Download - L. Pinto- Final ID Project
-
8/2/2019 L. Pinto- Final ID Project
1/51
Dealing with Girl Drama: A Conflict Resolution Seminar for Adolescent Girls
Lauren Pinto
EDTECH 503
Boise State University
-
8/2/2019 L. Pinto- Final ID Project
2/51
Conflict Resolution Seminar- L. Pinto
2
Table of Contents
SYNTHESIS PAPER 4PART 1: TOPIC 6PART 1A:STATED LEARNING GOAL 6PART 1B:AUDIENCE DESCRIPTION 6PART 1C:RATIONALE 6PART 2: ANALYSIS REPORT 7PART 2A:DESCRIPTION OF THE NEED 7PART 2A1:NEEDS ASSESSMENT 7PART 2A1:NEEDS ASSESSMENT 7PART 2A2:NEEDS ASSESSMENT DATA 7PART 2B:DESCRIPTION OF THE LEARNING CONTEXT 9PART 2B1:LEARNING CONTEXT 9PART 2B2:TRANSFERCONTEXT 10PART 2C:DESCRIPTION OF LEARNERS 10PART 2D:TASKANALYSIS FLOW CHART 12PART 3: PLANNING 13PART 3A:LIST OF INSTRUCTIONAL OBJECTIVES 13PART 3B:OBJECTIVES MATRIX TABLE 14PART 3C:ARCSTABLE 22PART 4: INSTRUCTOR GUIDE 25PART 5: LEARNER CONTENT 29PART 5A:LEARNING MATERIALS 29PART 5B:ASSESSMENT MATERIALS 29PART 5C:TECHNOLOGY TOOL JUSTIFICATION 30
PART 6: FORMATIVE EVALUATION PLAN 31PART 6A:EXPERT REVIEW PLAN 31PART 6B:ONE-TO-ONE EVALUATION PLAN 31PART 6C:SMALL GROUP EVALUATION PLAN 32PART 6D:FIELD TRIAL PLAN 32
-
8/2/2019 L. Pinto- Final ID Project
3/51
Conflict Resolution Seminar- L. Pinto
3
PART 7: FORMATIVE EVALUATION REPORT 34PART 7A:EVALUATION SURVEY 34PART 7B:REPORT OF EXPERT REVIEW 34PART 7C:DESIGNERS RESPONSE TO REVIEW 34PART 8: AECT STANDARDS GRID 35PART 8A:PROFESSIONAL STANDARDS ADDRESSED 35PART 8B:COURSE OBJECTIVES AND GOALS 36APPENDICES 37APPENDIX A:NEEDS ANALYSIS PERMANENT LINKS 38APPENDIX B:PARENTAL CONSENT FORM 39APPENDIX C:LEARNERMATERIALS PERMANENT LINKS 40APPENDIX D:CERTIFICATE OF COMPLETION 41APPENDIX E:STEPS TO RESOLUTIONHANDOUT 42APPENDIX F:SEMINARASSESSMENT 44APPENDIX G:SEMINARASSESSMENT SCORING GUIDE 48APPENDIX H:WORKS REFERENCED 51
-
8/2/2019 L. Pinto- Final ID Project
4/51
Conflict Resolution Seminar- L. Pinto
4
Synthesis Paper
If you asked me what instructional design was like at the beginning of EDTECH 503, Iwould have said that it was similar to what I do when I teach my junior high classescreating a
lesson and then presenting that content so that my students learn something new. While thoseelements are inherently present within the instructional design process, there is so much more toit. Instructional design is akin to doing a jigsaw puzzle. When a designer begins, they have an
idea of what they are going to do, just like when a person sits down to do a puzzle, they know
what the picture is supposed to look like. Designing instruction uses a systematic model to guide
the creation of content, just as a person will follow a prescriptive process as they begin thepuzzle (such as putting the frame of together then looking for similarly colored pieces). Within
ID there are many subsections which need to be accounted for and synthesized together in order
to reach the final goal: effective instruction; puzzles, too, have hundreds of pieces that fit
together perfectly to make the final picture. Moreover, just like when doing a puzzle, if one partof an ID project is missing or poorly accounted for, the final product will be incomplete. When
the process is finished, both a designer and a person completing a puzzle will reap the rewards oftheir effort. The designer will have a high amount of satisfaction in a job well done, as will aperson who spent a rainy afternoon putting together a 1,000 piece jigsaw puzzle.
As I put the EDTECH 503 puzzle together over the duration of the 2012 spring semester,
I pushed myself to embody the role of the experienced designer rather than the neophyte I reallywas. Determining the project idea was easy, so the biggest challenge was thinking about all of
the minutiae related to my topic. Since design involves the consideration of many factors that
may affect or be affected by the implementation of an instructional plan (Smith & Ragan, 2005,
pp. 6), I needed to analyze the small details in order to understand how best to create my lesson.This was especially true in the first half of my project when I analyzed the space of the facility,
available equipment, learner characteristics, and community attitudes. Forcing myself to look at
what I would normally want to gloss over required a critical eye and the results I discoveredprovided me with insight to determine the most effective way to deliver and implement
instruction. The second half the project required that I look at the topic from a point of view
other than a teacher. This meant that I had to abandon the idea of working on the fly. I had to
look at the seminars content from the perspective someone who might not have the backgroundor knowledge that I do. Thus, everything from the language used by the instructor to the format
of the PowerPoint slides carried just as much importance as the steps to conflict resolution.
Planning for such small details was difficult since teaching junior high students requires morespontaneous adjustments than ornate planning. However, by doing surrendering my
extemporaneous tendencies, I gained the confidence that my project would be successfully
implemented because of the fastidious attention to detail and thorough planning which took
place. Throughout the semester, I saw how the design process relates to my current professional
work with educational technology. Being an educator in the digital age, I am very comfortable
teaching with various technologies (SMARTBoards, laptops, learner response systems, web 2.0,etc.); the same could not be said for others on staff at my school. There is one specific teacher,
Mrs. Marks, who is in awe by the things I do with my devices, and she has said that she would
like me show her a few things. Because of taking EDTECH 503, I see that I would need to
approach this informal professional development session with an instructional designers
-
8/2/2019 L. Pinto- Final ID Project
5/51
Conflict Resolution Seminar- L. Pinto
5
attitude. In order to best show Mrs. Marks how to do a few things, I would need to do a
learner analysis and a task analysis to make sure that the few things would be appropriate to
her ability level and be useful to her grade level and teaching style. Moreover, I would need todetermine a way to assess if Mrs. Marks is able to use her new knowledge confidently and
competently when I am not around. I am more than happy to help Mrs. Marks, and in doing so, I
can apply design principles to ensure that she learns a few things (and maybe a little more).As the spring semester winds down and EDTECH 503 comes to a close, I have come to
understand that instructional design is an in-depth, exhaustive, and demanding process, almost as
if a jigsaw puzzle is being done face-down. Yet, when knowledge has been acquired and applied
(and the puzzle has been flipped over), it validates the designers effort, thoughtfulness, andattention to detail. And that is worth all of the hard work involved.
Smith, P. L., & Ragan, T. J. (2005). Instructional design (Third edition). John Wiley & Sons,
Inc.
-
8/2/2019 L. Pinto- Final ID Project
6/51
Conflict Resolution Seminar- L. Pinto
6
Part 1: Topic
Part 1A: Stated Learning GoalAfter a two-hour seminar, girls in sixth grade will be able to determine their conflict issue
and voice their concerns in a respectful manner.
Part 1B: Audience DescriptionThe target audience is sixth-grade girls who have experienced issues with other girls and
who are the victims, perpetuators, allies, or bystanders of these experiences; these issues include,
but are not limited to: gossiping, teasing, bullying, and exclusion. The girls who take part in thisseminar have never been formally educated or trained on conflict resolution.
Part 1C: Rationale
Any grown woman will be able to tell horror stories about being an adolescent girl.These stories arent about embarrassing moments or family vacations gone awry, rather many
will deal with girl conflict (AKA girl drama), which has been popularized and satirized by the2004 movie,Mean Girls. Whether the storyteller was the perpetrator or victim, the stories sharecommon veins of bullying, injustice, and general nastiness. In hindsight, very few women would
ever return to that age since dealing with drama proved to be a difficult, emotional time. For
the vast majority of women to recall similar experiences speaks to the fact that girl conflict is areal problem which transcends generations.
