This volunteer project involved designing and developing two 90-minute instructor-led workshops for Class Act Detroit, a nonprofit supporting youth education through music. The training helped home-based volunteer instructors increase student engagement using classroom management strategies and interactive music technology.

Problem 

Class Act Detroit relied on community volunteers to lead music enrichment programs for youth.  Some volunteers had musical backgrounds but limited experience with classroom management or educational technology.

The organization needed training that would:

• Help volunteers manage student attention and engagement

• Teach them how to use the Playtron MIDI controller in lessons

• Provide reusable materials for future volunteer onboarding

• Work for both in-person and virtual delivery formats

Role

Instructional Designer (Volunteer)

I designed and developed the full training experience from concept to delivery materials.

Responsibilities included:

• Conducting needs analysis with program leaders

• Designing two 90-minute ILT/VILT sessions

• Creating facilitator and participant guides

• Developing interactive activities and role-play scenarios

• Designing presentation slides and instructional media

• Creating reusable training resources for future sessions

Research & Instructional Design Process

The framework categorizes attention strategies into five groups:

• Desisting

• Alerting

• Enlisting

• Acknowledging

• Winning

These strategies were particularly relevant because volunteers often worked with students in challenging learning environments and needed ways to redirect attention while maintaining a positive and participatory classroom climate.

To translate these concepts into actionable training, I used action mapping to identify the instructor behaviors that would support the program’s engagement goals. The map connected:

• program outcomes

• instructor actions

• practice activities

• student learning experiences

Learning Experience Design

The training program consisted of two instructor-led sessions combining classroom management strategies with hands-on technology practice.

*Session 2 included a hands-on icebreaker where participants created a collaborative rhythm using the Playtron controller and everyday objects.

Training Materials

To support consistent delivery, I created a detailed facilitator guide that included:

• Session timing and agenda

• Activity instructions

• facilitation scripts

• room setup guidance

• materials preparation

The guide also includes instructions for adapting the session to virtual delivery formats.

Participants received a structured guide with:

• learning objectives

• step-by-step Playtron setup instructions

• reflection prompts

• worksheets and troubleshooting activities

The guide supported active participation and served as a job aid for volunteers after the training.

The training included scenario-based role play activities where volunteers practiced responding to real classroom situations such as disengaged students or off-topic questions.

Groups discussed strategies and performed role-plays before receiving facilitator feedback.

This type of practice-based activity supports skill transfer rather than passive instruction.

Tools

Impact

Because the program serves childcare centers in vulnerable neighborhoods, the training also supported volunteers in creating engaging learning environments for young students who may benefit most from positive enrichment programs.

As an educator who has worked for many years in Title I and low-income schools, this project was particularly meaningful. It reinforced for me that instructional design can extend beyond corporate or academic settings and can be used to support community programs that empower teachers, volunteers, and students alike.

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