the space allows, it would be beneficial for these smaller groups to consist

of two or three and placed in a learning area with a washer, dryer, and supplies. These smaller groups in


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                                                            A Lesson In Life Skills: The Laundry Process 30


a lab setting will allow for greater mastery of the skills within a larger class.

Giving participants advance information:

       Since this learning module is to be available 24/7 for students or teachers to access, there is no

need to distribute learning materials or facilitator training information ahead of time.

Section III: Instructional environment, equipment, and materials

Considerations for the Delivery Environment

       The chosen delivery method for this instructional curriculum is an online, self-paced learning

module where the online, self-paced sections are accessible 24/7. This self-paced unit is organized into

five small, carefully sequenced, discrete steps to address specific objectives (Morrison, Ross, Kalman, &

Kemp, 2011). Each step addresses a single concept or segment of content: step-by-step processes for

sorting clothes; stain identification and removal; washing then drying clothes; and finishing the

sequence with folding the clean clothes. The how-to step-by-step course instruction for laundry,

therefore, best fits this delivery method. The activities chosen were carefully selected to address the

required instructional objectives at a beginner’s level. The learner's mastery of each step will be checked

and verified before proceeding to the next segment of content. In addition to the review steps provided

in the course, verification of mastery for each step will be self-evident for the learner as they implement

each segment. For instance, either the clothes are clean after washing or they are not. The clothes are

either dry or not at the end of the drying segment. If they are not yet dry, the learner can recheck the

suggested settings and re-run the drying cycle as needed. Once mastery is achieved, the learner will

immediately advance confidently to the next segment in the laundry process. Self-paced learning will

give the learners an opportunity to work at their own pace. It will provide students with the opportunity

to experience success in learning. All learners, including advanced, gifted and talented, and special

needs, have the opportunity to complete the instruction according to their own abilities and under




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appropriate learning conditions (Morrison, Ross, Kalman, & Kemp, 2011). Each student will receive the

same basic ideas over time, which reduces variations that can occur by lectures presented to multiple

classes or on different days. Learners who are not self-disciplined might procrastinate completing the

assignments if the content and activities of instruction are not engaging. Hopefully, the need for clean

clothing will encourage the student to actively engage and complete each step in a timely manner.

       The learning objectives are obviously advantageous to the learners. If they are not, then peer

pressure should provided the inducement needed. The exception to this is where the learner either lives

with someone who will do their laundry for them, or they take their laundry home to “mom” and

convince her to do it for them. We believe that most mothers tire of this, sooner or later realizing their

child needs to be able to perform this task themselves as an independent adult. We are assuming that the

learners taking this course have compatible values, needs, and experiences with those in the course.

(Morrison, et. al., 2011, p. 407) Otherwise, they would not bother taking the self-paced course.

       The tasks presented in this course are not necessarily complex. (Morrison, et. al., 2011, p. 407)

Learners more concerned with stain removal than the usual college student (or newly independent young

adult) can avail themselves of Appendix D for advanced stain identification and removal information as

well as additional instruction associated with this task.

Equipment, Materials, Handouts and Media Support

               According to the CLER Model (Configuration, Linkages, Environment, and Resources)

we count on the learners being part of a social network that includes a culture that values cleanliness.

While we admit not all social cultures share these values, those who do not will not attempt this course

unless under duress. In those cases, we take no responsibility for the effectiveness of the course. For

those groups that do share some level of our values of cleanliness, we believe their peers or authority

figures will provide the pressure to conform by learning these skills. (Morrison, et. al., 2011, p. 409)




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          As previously listed, a learner wishing to learn these skills can usually access a washer and dryer

in one of several places, depending on their living situation. If living in a college dormitory, a laundry

room is usually provided. If living in an apartment, either alone or with roommates, laundry facilities are

usually provided in each apartment or in a laundry room in the same building or a centralized location. If

that is not the case, there are Laundromats available in most towns and cities across the nation. If the

learner is living in a house, again either alone or with roommates, they either have a washer and dryer in

the home, or they must avail themselves of a Laundromat. As for access to the learning module, the

learner can access the course on any computer with access to the internet. This could be their own

personal computer in their living space, if it has internet access, or at school, or a friend’s home, or a

public library. The best situation would be the learner having access to a laptop or netbook they could

take with them into the laundry room to reference as needed as they worked through each learning

segment.

          The resources portion of the CLER Model are pertinent to this course, since we need technical

skills sufficient to place the learning module on the internet in manner it can be easily accessed by any

learner. Our plan is to utilize web space included with a team member’s ISP account. We see two

possible situations where the course will be used. If the learner takes the class on their own, they must

find their own access to a computer with internet access. The one page “Take-A-Way” printout available

could be printed out. The learner could do so with any printer they have access to, or they can copy the

PDF file onto a digital media device (CD-ROM, DVD or flash drive) and take it to a copy center or

printer. The learner also needs to provide their own clothing to be cleaned as well as laundry detergent

and laundry baskets or bags to transport the clothing in. Additionally, there are optional items that may

be used, including water softener, bleach or other stain pre-treatment solutions, and/or anti-static dryer

sheets.