The overall strategy used within this design project is a generative procedure; it is an
open environment wherein the participants will be able to tailor the predefined conflict resolution
algorithm in a way that is easy to accomplish while supporting their own personalitycharacteristics. The procedure given is a specific algorithm that provides an outline for how to
resolve conflict using several decision points and sub-branches of those points. Yet within the
outline, the girls will be able to modify it as necessary thus creating their own idiosyncraticmeaning of conflict resolution. The algorithm is designed to determine the problem, decide on a
course of action, speak to the aggressor, and document the occurrence; these are all strategies
used by HR directors and youth advocates. Girls who complete this seminar will find themselves
empowered to deal with conflict situations and have the confidence to meet similar challenges.
-
8/2/2019 L. Pinto- Final ID Project
7/51
Conflict Resolution Seminar- L. Pinto
7
Part 2: Analysis Report
Part 2A: Description of the Need
Part 2A1: Needs AssessmentIn order to collect the data necessary for this project, surveys were created through
Google Forms and provided to students, parents, and school staff via a link. The surveys
consisted of similar questions, worded differently depending on the demographic. At the time of
writing, eighteen sixth-grade girls were surveyed and eighteen responded (100% response rate);
eighteen parents of the sixth-grade girls were surveyed and eleven responded (61% responserate); and five staff members (three teachers, two aides) were surveyed and five responded
(100% response rate). A permanent link to the surveys and results can be found in Appendix A.
Part 2A2: Needs Assessment DataStudent Data
The questions asked to the students dealt with cliques (called groups in the surveys)and how they perceive the issues among them, the resolutions achieved, the importance ofdealing with problems, and their skills in handling those matters. The answers revealed that the
girls have issues with each other, and these issues arent always resolved openly. Moreover, the
surveys showed that cliques are an issue for the girls, they do not have all the skills necessary tohandle the problems, and that they wish to have strategies to help them deal with the conflicts. A
sample of student data is included below.
Do you think that the group you belong to has problems with other groups?
Yes: 11- 61%
No: 3- 17%
Yes, but nothing serious: 4- 22%
Parent Data
The questions asked to the parents were similar to those ones asked to girls; the questions
asked if their daughters have problems with other cliques, how conflict is resolved, and if
learning conflict resolution skills is important. The results showed that the parents see theirdaughters have problems with other groups, although some parents dont classify them as
serious. Moreover, the parents reported that most of their daughters resolve their conflict byspeaking to another person for advice and then using that advice to guide them on what to do.
Lastly, all parents who responded felt that learning how to deal with conflict was an important
skill to have. A sample of parent data is included below.
-
8/2/2019 L. Pinto- Final ID Project
8/51
Conflict Resolution Seminar- L. Pinto
8
How does your daughter usually resolve group conflict?Note: Parents were allowed to select
more than one checkbox, so percentages may add up to more than 100%
She talks to me, a teacher, a sibling, or another adult: 7- 64% She talks to a friend: 2- 18% She goes to another group: 0- 0%
She ignores it: 3- 27% I don't know: 0- 0%
Other: 2- 18%
Do you feel that having your daughter learn how to deal with girl drama is important?
Yes: 11- 100%
No: 0- 0%
Staff Data
The questions asked to the three teachers and two aides dealt mainly with their
perceptions of how girls act toward each other and how well the schools mission supports what
they see. The answers received show a discrepancy with how girls handle themselves, rangingfrom handling themselves appropriately most of the time to hardly any of the time. All agreed
that the mission of the school is to have the girls handle conflict in a prompt, open manner. Most
felt the girls need to be formally trained on how to deal with conflict situations. A sample ofteacher/staff data is included below.
Which best would you say describes how sixth-grade girls handle conflict with each other?
Girls handle the conflict appropriately: 0- 0%
-
8/2/2019 L. Pinto- Final ID Project
9/51
Conflict Resolution Seminar- L. Pinto
9
Girls handle the conflict appropriately most of the time: 1- 20%
Girls handle the conflict appropriately some of the time: 3- 60%
Girls rarely handle the conflict appropriately: 1- 20%
I don't know: 0- 0%
How would you like to see conflict between girls handled?
I would like to see the girls trained on how to deal with each other: 4- 80%
I would like the girls counseled only when there is a problem: 0- 0%
I think things are fine as-is: 1- 20%
Other: 0- 0%
Part 2B: Description of the Learning Context
Part 2B1: Learning Context
The Teacher
The teacher who will deliver this seminar is Mrs. Smith, a current teacher at the school
where this seminar will take place. She has a preference for group discussion and role-playingwhen a lessons content deals with real-life scenarios. When dealing with material being
delivered through media or nontraditional methods, Mrs. Smith reports that she is comfortableand loves the idea of approaching instruction in new ways.
Mrs. Smith has been a classroom teacher for twenty-two years, with fifteen of those years
working with fifth-grade students. Of the eighteen girls she will be working with, she has taughtsixteen of them. She has mediated conflicts before between both boys and girls and across grade
-
8/2/2019 L. Pinto- Final ID Project
10/51
Conflict Resolution Seminar- L. Pinto
10
levels, but has neither been trained on how to resolve conflict nor has she conducted a seminar
on the matter.
The Current Curricula
The school where the seminar will be taught is a private, Catholic K-8 institution. It
bolsters values inherent to the mission of Jesus Christ such as peacemaking, nonviolentresponses to aggression, and the respect for the dignity of other human beings. The religion
program for sixth grade discusses these ideas, but there is no formal instruction for either boys or
girls on how to handle conflict. Students have attended assemblies in the past which have dealt
with bullying, though little follow-up within the classroom has occurred. As it currently stands,this seminar is not required to fit into any specific curriculum, although it could be used as a part
of the religion curriculum.
The EquipmentThe seminar will take place in the sixth-grade classroom, and the classroom being used
offers the following equipment: a SMARTBoard (interactive white board), thirty-five laptop
computers for student use, one teacher computer, one DVD player (connected to SMARTBoard),and one television.
The FacilityThe sixth-grade classroom is approximately fifty feet wide and forty feet long. This
space houses thirty-five student desks which can be arranged to suit whole-class or group
discussions; it is also big enough to handle a role-playing scenario. The classroom is alsospacious enough to allow the girls their own personal bubble for personal reflection.
Community Characteristics
The school community is a close-knit group, often with families sending multiplechildren through the school and with students being in a class with the same classmates from
kindergarten through eighth grade. Thus, families are very familiar with each other, and students
often share the same sense of familiarity. This familiarity can prove difficult, especially when
conflicts arise as some families and students alike remain hesitant to speak up for fear ofrocking the boat and upsetting the status quo.
Part 2B2: Transfer ContextThe skills learned within this seminar will prove to be useful for the participants. Upon
completion of the seminar, the girls will be able to immediately use the algorithm to help them
with whatever issues they have with other girls. However, the strategy provided is not girl
specific, so it can be applicable to help the participants deal with issues that they encounter withothers throughout their lives such as: parents, siblings, other family members, boyfriends, bosses,
etc.
Part 2C: Description of LearnersThe learners who will partake in this seminar are sixth-grade girls between the ages of 11
and 12. All girls attend the same private, K-8 Catholic school in southern California, and they
are in the same grade with the same teachers. Because of the spiral nature of the schoolsclasses, many of the girls have known each other since kindergarten, with a few joining along the
-
8/2/2019 L. Pinto- Final ID Project
11/51
Conflict Resolution Seminar- L. Pinto
11
way. Since many of the girls have known each other for a while and given the age range of the
learners, the girls have either knowledge of or negative experience(s) with other girls in their
class.The learners have not been explicitly or formally taught how to resolve conflict, although
some have sought help from parents, teachers, or siblings. When it comes to the skills they are
deficient in, most have difficulty confronting their aggressor, saying what they want to saynicely, and remaining calm. Most feel that learning how to deal with clique issues is an
important skill to have. A sample of learner data is included below.
Which skill do you feel you don't have when deal with girl drama? Choose all that apply.Note: Students were allowed to select more than one checkbox, so percentages may add up to
more than 100%.
Being able to say how I feel: 9- 50%
Being able to say what I want to happen: 7- 39%
Being able to talk to the person who is giving me problems: 12- 67% Being able to say what I want to say nicely: 12- 67%
Being able to remain calm: 10- 56% Being able to have the right body language: 4- 22%
Other: 2- 11%
Do you feel that learning how to deal with girl drama important?
Yes: 16- 89%
No: 2- 11%
-
8/2/2019 L. Pinto- Final ID Project
12/51
Conflict Resolution Seminar- L. Pinto
12
Part 2D: Task Analysis Flow Chart
The steps listed below have been adapted from those presented in Wiseman (2002,
pp.138-141).
