Welcome

Hello, my name is Roshel Salvador. I teach Grade 3 at

Meadows West School in Winnipeg, Manitoba, Canada.

I have created an interactive web-based lesson to help support my Bullying Unit in

Health.

http://salvadorbullying.weebly.com/

Analysis

• End-of-the-unit Bullying test• Observations and annotations of recess

issues that occurred during this school year.

– The findings show students struggle in differentiating aggressive and assertive behaviour.

• Recess observations and recorded issues more valuable because of real life content

• Students often know what to do or say in class

– Yet when put into that situation, it is often a different response.

• Issues at recess is an on-going problem – want my students to be able to better

solve their problems on their own

Analysis (continued)Educational Need• Students need to differentiate the

different ways in approaching or dealing with a bully or aggressor.

• They need to recognize the difference and be aware of passive, aggressive and assertive behaviours.

• Students also need to acknowledge that assertive behaviour can easily lead to aggressive behaviour.

• The students need to be aware of the signs of and consequences of passive, aggressive and assertive behaviours and the messages their body language sends to their aggressor.

Analysis (continued)

Content Analysis• Students should be able to differentiate between

passive, aggressive and assertive behaviours• Students should be able to stand up assertively when

being bullied or picked on• Students will be able to understand their consequences if

caught acting in an overly aggressive manner• They will be able to recognize the body language of

someone acting passively, aggressively or assertively• They will know what steps to take when confronted by

those acting aggressively towards them• The students should be able to help a friend out if caught

in an aggressive situation

Analysis (continued)

Task Analysis

Some tasks students will be engaged in within the lesson to help absorb and interest them to the information being taught

• Reading of text• Viewing instructional videos• Viewing of photos to help solidify text• Participating in scenarios• Filling in online surveys

DesignObjectives:• Students should be able to differentiate between passive, aggressive

and assertive behaviours• Students should be able to stand up assertively when being bullied or

picked on• Students will be able to understand their consequences if caught

acting in an aggressive manner• They will be able to recognize the body language of someone acting

passively, aggressively or assertively• They will know what steps to take when confronted by those acting

aggressively towards them• The students should be able to help a friend out if caught in an

aggressive situation

http://salvadorbullying.weebly.com/behaviours.html

Design (continued)Standards: • Focus on Bullying: A Prevention Program for Elementary School

Communities program that we use in our school. (Source: http://www.bced.gov.bc.ca/sco/resourcedocs/bullying.pdf, p. 45): – Encourage communication—adults provide a model for children by

engaging them in discussion about bullying, teaching assertiveness self-protection strategies, and encouraging children to seek adult assistance when other strategies are not working.

– Develop empathy—adults help children to recognize and interpret cues that signal other’s feelings and needs, understand the impact of bullying behaviour on others, and treat others with caring and respect.

– Promote accountability—adults help children develop the ability to stop and think before they act, resist peer pressure, and take responsibility for their behaviour by making reparation for harm they have inflicted on others.

– Enhance pro-social behaviour—adults teach, model, and reinforce positive behaviour

Design (continued)Educational Resource Used:• Used web-based interactive lesson

– Grade 3 students would not have troubles navigating through that particular format.

• It is simply and straight-forward– Have the option of moving forward or going back to review any of the

information– Design and set up is appealing to the user

• I want to give them a type of resource that they would have access to at home– often students bring assignments home and have trouble trying to

explain to their parents – students struggle trying to explain the assignment in their own words. – This causes a lot of frustration for both student and parent.

Develop

Description of Resources:• I want to incorporate as many of the 10 Principles of

Mayer in my project. Some of the specific resources I used in the project are:– YouTube videos to help illustrate examples of specific

behaviours– Outside links to particular websites when dealing with definitions– The use of Goggle Documents surveys– Photos– Educational information from Focus on Bullying: A Preventative

Program for Elementary School Communities, created by Terry Waterhouse, Jan Sippel, Lisa Pedrini, and Micheline Cawley

Implementation

• In conjunction with my Bullying unit.

• They will have background knowledge on other components that will help support the new information from this lesson.

• Falls mid-way through Bullying Unit

Implementation (continued)

Implementation/testing during course:• Grade 3 teacher, Grade 4 and Computer

Teacher • Made observations throughout year

– compare them to results from this year’s to next year’s students.

• Will make notes and observations on whether there is an improvement of knowledge retention and whether students are more able to use their knowledge in real life situations.

Implementation (continued)

Method for collecting feedback

• Use of Google Documents for assessment purposes.

• Use of unit worksheets that are part of the Focus on Bullying program. – Cut-and-Paste activities– Outdoor observations– Role Playing scenarios

Evaluation

Formative• Quizzes (can get results & see if any particular

aspects need to be revisited)• Worksheets (assignments, drawing, labeling,

experiments)• Scenarios (short/long answer questions)• Outdoor-recess experiments

Summative • End-of-the-Unit assessment

Evaluation (continued)

Using Kirkpatricks Level One EvaluationEvaluation Results from 3 Peers• All activities, tasks and assessments all align with learning

objectives and standards. (4)• Information is organized in a clear, logical way. (5)• The assessment appropriately assessed students’ ability to meet

the objectives. (4)• The graphics, sound and/or animation assist in presenting an overall

theme and enhance understanding of concepts, ideas and relationships. Multimedia elements are clear. (5)

• All activities, tasks and assessment directions are written clearly and project easy to navigate. (5)