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             If a high school teacher, or independent living skills instructor of special-needs learners, utilizes

this course, they will need to provide access to computers as well as to washers and dryers. The

instructor may choose to print the one page “Take-A-Way” printout available for the learners, perhaps

even laminating the page so it will last longer on its intended numerous trips to and from the laundry

facilities. We would hope the students would provide their own clothing to be cleaned, but the instructor

may choose to provide a sampling. The instructor may require the learner to obtain laundry detergent

and laundry baskets or bags to transport the clothing in. Additionally, there are optional items that may

be used, including water softener, bleach or other stain pre-treatment solutions, and/or anti-static dryer

sheets. Alternately, the instructor may choose to provide these items for the learners. Many of these

items can be obtained free of charge if the instructor writes to a company that manufactures these

products. These companies will sometimes provide free small, sample-sized products for the

promotional and possible loyalty value inherent in the situation.

             The last type of resource to consider is time. This includes time for the learner to go through the

course, as well as to do their laundry. This might be the most difficult piece of the puzzle for the fast-

paced life of today’s learners. Additionally, if being taught in an instructional setting, the instructor’s

time, as well as computer time and time with the laundry facilities must be scheduled ahead of time to

ensure availability when needed.

Section IV: Instructional Delivery and Sequencing

Table 4
Instructional Sequencing
Facilitator Perspective                                                                        Student Perspective

Overview of Lesson:                                                                            Overview of Lesson:

The facilitator /designer will provide a narrated text of the stating the purpose and       The student will gain understanding and purpose of the lesson by watching and listening
objectives of the course. This narration should take place prior to the storyboard content. to a narration of the course objectives, as presented on a storyboard format.

Sequence of Activities:                                                                        Sequence of Activities:

First the facilitator will need to locate and upload video presentation to a host site for     First the student will need to locate and access learning module on the internet. Student
mass viewing. After selecting the host site, the facilitator will need to test all links and   will watch the video presentation before actively participating in the laundry process.
video clips to ensure accessibility. Next the facilitator will need to announce and invite     After viewing the presentation, the student will need to print out the cue card as a




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prospective students to participate in module.                                               reminder of the proper steps to take during the process.

                                                                                             Step-by-Step Process:
Step-by-Step Process:
                                                                                             Wash-
* The facilitator /designer will provide an overview of the objectives through a narrated    Student will need to gather all soiled laundry to prepare for wash.
audio-video component.                                                                       Student will sort clothing by color.
* The designer will then create and provide a simulated story situation that outlines the    Student will treat stains (if necessary).
laundry process.                                                                             Student will read care labels and dial settings.
* The designer will provide demonstration “how to” videos that highlight; sorting, stain     Student will measure amount of detergent needed.
treatment, reading and setting the dial settings on machines, and folding clothes.           Student will wait for washing process to complete.
* After each segment, the designer will include mini review sections to summarize
content.                                                                                     Dry-
* At the end of the module the designer will include a link that will allow the student to   Student will read care label and set dial settings
print out an outline of the laundry process as a guide for individual practice and           Student will place clothing in dryer and wait for drying process to complete.
participation.
                                                                                             Fold-
                                                                                             Student will observe model on storyboard.
                                                                                             Student will imitate model to replicate the folded article of clothing.




Section V: Assessment of Learning

Pre-assessment strategies (before learning)

             In the ANGEL Learning for Instructional Design guide, pre-assessment is defined as “a way to

determine what students know about a topic before it's taught. Instructors can use the information gained

in pre-assessment to make instructional decisions based on students’ strengths and needs. This also helps

the instructor to determine which students are ready for more advanced topics.” (ANGEL Learning, p.

16)

             A discussion forum is an asynchronous online discussion that allows users to post and reply to

comments published by an instructor or other classmates. The principal user of a threaded discussion is

an educator who wants to expand student learning/sharing outside the classroom walls. A clear set of

forum rules will be posted to include:

             • No obscene or hateful language.

             • No solicitations or advertising.

             • Post a message to the thread only once.

             • All posts are subject to review.

             • Report any problems.




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                                                          A Lesson In Life Skills: The Laundry Process 35


       Discussion forums invite students to participate. When they participate, students stay focused,

have more energy, and learn more. The majority of people retain very little information from a lecture.