-
8/2/2019 L. Pinto- Final ID Project
13/51
Conflict Resolution Seminar- L. Pinto
13
Part 3: Planning
Part 3A: List of Instructional Objectives1. Demonstrate correct body language consistent with a state of mind
1.1: Learner will be able to correctly demonstrate body language consistent withbeing unwilling to talk1.2: Learner will be able to correctly demonstrate body language consistent with
being open to talk
1.3: Learner will be able to correctly demonstrate body language consistent with
being angry1.4: Learner will be able to correctly demonstrate body language consistent with
being nervous
2. Identify a state of mind correctly2.1: Learner will be able to correctly identify body language consistent with beingunwilling to talk
2.2: Learner will be able to correctly identify body language consistent with beingopen to talk2.3: Learner will be able to correctly identify body language consistent with being
angry
2.4: Learner will be able to correctly identify body language consistent with beingnervous
3. Identify all relevant facts and feelings associated with a conflict situation3.1: Learner will be able to identify: what specific instances have caused the
conflict and how they feel regarding what has happened4. Decide on one or more courses of action
4.1: Learner will be able to write out their decision using complete sentences
4.2: Learner will be able to justify their decision5. Generate a statement about the conflict situation5.1: Learners statement will be written in paragraph form
5.2: Learners statement will follow the format provided: opening, statement of
facts, statement of feelings, course(s) of action, justification of course(s) of action6. Recite conflict statement to a peer with 100% accuracy
6.1: Learner will have the statement memorized
7. Identify situations which would be good to approach an aggressor7.1: Learner will create a list of five appropriate times to approach an aggressor
7.2: Learner will be able to justify why the times listed are appropriate
8. Communicate facts, feelings, and course(s) of action previously identified
8.1: Learner will make eye contact with their aggressor and use intonation andbody language that matches the mood of their statement
9. Evaluate if a conversation is productive and continue, or if a conversation is not andappropriately leave
9.1: When the learner evaluates the conversation, they will be able to justify their
choice of whether or not to continue
10. Respond with one statement to get the conversation back on topic10.1: The learner will be able to recall the ways to get conversation back on track
-
8/2/2019 L. Pinto- Final ID Project
14/51
Conflict Resolution Seminar- L. Pinto
14
10.2: The learner will be able to articulate a phrase that gets the conversation back
on track
11. State one correct way to validate their aggressor11.1: The learner will be able to recall a validation statement
11.2: The learner will be able to articulate a validation statement
12. Explain when is it appropriate to leave the situation12.1: Learner will be able to justify why they left13. Document the occurrence
13.1: Learner will be able to document the occurrence by completing the
documentation form which includes: date, time, location, content of conversation13.2: Learner will be able to reflect on their experience which includes how they
felt they did and how they felt the conversation went.
Part 3B: Objectives Matrix Table
Learning
Objectives
(a)
Blooms
Taxonomy
Classification(b)
Format of
Assessment
(c)
Description of
Test Form
(d)
Sample Items
(e)
1.0 Knowledge,Application
On-the-jobPerformance
Dichotomousjudgment
(correct/incorrect
)
Demonstrate thebody language
for the following
states of mind:unwilling to talk,
open to talk,
angry, nervous
1.1 Knowledge,
Application
On-the-job
Performance
Dichotomous
judgment(correct/incorrect
)
Demonstrate the
body languagefor the following
state of mind:unwilling to talk
1.2 Knowledge,
Application
On-the-job
Performance
Dichotomous
judgment(correct/incorrect
)
Demonstrate the
body languagefor the following
state of mind:
open to talk
1.3 Knowledge,
Application
On-the-job
Performance
Dichotomous
judgment
(correct/incorrect)
Demonstrate the
body language
for the followingstate of mind:
angry
-
8/2/2019 L. Pinto- Final ID Project
15/51
Conflict Resolution Seminar- L. Pinto
15
Learning
Objectives
(a)
Blooms
Taxonomy
Classification(b)
Format of
Assessment
(c)
Description of
Test Form
(d)
Sample Items
(e)
1.4 Knowledge,Application
On-the-jobPerformance
Dichotomousjudgment
(correct/incorrect
)
Demonstrate thebody language
for the following
state of mind:
nervous.
2.0 Knowledge,
Comprehension
Pencil and Paper Matching Using the
pictures below,match the
emotion to body
language it
would correctlybe associated
with.
2.1 Knowledge,
Comprehension
Pencil and Paper Matching Which picture
displays bodylanguage of
someone who is
unwilling to
talk?
2.2 Knowledge,Comprehension
Pencil and Paper Matching Which picturedisplays body
language of
someone who iswilling to talk?
2.3 Knowledge,Comprehension
Pencil and Paper Matching Which picturedisplays body
language of
someone who is
angry?
2.4 Knowledge,
Comprehension
Pencil and Paper Matching Which picture
displays bodylanguage of
someone who is
nervous?
-
8/2/2019 L. Pinto- Final ID Project
16/51
Conflict Resolution Seminar- L. Pinto
16
Learning
Objectives
(a)
Blooms
Taxonomy
Classification(b)
Format of
Assessment
(c)
Description of
Test Form
(d)
Sample Items
(e)
3.0 Knowledge,Comprehension,
Evaluation
Pencil and Paper Recall State the factsand feelings
associated with
your situation.
3.1 Knowledge,
Comprehension,
Evaluation
Pencil and Paper Recall What specific
instances have
caused conflict?How do you feel
about those
instances?
4.0 Comprehension,
Evaluation
Pencil and Paper Constructed
Response
Based on what
you haveanswered, what
will your course
of action be and
why?
4.1 Comprehension Pencil and Paper ConstructedResponse
Using completesentences, write
out a statementthat explains
what you want tohappen as a
result of your
conversation.
4.2 Evaluation Pencil and Paper Constructed
Response
Using complete
sentences,
explain why you
chose your
course of action.
-
8/2/2019 L. Pinto- Final ID Project
17/51
Conflict Resolution Seminar- L. Pinto
17
Learning
Objectives
(a)
Blooms
Taxonomy
Classification(b)
Format of
Assessment
(c)
Description of
Test Form
(d)
Sample Items
(e)
5.0 Knowledge,Synthesize,
Evaluation
Essay Open-endedresponse with
checklist
Write a shortparagraph which
provides: the
facts of the
situation, howyou feel about it,
and what you
want to happen
as a result ofyour
conversation and
why.
5.1 Knowledge Essay Open-endedresponse with
checklist
Write astatement in
paragraph form.
5.2 Synthesize,Evaluation
Essay Open-endedresponse with
checklist
Write astatement that
includes:
opening,
statement offacts, statement
of feelings,
course(s) of
action, andjustification of
course(s) of
action.
6.0 Knowledge Performance Observation with
rating scale
To a partner,
recite your
writtenstatement.
6.1 Knowledge Performance Observation with
rating scale
Memorize your
statement.
-
8/2/2019 L. Pinto- Final ID Project
18/51
Conflict Resolution Seminar- L. Pinto
18
Learning
Objectives
(a)
Blooms
Taxonomy
Classification(b)
Format of
Assessment
(c)
Description of
Test Form
(d)
Sample Items
(e)
7.0 Knowledge,Comprehension,
Evaluation
Pencil and Paper ConstructedResponse
Create a list offive situations
where it would
be appropriate to
talk to anaggressor.
Explain each of
your answers.
7.1 Knowledge,Comprehension
Pencil and Paper ConstructedResponse
Create a list offive situations
where it would
be appropriate totalk to an
aggressor.
7.2 Evaluation Pencil and Paper Constructed
Response
Justify why each
of your
situations isappropriate.
8.0 Synthesize Simulation Observation withchecklist
Tell your partnerthe statement
which you have
created.
8.1 Synthesize Simulation Observation with
checklist
Tell your partner
the facts,
feelings, andcourse of action
you have
previously
determined usingeye contact,
tone, and
appropriate body
language.
-
8/2/2019 L. Pinto- Final ID Project
19/51
Conflict Resolution Seminar- L. Pinto
19
Learning
Objectives
(a)
Blooms
Taxonomy
Classification(b)
Format of
Assessment
(c)
Description of
Test Form
(d)
Sample Items
(e)
9.0 Apply, Evaluate Simulation ConstructedResponse
through role-
playing
Your aggressorhas defensive
body language,
but she has
listened to you.Should you
continue your
conversation?
Why or whynot? If not, leave
using one of the
methodspreviously
discussed.
9.1 Evaluate Simulation ConstructedResponse
through role-
playing
Evaluate theconversation.
Should you
continue?
10.0 Knowledge,
Apply, Evaluate
Simulation Recognition
Items throughrole-playing
Your aggressor
has tried tochange the
subject. Whichof the following
statements
would best getyour
conversation
back on track?
-
8/2/2019 L. Pinto- Final ID Project
20/51
Conflict Resolution Seminar- L. Pinto
20
Learning
Objectives
(a)
Blooms
Taxonomy
Classification(b)
Format of
Assessment
(c)
Description of
Test Form
(d)
Sample Items
(e)
10.1 Knowledge Simulation RecognitionItems through
role-playing
Identify onestatement which
could be used to
get your
conversationback on track
after your
aggressor has
tried to changethe subject.
10.2 Apply, Evaluate Simulation RecognitionItems through
role-playing
Articulate onestatement which
would get your
conversationback on track.
Explain why you
have chosen thatresponse.
11.0 Knowledge,Apply, Evaluate
Simulation Recall throughrole-playing
Give one way tovalidate your
aggressor.
11.1 Knowledge Simulation RecognitionItems through
role-playing
Identify onestatement which
could be used to
validate youraggressor.
-
8/2/2019 L. Pinto- Final ID Project
21/51
Conflict Resolution Seminar- L. Pinto
21
Learning
Objectives
(a)
Blooms
Taxonomy
Classification(b)
Format of
Assessment
(c)
Description of
Test Form
(d)
Sample Items
(e)
11.2 Apply, Evaluate Simulation RecognitionItems through
role-playing
Articulate onevalidation
statement.
Explain why you
have chosen thatresponse.
12.0 Evaluate Simulation Reflection
through role-
playing
Your
conversation has
come to an end
and you left.
Justify why you
left.
12.1 Evaluate Simulation Reflectionthrough role-
playing
How did you
know it was
appropriate to
leave?
13.0 Knowledge,
Evaluate
Pencil and Paper Recall and
ReflectionFill in the
documentation
form. Then,
include your
point of view of
the situation.
13.1 Knowledge Pencil and Paper Recall Complete the
documentationform with all ofthe following:
the date, time,
location, content
of conversation.
-
8/2/2019 L. Pinto- Final ID Project
22/51
Conflict Resolution Seminar- L. Pinto
22
Learning
Objectives
(a)
Blooms
Taxonomy
Classification(b)
Format of
Assessment
(c)
Description of
Test Form
(d)
Sample Items
(e)
13.2 Evaluation Pencil and Paper Reflectionthrough role-
playing
Write about howyou felt you didand how you felt
the conversation
went.
Part 3C: ARCS Table
Categories &
Subcategories
Process Questions
ATTENTION
A.1. Perceptual arousal
A.2. Inquiry arousal
A.3. Variability
Show the video clip fromMean Girls (2004) where the
teenage characters are going crazy after reading what was
written about them in the burn book. Then show thescene where Tina Fey's character is addressing the group
trying to get them to open up.
Ask the girls to discuss with each other how the charactersin the movie resolved their conflict knowing that issues
exist among them.
Ask the girls to discuss the reality of what the clip
portraysis it realistic to what occurs in their school?
Why or why not?
-
8/2/2019 L. Pinto- Final ID Project
23/51
Conflict Resolution Seminar- L. Pinto
23
RELEVANCE
R.1. Goal orientation
R.2. Motive matching
R.3. Familiarity
Using a polling form (such as Edmodo, Google Forms,Survey Monkey, etc.), the girls will be asked if they have
been in a similar situation to the ones presented in themovie (having a conflict and then attempting to solve it
with their aggressor) and write about how they handlesimilar situations.
Discuss how one might benefit from knowing how toresolve conflictwhy would being able to speak to an
aggressor be a good skill to have?
By themselves, have the girls brainstorm one situationwhere they had conflict with another girl. Ask them to
reflect on what happened. Looking back, do they wish theyhad the tools to handle it better?
CONFIDENCE
C.1. Learning
requirements
C.2. Success
opportunities
C.3. Personal control
Prompt the girls to think back to the gone wild Mean
Girls scene. Remind them that their goal is not to engage
in fighting, but to solve the problem through addressing the
issue. Also reminding them that as they practice resolving
their conflict using the skills they will learn, it will becomeeasier to deal with.
Students will learn the steps to conflict resolution by being
guided through each step. They will practice verify the
accuracy of each step with the teacher.
The teacher will provide supportive feedback when the
opportunity arises, and an environment wherein the
students can offer help to one another will be fostered.
-
8/2/2019 L. Pinto- Final ID Project
24/51
Conflict Resolution Seminar- L. Pinto
24
SATISFACTION
S.1. Naturalconsequences
S.2. Positive
consequences
S.3. Equity
The teacher will provide time for the girls to run throughthe steps with a partner. The partners will then demonstrate
to a small group, where constructive feedback will beprovided.
The girls will receive a certificate of completion for the
seminar as well as a handout which reviews each step
learned in class.
The girls will be given access to a Google Form where they
can anonymously write about how the skills attained have
helped them after they have completed the seminar. Allgirls will be able to access the results spreadsheet wherein
they will be able to see the responses provided by others.
-
8/2/2019 L. Pinto- Final ID Project
25/51
Conflict Resolution Seminar- L. Pinto
25
Part 4: Instructor Guide
Electronic Equipment to be Used
Laptop computers with word processing program or application SMARTBoard
DVD player
Copy ofMean Girls (2004 movie)
PowerPoint file
Other Supplies
Seminar assessment
Scoring guide
Completion certificates
Steps to Resolution handouts
Note: Girls who participate in this seminar as part of the school curriculum must have returned
the signed parental consent form that states they are able to participate.
Introduction (approximately twenty minutes)
Show the clip fromMean Girls using the DVD provided, cuing the movie to theappropriate point.
o When the clip is finished, ask the girls to discuss with one another how thecharacters in the movie resolved their conflict. Follow-up with how realistic themovie is based on what they have experienced or seen.
Using the laptops, have the girls complete the Google Form regarding their personal
experiences. Once the results are in, display them on the SMARTBoard and talk about them. What do
the results show?
o Introduce the term conflict resolution by providing the definition (being able todecide on a course of action when put in a difficult situation with another person).
Have the girls brainstorm about why conflict resolution is a good skill to have.Record their answers on the PowerPoint Slide 1.
Have the girls take their laptops and spread out around the room. Have them not sit nearfriends and leave approximately three feet of space all around them.
o Direct the girls through the reflection activity. Have them think about a situationthey have had with another girl. If they cant think of one, they should think
about a situation they have heard of or known a friend to experience.o Using the Form, have the girls fill in their responses. Remind them that their
answers will be completely anonymous.
o After approximately five minutes, share the responses with the girls using theSMARTBoard and ask them what similarities they seen in the answers they
provided.
-
8/2/2019 L. Pinto- Final ID Project
26/51
Conflict Resolution Seminar- L. Pinto
26
Mention that while they may never fully get along with someone, they can use the stepsof conflict resolution which they will be learning to ensure that they live peacefully with
others.
Body (approximately one hour and thiry minutes)
Have the girls briefly reflect on the experiences they have had with other girls and howthe characters in the movie reacted. Remind them that the goal of conflict resolution isnot to physically fight but to address the issue respectfully.
In a whole-class format, begin talking about body language. Define the term (theemotions/messages your body gives without you saying anything) and show PowerPointSlide 2.
o Discuss why body language is powerful (because it tells a lot about how theperson is feeling and what they are thinking).
o Provide four emotions (anger, nervousness, unwillingness and willingness). Havethe girls create small groups of four. Have them work together to come up with
body language that represents each of the four emotions. Give them
approximately five minutes to come up with examples.o Have the girls show their examples to the class. Ask the other girls to identify the
emotions given by their peers.
Tell the girls that they will revisit body language later, and transition into the beginningof the conflict resolution steps. Present the eight steps by showing PowerPoint Slide 3.
o Explain the purpose of each step Step 1: Identify facts and feelings (to decide what has happened and how
you feel)
Step 2: Decide on one or more courses of action (will help youcommunicate what you want done)
Step 3: Write a statement (so that you will know what to say)
Step 4: Memorize and recite the statement (so that you wont get flusteredand forget what you want to say) Step 5: Approach the aggressor in an appropriate situation (so that you and
your aggressor will be in a position which helps communication)
Step 6: Communicate statement (so that your aggressor knows what isgoing on)
Step 7: Validate aggressor (so that your aggressor dont feel attacked) Step 8: Documentation and Reflection (so that there is proof of the
conversation and so that you can understand the situation better)
Tell the girls that they will be working with a fictitious scenario. Show the scenariowhich is presented on PowerPoint Slide 4.
o (Slide 4) You and your group of friends have eaten lunch together at the sametable since school started. Lately, however, you have noticed that Annabellehasnt been talking to you and has been whispering to the other girls in the group.