Our brains are programmed to learn by doing, using all our senses to solve a problem. Creating a

discussion allows you to change passive learning (for example, reading a book) into active learning by

discussing, commenting, debating, and in turn analyzing and synthesizing the information. (ANGEL

Learning, pp.19-20)

       In this online learning module, the learners will use an introductory discussion forum. In the

introductory discussion forum the students will introduce themselves to the facilitator as well as

discussing their reasons for taking this online module and their expectations of the course, facilitator and

themselves.

Formative assessment strategies (during learning)

Module 1: Stain identification and removal

       The students will identify a series of pictures with stains on clothing and correctly choose the

       stain removal method for that stain using the stain removal guide booklet.

Module 2: Steps for Laundry Activities to Support Learning Objectives

       1. The students will use an interactive laundry sorting simulation game to practice clothes sorting

       virtually before proceeding to sorting real laundry.

       http://www.newgrounds.com/portal/view/504562 2D simulation of color sorting, washing, etc

       2. The students will practice virtually using one of the interactive laundry simulation game

       activities before proceeding to washing and drying real laundry.

       Free online interactive laundry games:

       http://laundry-games.game37.net/

       http://www.game37.net/play_games/Laundry_Rush




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                                                          A Lesson In Life Skills: The Laundry Process 36


       http://www.bonniegames.com/bonnie-games/laundry-rush.php

       Purchased software interactive games:

       SIMS 3 software from EA Games--with add on expansion Ambitions, "If you feel your Sims

       have too much idle time during their virtual lives, you can now add one more task to their to-do

       lists: laundry. It might not sound like much, but there's something oddly satisfying about

       watching your Sims sniff the clean (and instantly folded!) laundry and letting out a relieved

       "ahhhh" after removing it from the dryer.” (Sims 3, EA Games.)




Summative assessment strategies (after learning)

       "Post-assessment is a way to determine whether students have learned the material. Instructors

can use this information to prepare instruction for future classes. This information also can be used to

determine whether certain material must be reviewed before moving on to more advanced topics, and

which students need more help." (ANGEL Learning, p. 16)

       Advanced students will design an online interactive laundry simulation game using the free

**3D** Virtual Simulations software sight which provides a means to “Create 3D Simulation Games

Rapidly Designed For Designers, Not Coders.” On this site, students can create immersive 3D serious

games rapidly without needing to know any code. Simple drag and drop authoring techniques will help

students create complex 3D simulation based learning. Use a globally unique, award-winning software

tool that will allow students to publish 3D virtual simulations directly to the web. Students can show




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                                                                A Lesson In Life Skills: The Laundry Process 37


recall of laundry steps learned by creating and integrating the 3d simulations into a website for sharing

with future students.

Post Course Evaluation Survey: After completing the course, student will provide useful feedback on

the course design and engagement through the Critical Incidents online survey.

While thinking about recent events in this class, answer the questions below

1. At what moment in class were you most engaged
as a learner?



2 At what moment in class were you most distanced
as a learner?



3 What action from anyone in the forums did you
find most affirming or helpful?



4 What action from anyone in the forums did you
find most puzzling or confusing?



5 What event surprised you most?




                                                   References

  College parent central. (10, November 2010). Retrieved from http://www.collegeparentcentral.com/

http://www.angellearning.com/products/lms/documents/Instructional_Design_for_ANGEL.pdf

http://www.bonniegames.com/bonnie-games/laundry-rush.php

http://www.ehow.com/how_4460338_fold-laundry-efficiently.html

http://www.game37.net/play_games/Laundry_Rush

http://laundry-games.game37.net/



                                                   EIDT Consultants
                                                       A Lesson In Life Skills: The Laundry Process 38


http://www.newgrounds.com/portal/view/504562

http://www.thesims3.com/globalSearchResult.html?description=laundry&searchCategory=store&sort

       Param=&assetStatus=&officialItemValue=&featuredItemOnly=

http://www.thinkingworlds.com/index.php?option=com_content&view=article&id=142&gclid=COmjlq

       jQ6qUCFUdX2godYgy7YQ

http://m.wikihow.com/Wash-Your-Clothes

Morrison, G.R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Chapter 15: Planning for

       Instructional Implementation. Designing Effective Instruction (6th ed.). Hoboken, NJ: Wiley.

Ochs, E., & Izquierdo, C. (2009). Responsibility in Childhood: Three Developmental Trajectories. Ethos

       (00912131), 37(4), 391-413. doi:10.1111/j.1548-1352.2009.01066.x.

Paradise, R., & Rogoff, B. (2009). Side by Side: Learning by Observing and Pitching In. Ethos

       (00912131), 37(1), 102-138. doi:10.1111/j.1548-1352.2009.01033.x.

Stone, Janis. Textiles and Clothing Specialist, Iowa State University. Reproduced with permission from

       the Cooperative Extension Service, Iowa State University, Ames, Iowa, 50011.

       http://ohioline.osu.edu/outside/stainrem.html#rsfwf




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