Also, at lunch, Annabelle has been trying to exclude you by talking to all the
other girls but you. After putting up with it for about three months, you decide itis time to take action.
-
8/2/2019 L. Pinto- Final ID Project
27/51
Conflict Resolution Seminar- L. Pinto
27
Guide the girls through step 1 as they use Microsoft Word or other word processingprogram. Show PowerPoint Slide 5. Walk around the room and provide feedback as
necessary.
o Have the girls identify all of the facts associated with the fictitious scenario(Eaten lunch together, Annabelle hasnt been talking to you, Annabelle has been
whispering, Annabelle has been trying to exclude you).o Have the girls imagine how they would feel in that situation. Tell them to write
down all the feelings associated with the scenario and explain why they would
feel that way.
Guide the girls through step 2. Show PowerPoint Slide 6. Walk around the room andprovide feedback as necessary.
o Tell the girls that they need to decide what they want to happen as a result ofAnnabelles actions. Do they want her to stop? Stay friends? Leave them alone?
Have them justify their answer.
Guide the girls through step 3. Show PowerPoint Slide 7.o Have the girls compose a paragraph which begins with an opening statement (a
phrase directed at Annabelle), the facts identified earlier, the feelings associatedwith the facts, and the course of action (with justification).
Partner the girls up for step 4. Show PowerPoint slide 8.o Give the girls approximately five minutes to memorize their statement.o Then, the girls are to trade their written statements with their partner. One girl
recites her statement while her partner double-checks it with the written version.The statement needs to be recited with 100% accuracy at the close of the allotted
time.
Transition into step 5 by showing PowerPoint slide 9.o The slide lists qualities of an appropriate situation to talk to someone.o Let the girls brainstorm situations which would qualify as appropriate to talk to
someone. Have them justify their answers. Record the answers on theSMARTBoard.
Revisit the topic of body language.o Have the girls recall the definition and ask them to demonstate the type of body
language they may use when talking to Annabelle. Ask them to demonstate the
type of body language Annabelle might use.
Begin a discussion on ways aggressors try to change the conversation.o Have a girl who feels confident with her statement say it to you as you pretend to
be Annabelle. Attempt to change the subject using one of the following
statements:
Who told you that? Where did you hear that? I never did that. I dont know what youre talking about.
o Explain to the girls that these are ways Annabelle will try to get out of beingconfronted. Show PowerPoint slide 10 which gives ways to get the conversation
back on track.
o Give the girls approximately five minutes to role-play with a partner, with onetrying to change the subject and the other getting the conversation back on topic.
-
8/2/2019 L. Pinto- Final ID Project
28/51
Conflict Resolution Seminar- L. Pinto
28
Talk about validation statements by defining what they are (statements which are meantfor a person to feel like they arent under attack). Also define closing statements
(statements which end the conversation).
o Show PowerPoint slide 11 which lists some validation and closing statements.Explain that validation statements are used when you feel the conversation is
over, and closing statements end the conversation. Have the girls brainstormmore examples of both and record their answers on the SMARTBoard.
Tell the girls that they have talked about how to identify feelings/emotions, draft astatement, and identify situations when it would be good to approach Annabelle. Now,
they will be role-playing the scenario, so show slide 12 with the directions. Allow themtime to role-play with a partner, each taking turns being Annabelle with the other
approaching, saying the statement, using correct body language, providing a validation
statement, and leaving.
Repartner the girls, and for the class, have each girl play themselves and Annabelle.o After each conversation, have the girls who role-played as themselves explain
why they made choices regarding the statement to get the conversation back on
track, the validation statement, why they left, and how they knew it wasappropriate to leave.
Show PowerPoint slide 13 which shows the documentation form. Guide the girls as theycomplete the form by filling in the date, time, location, content (what was said). Also
guide them as they reflect on how they felt the situation went.
Show PowerPoint slide 14. Tell them within a real situation, once the form has beencompleted, a copy should be made (they keep the original). The copy should be
showen/given to a school administrator, guidance counselor, advisor, teacher, etc., as
proof that resolution has been attempted. If they seek more guidance, the girls should ask
for it when they speak to this adult.
Conclusion (approximately thirty minutes) Tell the girls that they have learned how to: identify feelings/emotions, draft a statement,
identify situations when it would be good to approach someone, approach them, validatethem, and document the occurence.
Distribute the seminar assessment and give the girls time to take it.
Upon the girls receiving an 85% or better, sign the completion certificate.
At the close of the seminar tell the girls that they now have the tools to resolve conflict.
Distribute Steps to Resolution handout and tell the girls to rely on it if they ever need torefresh their memory on how to handle a difficult situation.
-
8/2/2019 L. Pinto- Final ID Project
29/51
Conflict Resolution Seminar- L. Pinto
29
Part 5: Learner Content
Part 5A: Learning MaterialsThe materials which are necessary for the seminar to be carried are: parental consent
form, permanent links to the Google Forms, permanent link to the PowerPoint presentation,certificate of completion, Steps to Resolution Handout, and After the Seminar Google Form.
Parental Consent Form
If this seminar is to be used as part of a school curriculum, this form is to be distributed toparents, signed, and then returned to the instructor or other facilitator prior to a girls
participation in the seminar. The form can be found in Appendix B.
Personal Experiences PollThe Personal Experiences Poll is completed using a Google Form at the start of the
seminar. A permanent link to both the poll and the results can be found in Appendix C.
Personal Reflection Form
The Personal Reflection Form is completed using a Google Form after participants have
completed the Personal Experiences Poll. A permanent link to both the form and the results canbe found in Appendix C.
PowerPoint Presentation
A permanent link to the PowerPoint presentation which is to be used throughout theseminar can be found in Appendix C.
Certificate of CompletionThe certificate which is to be signed upon learners receiving a score of 85% or better can
on their seminar assessment. The certificate can be found in Appendix D.
Steps to Resolution HandoutThis is the handout which will be distributed at the end of the seminar for participant
reference at home. The handout can be found in Appendix E.
After the SeminarForm
This form will be permanently available to the participants. They may use it whenever
they wish to anonymously share their experiences using the resolution steps with others; the links
to share their experiences are listed on the Steps to Resolution handout. The permanent linksto the form and the results can be also found in Appendix C.
Part 5B: Assessment MaterialsThe materials which are necessary for the instructor to determine whether the students
have met the objectives of the seminar are: seminar assessment and seminar assessment scoring
guide.
Seminar Assessment
The seminar assessment is to be distributed toward the end of the seminar, after the
-
8/2/2019 L. Pinto- Final ID Project
30/51
Conflict Resolution Seminar- L. Pinto
30
participants have had an opportunity to practice the skills. The assessment can be found in
Appendix F.
Seminar Assessment Scoring Guide
The scoring guide is for the instructor. It includes a breakdown of possible answers and
points which are to awarded based on participant answers. Instructors are to add up the totalpoints and determine the percentage. Learners scoring an 85% or better have passed. The
scoring guide can be found in Appendix G.
Part 5C: Technology Tool JustificationStudent Laptops
Laptops are used to complete the Google Forms for personal experience and personal
reflection. The laptops will allow the students to complete the forms in a short amount of time
and submit their answers without having to worry about whether the instructor can read theirhandwriting or recognizing their handwriting. Moreover, the laptops contain word processing
programs which allow the participants to write out their statements in an organized, outlined
way.
Google Forms
Google Forms are used help facilitate students responding to the initial content of theseminar. The forms are submitted in a way that ensures student participation while respecting
anonymity. The Forms are also set up in a way so that each question needs to be answered before
it can be submitted resulting in complete, accurate data which will be the source of discussion.Lastly, by using Google Forms, the results can be viewed in real-time which will eliminate any
time for tallying results.
SMARTBoardThe SMARTBoard is used because of its ability to display the PowerPoint presentation,
record notes and student responses, and to display the data from the Google Forms. The
SMARTBoard has been chosen because of the ease of use and its ability to clearly display
content.
PowerPoint Presentation
The PowerPoint presentation is used to help facilitate the instruction by providinginformation, definitions, explanations, or other information to learners. Moreover, the
PowerPoint frees the instructor from having to write notes for the participants while the seminar
is going on. PowerPoint has been chosen for its ease in operation as well as its versatility to
work on a variety of computers.
-
8/2/2019 L. Pinto- Final ID Project
31/51
Conflict Resolution Seminar- L. Pinto
31
Part 6: Formative Evaluation Plan
Part 6A: Expert Review PlanThe subject matter expert for this seminar is Carrie Pool. Ms. Pool is a former human
resources manager who has several years worth of experience mitigating conflict in the businessworld. The seminars design was submitted to Ms. Pool on April 16, 2012; feedback was
received on April 20, 2012.
Key Questions to be Answered by Ms. Pool:1. Do the materials make sense given the project's content and audience?
2. Are the steps accurate? If not what should be modified?
3. Is there specific language the girls should use in their statement?
4. What should be done with the documentation?5. What other feedback about conflict resolution can you provide that would be helpful to young
girls?
Part 6B: One-to-One Evaluation PlanThe purpose of one-to-one evaluation is to get basic feedback regarding structure,
wording, and materials from participants similar to those who will be taking the seminar. Inorder to do this, three sixth-grade girls from the school where the lesson will take place would be
brought in to complete the evaluation. To begin, the girls would be briefed on what the lesson
would be about and why it is being designed. Then, theMean Girls clip would be viewed.
Next, the girls would be directed to complete the Forms. When that is done, they would gothrough the PowerPoint slides, which include definitions, steps, and explanations. Then, they
would be asked to take the final test to make sure the content has been taught during the lesson.
Lastly, the girls would review the handout which would be received by learners upon completionof the seminar.
Also, a one-to-one evaluation using the intended teacher would be done. Instead of
having Mrs. Smith look at the content of the material, she would be asked to go through the
instructor guide and provide feedback as necessary. This would be done to make sure the guideis written in a way that can be understood when the designer is not present to clarify instructions.
Key Questions to be answered by Students:1. Does the Mean Girls clip obviously relate to the topic?
2. Do you understand all questions on the Google Forms? If not, what would you change?
3. Are the definitions written in a way that you understand? If not, what would you change? Is
there an analogy that you would recommend?4. Are the steps on the PowerPoint slides written in a way that clearly tells you what to do? If
not, what would you change?
5. Are all the questions on the test items discussed during the seminar? If not, what are they? Isthere anything missing? If so, what?
6. Review the handout. Is it written in a way that you could understand outside of the seminar?
If not, what would you change?
Key Questions to be answered by Teacher:
1. Are there any parts about the instructor guide which are unclear?
-
8/2/2019 L. Pinto- Final ID Project
32/51
Conflict Resolution Seminar- L. Pinto
32
2. What modifications can you offer which would help make instruction better?
Part 6C: Small Group Evaluation PlanThe information gained from the one-to-one evaluation would be the basis for revisions
which would lead to small group evaluation. In doing a small group evaluation, the intended
teacher and a sample of sixth-grade girls from the school where instruction will take place wouldbe brought in. Within this situation, the teacher and students would take part in the seminar as if
it were the actual learning situation. The designer would observe the seminar while video
recording it; this serves the purpose of taking notes on the fly as well as providing the ability
for in-depth analysis. In observing the lesson, the designer would look for learners who havedifficulty understanding directions or definitions as well as the time it takes to complete the
seminar. The designer would also need to make sure the results of the final test meet the passing
criteria (85%), and if not, find out how to make sure learners meet that goal. Finally, the
designer will administer an attitude questionnaire, asking about the overall design andpresentation of the information. To see if the seminar proved worthwhile to the girls, after a
period of two months, the designer would ask them to take a performance questionnaire wherein
they respond to how they have used the skills taught.
Key Questions to be answered by Students:
1. Does the Mean Girls clip obviously relate to the topic?2. Do you understand all questions on the Google Forms? If not, what would you change?
3. Are the definitions written in a way that you understand? If not, what would you change? Is
there an analogy that you would recommend?4. Are the steps on the PowerPoint slides written in a way that clearly tells you what to do? If
not, what would you change?
5. Are all the questions on the test items discussed during the seminar? If not, what are they? Is
there anything missing? If so, what?6. Review the handout. Is it written in a way that you could understand outside of the seminar?
If not, what would you change?
Key Questions to be answered by Designer:1. Do the students appear to be following directions correctly?
2. Do the students appear to be providing accurate responses?
3. Do the students understand definitions, examples, analogies, etc.?4. Is the seminar completed within two hours? If not, what can be modified to meet the time
requirement?
5. Do all students meet the passing requirement? If not, what area are they having trouble in?
How can instruction be modified to support learners in that area?6. What is the overall response to the seminar based on the attitude questionnaire? If the response
is negative or apathetic, how can instruction be modified for a more positive response?
7. Have the learners gained skills from seminar based in the performance questionnaire? If not,how can the content be modified for a better transfer of skills?
Part 6D: Field Trial PlanThe information gained from the small group evaluation would be the basis for revisions
which would lead to field trials. In doing field trials, several seminars which consist of sixth-
-
8/2/2019 L. Pinto- Final ID Project
33/51
Conflict Resolution Seminar- L. Pinto
33
grade girls from the surrounding areas parochial schools would be created. The intended teacher
as well as others who are passionate about the topic would teach the seminars, and each seminar
would be video taped for observational purposes. In doing field trials, the designer would lookto see if the revisions done in the prior formative evaluations aid in making the instruction more
effective. Moreover, the designer would look to see if the newer teachers are able to carry out
the seminar with confidence and accuracy given the instructor guide. Also, the designer wouldcheck to see that the time requirement is met.
In order to collect data, an analysis would be done of the students final test scores and
the teachers would fill out a survey at the end of each seminar evaluating the students
performance and the facility. That data will help to determine: (1) if the goals were met, (2) ifstudents can apply the skills, (3) if the instruction was effective, and (4) if the materials need to
be modified based on the facilitys infrastructure. Lastly, after a period of two months, the girls
will fill out a performance assessment to determine if the skills they learned were useful to them.
Key Questions to be answered by Designer:
1. Does the teacher carry out the seminar as intended based on the information from the
instructor guide? If not, what have they changed? Why did changes occur?2. Is the time requirement met? If not, why?
3. Do the facilities have the materials needed to complete the seminar? If not, what modifications
need to be made?4. Do the learners meet the passing requirement? If not, what is the area of difficulty? How can
instruction be modified?
5. What are the students reactions? What do the reactions indicate about their attitude? How canthat information be incorporated into instruction to make it more effective?
6. Have the skills acquired during the seminar been of use to the girls after its completion? If not,
why not? How can that information modify instruction?
-
8/2/2019 L. Pinto- Final ID Project
34/51
Conflict Resolution Seminar- L. Pinto
34
Part 7: Formative Evaluation Report
Part 7A: Evaluation SurveyMs. Pool was asked to review the instructor guide and PowerPoint slides; she then
provided her feedback using a Google Form. The form asked the questions listed in Part 6A:Expert Review which dealt with: materials, steps, language, and documentation. The form Ms.Pool filled out can be accessed at:http://tinyurl.com/6p35sym
Part 7B: Report of Expert Review
Ms. Pools feedback was worthwhile and supportive. She stated that the materials andsteps were appropriate given the subject matter of conflict resolution. Moreover, she mentioned
that the organization of the instructor guide was logical which helped to clarify why each step
was important. Ms. Pools comments can be accessed at:http://tinyurl.com/d5b3tuv
Part 7C: Designers Response to Review
Ms. Pools comments resulted in two changes to the lesson. The first change is theconsideration for students. Ms. Pool stated that students should not expect to always get along100% with others; as a result, these steps can help the girls learn to live peacefully with their
peers. The comment was insightful, and has been added to the lesson, acting as a segue from
introduction to the body of the lesson. The second change is in regards to the documentation.Ms. Pool commented on what to do with the form filled out by the girls (show it to a school
advisor); this information has been added to the lesson during the time when documentation has
been discussed.
http://tinyurl.com/6p35symhttp://tinyurl.com/6p35symhttp://tinyurl.com/6p35symhttp://tinyurl.com/d5b3tuvhttp://tinyurl.com/d5b3tuvhttp://tinyurl.com/d5b3tuvhttp://tinyurl.com/d5b3tuvhttp://tinyurl.com/6p35sym -
8/2/2019 L. Pinto- Final ID Project
35/51
Conflict Resolution Seminar- L. Pinto
35
Part 8: AECT Standards Grid
Part 8A: Professional Standards AddressedThe following standards, developed by the Association for Educational Communications
and Technology (AECT), and used in the accreditation process established by the NationalCouncil for Accreditation of Teacher Education (NCATE), are addressed to some degree in this
course. The numbers of the standards correspond to the numbers next to the course tasks show
on the list of assignments. Not all standards are addressed explicitly through student work.Assignments meeting standard in whole or part
Standard 1: DESIGN1.1 Instructional Systems Design (ISD) X ID Project1.1.1 Analyzing X ID Project1.1.2 Designing X ID Project1.1.3 Developing X ID Project1.1.4 Implementing X ID Project1.1.5 Evaluating X Selected Discussion Forums; ID Project
1.2 Message Design1.3 Instructional Strategies X ID Project1.4 Learner Characteristics X ID Project
Standard 2: DEVELOPMENT2.0 (includes 2.0.1 to 2.0.8) X ID Project2.1 Print Technologies X Reading Quiz; ID Projects
2.2 Audiovisual Technologies2.3 Computer-Based Technologies X (all assignments)
2.4 Integrated Technologies
Standard 3: UTILIZATION
3.0 (includes 3.0.1 & 3.0.2)3.1 Media Utilization X (all assignments)
3.2 Diffusion of Innovations3.3 Implementation and Institutionalization X ID Project
3.4 Policies and Regulations
Standard 4: MANAGEMENT
4.0 (includes 4.0.1 & 4.0.3)
4.1 Project Management
4.2 Resource Management
4.3 Delivery System Management
4.4 Information Management
Standard 5: EVALUATION
5.1 Problem Analysis X5.2 Criterion-Referenced Measurement X ID Project5.3 Formative and Summative Evaluation X ID Project
5.4 Long-Range Planning
-
8/2/2019 L. Pinto- Final ID Project
36/51
Conflict Resolution Seminar- L. Pinto
36
Part 8B: Course Objectives and Goals
The overall goal for the course is for each student to consider and use the systematic processof instructional design to create an instructional product. To achieve this goal, students will
engage in activities that promote reflective practice, emphasize realistic contexts, and employ a
number of communications technologies. Following the course, students will be able to:
1. Discuss the historical development of the practice of instructional design with regard tofactors that led to its development and the rationale for its use
2. Describe at least two reasons why instructional design models are useful3. Identify at least six instructional design models and classify them according to their use4. Compare and contrast the major elements of three theories of learning as they relate to
instructional design
5. Define instructional design.6. Define the word systematic as it relates to instructional design7. Define learning and synthesize its definition with the practice of instructional design8. Relate the design of instruction to the term educational (or instructional) technology
9. Describe the major components of the instructional design process and the functions ofmodels in the design process10. Provide a succinct summary of various learning contexts (declarative knowledge,
conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and
psychomotor)
11. Build an instructional design product that integrates major aspects of the systematicprocess and make this available on the web.
a. Describe the rationale for and processes associated with needs, learner, context,goal, and task analyses
i. Create and conduct various aspects of a front-end analysis ii. Identify methods and materials for communicating subject matter that are
contextually relevant
b. Describe the rationale for and processes associated with creating designdocuments (objectives, motivation, etc.)
i. Construct clear instructional goals and objectives ii. Develop a motivational design for a specific instructional taskiii. Develop assessments that accurately measure performance objectives
c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions
d. Describe the rationale and processes associated with the formative evaluation ofinstructional products
i. Create a plan for formative evaluation
12. Identify and use technology resources to enable and empower learners with diversebackgrounds, characteristics, and abilities.
13. Apply state and national content standards to the development of instructional products14. Meet selected professional standards developed by the Association for Educational
Communications and Technology15. Use various technological tools for instructional and professional communication
-
8/2/2019 L. Pinto- Final ID Project
37/51
Conflict Resolution Seminar- L. Pinto
37
Appendices
-
8/2/2019 L. Pinto- Final ID Project
38/51
Conflict Resolution Seminar- L. Pinto
38
Appendix A: Needs Analysis Permanent LinksStudent Survey 1
Students accessed the form at:http://tinyurl.com/82m4dz3Results can be viewed at:http://tinyurl.com/7bqalo3
Student Survey 2Students accessed the form at:http://tinyurl.com/6vtfnq4Results can be viewed at:http://tinyurl.com/7rm32jm
Parent Survey
Parents accessed the form at:http://tinyurl.com/7qh2dpcResults can be viewed at:http://tinyurl.com/6tsnpcb
Teacher/Staff Survey
Staff members access the form at:http://tinyurl.com/7gf2xegResults can be viewed at:http://tinyurl.com/7a8jzgo
http://tinyurl.com/82m4dz3http://tinyurl.com/82m4dz3http://tinyurl.com/82m4dz3http://tinyurl.com/7bqalo3http://tinyurl.com/7bqalo3http://tinyurl.com/7bqalo3http://tinyurl.com/6vtfnq4http://tinyurl.com/6vtfnq4http://tinyurl.com/6vtfnq4http://tinyurl.com/7rm32jmhttp://tinyurl.com/7rm32jmhttp://tinyurl.com/7rm32jmhttp://tinyurl.com/7qh2dpchttp://tinyurl.com/7qh2dpchttp://tinyurl.com/7qh2dpchttp://tinyurl.com/6tsnpcbhttp://tinyurl.com/6tsnpcbhttp://tinyurl.com/6tsnpcbhttp://tinyurl.com/7gf2xeghttp://tinyurl.com/7gf2xeghttp://tinyurl.com/7gf2xeghttp://tinyurl.com/7a8jzgohttp://tinyurl.com/7a8jzgohttp://tinyurl.com/7a8jzgohttp://tinyurl.com/7a8jzgohttp://tinyurl.com/7gf2xeghttp://tinyurl.com/6tsnpcbhttp://tinyurl.com/7qh2dpchttp://tinyurl.com/7rm32jmhttp://tinyurl.com/6vtfnq4http://tinyurl.com/7bqalo3http://tinyurl.com/82m4dz3 -
8/2/2019 L. Pinto- Final ID Project
39/51
Conflict Resolution Seminar- L. Pinto
39
Appendix B: Parental Consent Form
Conflict Resolution
Parental Consent Form
A conflict resolution seminar has been created to help girls determine cliqueissues and to voice their concerns to each other in a respectful manner.
In order to accomplish that goal, the content of the seminar has been designedto specifically engage girls while offering a real-world context to learn the necessaryskills of conflict resolution. The seminar includes the following materials:
1. A clip fromMean Girls (PG-13, 2004) wherein the characters learn about thebackstabbing that has been done by their classmates and friends. The charactersare encouraged to be honest with each other as a moderator helps them confront
the rumors, gossip, and drama which includes alleged drug use and sexuality.A copy of the clip is available for viewing; contact the instructor if you wish topreview it.
2. A PowerPoint presentation outlining and explaining the steps to resolve issues.A copy of the presentation is available for viewing; contact the instructor if youwish to preview it.
3. A take-home handout which outlines the steps presented in the PowerPointpresentation. A copy of the handout is available for viewing; contact theinstructor if you wish to preview it.
Please sign and return this form regarding your intention about your daughterparticipating in this seminar. As always, if you have any questions, please contact theinstructor.
_____Yes, I would like my daughter to participate in this seminar
_____No, I would not like my daughter to participate in this seminar
-
8/2/2019 L. Pinto- Final ID Project
40/51
Conflict Resolution Seminar- L. Pinto
40
Appendix C: Learner Materials Permanent Links
Personal Experiences Poll
Participants can access the form at:http://tinyurl.com/79gwv2p .The results from the poll which are to be displayed and discussed upon completion can be
accessed at:http://tinyurl.com/7j54k7s
Personal Reflection Form
Participants can access the form at:http://tinyurl.com/8xarydv.The results from the reflection form which are to be displayed and discussed upon
completion can be accessed at:http://tinyurl.com/7c8ddhk
PowerPoint Presentation
The PowerPoint presentation which is to be used throughout the seminar can be accessed
at:http://tinyurl.com/bu2jr8p
After the Seminar Form
Participants can access the form at:http://tinyurl.com/8ynbryv
Participants can view the results at:http://tinyurl.com/7gbmpf6
http://tinyurl.com/79gwv2phttp://tinyurl.com/79gwv2phttp://tinyurl.com/79gwv2phttp://tinyurl.com/7j54k7shttp://tinyurl.com/7j54k7shttp://tinyurl.com/7j54k7shttp://tinyurl.com/8xarydvhttp://tinyurl.com/8xarydvhttp://tinyurl.com/8xarydvhttp://tinyurl.com/7c8ddhkhttp://tinyurl.com/7c8ddhkhttp://tinyurl.com/7c8ddhkhttp://tinyurl.com/bu2jr8phttp://tinyurl.com/bu2jr8phttp://tinyurl.com/bu2jr8phttp://tinyurl.com/8ynbryvhttp://tinyurl.com/8ynbryvhttp://tinyurl.com/8ynbryvhttp://tinyurl.com/7gbmpf6http://tinyurl.com/7gbmpf6http://tinyurl.com/7gbmpf6http://tinyurl.com/7gbmpf6http://tinyurl.com/8ynbryvhttp://tinyurl.com/bu2jr8phttp://tinyurl.com/7c8ddhkhttp://tinyurl.com/8xarydvhttp://tinyurl.com/7j54k7shttp://tinyurl.com/79gwv2p -
8/2/2019 L. Pinto- Final ID Project
41/51
Conflict Resolution Seminar- L. Pinto
41
Appendix D: Certificate of Completion
-
8/2/2019 L. Pinto- Final ID Project
42/51
Conflict Resolution Seminar- L. Pinto
42
Appendix E: Steps to Resolution Handout
Steps to ResolutionStep 1: Identify the Facts and Your Feelings
What has happened? Where? When?
How do you feel? Why?
Step 2: Decide on ActionWhat do you want to happen? Why?
Step 3: Write Your StatementInclude: Greeting, facts, feelings, and what you want to happen
Step 4: Memorize Your StatementPractice what you want to say. Use a friend, parent, stuffed animal,
or your mirror.
Step 5: Approach Your AggressorRemember appropriate environments are: private, quiet, duringfree time, and face-to-face
Step 6: Say Your StatementTell your aggressor what is going on. This is why you practiced!
Step 7: ValidateYou dont want your aggressor to feel attacked.
Use statements like: You are..., I really like that you..., or Thankyou for being...
Step 8: DocumentWrite down: date, time, location, what was said, and your
reflection
-
8/2/2019 L. Pinto- Final ID Project
43/51
Conflict Resolution Seminar- L. Pinto
43
Make a copy, keep the original; show the copy to a school
administrator, guidance counselor, advisor, teacher, etc.
Resolved a Conflict? Share it with others by going to:http://tinyurl.com/8ynbryv
See what others had to say about their conflict resolution at:http://tinyurl.com/7gbmpf6
http://tinyurl.com/8ynbryvhttp://tinyurl.com/8ynbryvhttp://tinyurl.com/8ynbryvhttp://tinyurl.com/7gbmpf6http://tinyurl.com/7gbmpf6http://tinyurl.com/7gbmpf6http://tinyurl.com/8ynbryv -
8/2/2019 L. Pinto- Final ID Project
44/51
Conflict Resolution Seminar- L. Pinto
44
Appendix F: Seminar Assessment
Conflict Resolution Test
Thinking about what we have talked about and the skills that you have learned today, answer the
questions below.
1. Using the pictures below, match them to the body language listed.
A ________ Nervous
B ________ Unwilling to talk
C ________ Angry
D ________ Willing to talk
-
8/2/2019 L. Pinto- Final ID Project
45/51
Conflict Resolution Seminar- L. Pinto
45
Imagine yourself in the following situation.
School just started, and Lisa, your best friend, has started spending time with Stacey, the newgirl in your class. You really like Stacey, but ever since she started spending time with Lisa,
you feel like you have been excluded. Lisa and Stacey dont mind when you are around, but
they never really include you in conversation. Plus, you just found out that they went to themovies on the weekend without inviting you. You have decided to approach Lisa about whatis going on.
2. What are the facts associated with your situation?______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
3. What feelings do you have about the situation? Why do you feel that way?______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
4. Based on the situation, what do you want to happen? Why did you choose this course ofaction?
______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
5. Using complete sentences, write out what you plan to tell Lisa. Use the format discussedduring the seminar.
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. Create a list of five situations where it would be appropriate to talk to Lisa. Explain whyeach situation would be appropriate.
______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________
-
8/2/2019 L. Pinto- Final ID Project
46/51
Conflict Resolution Seminar- L. Pinto
46
______________________________________________________________________________
______________________________________________________________________________
7. When you talk to Lisa, describe the body language you would use. Explain why youwould use this body language.
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________
8. You have approached Lisa and told her how you feel. She isnt smiling, her arms arecrossed, and her head is cocked off to the side. Should you continue talking to her?
Explain your answer.______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
9. Lisa has tried to change the subject. Which of the following statements would best getyour conversation back on the subject?
a. Nice try in changing the subject.b. Were not going to talk about that right now. What we are going to talk about is
what is happening between us
c. Shut up, Lisa! Im talking, so you need to listen!
10.Your conversation with Lisa is coming to an end and you want to validate her. Give onestatement that you can use.
______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
11.Your conversation with Lisa is officially over. Give one closing statement that you canuse.
______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
12.Create a documentation form that uses the format discussed in the seminar.____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________
-
8/2/2019 L. Pinto- Final ID Project
47/51
Conflict Resolution Seminar- L. Pinto
47
______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
-
8/2/2019 L. Pinto- Final ID Project
48/51
Conflict Resolution Seminar- L. Pinto
48
Appendix G: Seminar Assessment Scoring Guide
Conflict Resolution Test Scoring Guide
Use this scoring guide to correct students tests. A criterion is provided to assess student
answers. For chosen criteria, award student the points listed in parenthesis.
1. (angry) (nervous)
(unwilling to talk) (willing to talk)
__________Four matches are correct (4 points)__________Three matches are correct (3 points)
__________Two matches are correct (2 points)
__________One match is correct (1 points)__________No matches are correct (0 points)
2. __________All facts of the situation are stated (5 points)__________Most facts of the situation are stated (3 points)
__________Some facts of the situation are stated (1 point)
__________No facts of the situation are stated (0 points)
3. __________Feelings for the situation are stated and justified (5 points)__________Feelings for the situation are stated, but not justified (3 points)
__________Feelings for the situation are not stated or justified (0 points)
4. __________Course of action is stated and justified (5 points)__________Course of action is stated, but not justified (3 points)
__________Course of action is not stated or justified (0 points)
-
8/2/2019 L. Pinto- Final ID Project
49/51
Conflict Resolution Seminar- L. Pinto
49
5. __________Statement includes: greeting, facts, feelings, and course of action (5 points)__________ Statement includes three of the following: greeting, facts, feelings, and
course of action (3 points)
__________ Statement includes two of the following: greeting, facts, feelings, and course
of action (2 points)
__________ Statement includes one of the following: greeting, facts, feelings, and courseof action (1 point)
__________ Statement includes none of the following: greeting, facts, feelings, and
course of action (0 points)
6. __________Five correct situations are listed and justified (10 points)__________Four correct situations are listed and justified (8 points)__________Three correct situations are listed and justified (6 points)
__________Two correct situations are listed and justified (4 points)
__________One correct situation is listed and justified (2 point)
OR
__________Five correct situations are listed, but not justified (5 points)__________Four correct situations are listed, but not justified (4 points)
__________Three correct situations are listed, but not justified (3 points)__________Two correct situations are listed, but not justified (2 points)
__________One correct situation is listed, but not justified (1 point)
__________Answers provided are not correct (0 points)
7. _________Body language is stated and justified (5 points)_________Body language is stated, but not justified (3 points)
_________Body language is neither stated nor justified (0 points)
8. _________Answer is stated and justified (5 points)_________Answer is stated, but not justified (3 points)
_________Answer is neither stated nor justified (0 points)
9. B (1 point)A, C, or D (0 points)
10._________A correct validation statement is used (1 point)_________An incorrect validation statement is used (0 points)
11._________A correct closing statement is used (1 point)_________An incorrect closing statement is used (0 points)
12._________Documentation includes: date, time, location, content, and reflection (5points)
_________Documentation includes four of the following: date, time, location, content,and reflection (4 points)
_________Documentation includes three of the following: date, time, location, content,
and reflection (3 points)
-
8/2/2019 L. Pinto- Final ID Project
50/51
Conflict Resolution Seminar- L. Pinto
50
_________Documentation includes two of the following: date, time, location, content,
and reflection (2 points)_________Documentation includes one of the following: date, time, location, content,
and reflection (1 points)
_________Documentation includes none of the following: date, time, location, content,
and reflection (0 points)
-
8/2/2019 L. Pinto- Final ID Project
51/51