Week+5+-+Development+Production

IMPORTANT: Hello all We must be able to say more than “understand” or “Know how to” because these are not measurable statements. Instead, write your behavioral objects as follows: Given examples of conflict in multimedia, video, role-play, or story the trainee will demonstrate the ability to say, name, say aloud, write, list, and/or perform/do the 10-20? characteristics/elements/steps involved in the empathetic listening skills for conflict resolution process as dicussed in this learning module, within 100% or 80% accuracy and within 5-10 minutes time...this is an example because time could vary and your standard as far as quality of work thus percentage may vary as well. Note: that this behavioral objective is measurable because it shows action that can be observed and/or heard. Thus, making the behavior something that can be measured against the __standard__ (quality, quantity and time spent on demonstrating the expected behavior) as outlined in the behavior objective.

__Team Member A__

Team Member D1: Melisa Cobb

// Instructional ﻿ Plan Table // // D1: Melisa Cobb, Week 5 Instructional Pla ﻿ n Example // ** Learning Objective ** To All, if it applies to you and to Melisa, please feel free to rewrite your behavioral objectives like the following, thanks...Melisa, from Trevae By the end of the course, teachers will be able to: demonstrate the ability to elaborate (speak about or write about), through class discussions, role-play and writing about steps involved in empathtic listening for conflict resolution skills development process that helps de-escalate conflict, within 80% accuracy

Given five examples to choose from, the trainee will write about one scenario that relates to the importance and uses of resolving conflicts that were effective as opposed to those that were not so effective and give reasons why and what they would have done better to resolve the conflict.

Role-play a five minute scenario of an improper versus proper means of implementing a peer-to-peer mediation process for empathetic listening for conflict resolution within 80% approval between other trainees who will provide feedback.

** By the end of this training, you will be able to: **
 * Recite the benefits of Conflict Resolution
 * Explain the guidelines of Empathic Listening
 * Listen with Empathy to reduce conflict
 * Demonstrate how to effectively communicate Empathic responses

** Content Presentation **

// Content: //

Teachers will learn how to depict an escalated situation, what words to use in mediation and which to avoid, given examples of proper language techniques, and how to properly perform peer mediation.

// Demonstration: //


 * 1) Participants will be shown language samplings from a scenario which ended in violence using the flipchart
 * 2) Participants will be given a job aid for example words being encouraged to use to deescalate a situation and examples of words discouraged to use that may escalate a situation.
 * 3) Participants will be given a demonstration on properly performing peer mediation
 * 4) Participants will be shown different conflict resolution approaches

// Materials and Media Selection: //

The flipchart, a notebook and pen, job aids, and participant material

** Student Participation **

// Student Grouping: //

Students will work in the large group for the demonstration; they will work in small groups when practicing the techniques.

// Practice Items and Activities: //


 * 1) Participants will be shown sample language on the flipchart from scenarios that was escalated to violence.
 * 2) As a group, participants will be asked to circle words in the language sampling that triggered the escalation.
 * 3) Participants will be separated into small groups and asked to use their job aid to replace the circled words with words that are encouraged to being use to help deescalate a situation.
 * 4) Participants will share their answers with the class and discuss.
 * 5) Participants will also be shown sample language on the flipchart from a scenario in which the conflict was successfully resolved non-violently, in which they will compare their answers.

// Simulations: //


 * 1) Participants will be given a demonstration on proper peer mediation.
 * 2) Participants will be asked to give feedback on what they observed from the demonstration and why they felt it helped the situation from being escalated
 * 3) Participants will be separated into groups of four to practice their own peer mediations. One individual will be the mediator, the two will be students who are in conflict, and the fourth will be the observer. Participants will rotate positions to be able to observe from all angles. Participants will have specific scenarios picked out and listed in their participant materials.

** Feedback **

Participants will use an online evaluation program to input their ideas of the training. The evaluation will also include a small quiz to rate how well the participants remembered the information.

Team Member D2: Ann (final)

=Instructional Plan Table =

** Learning Objective #1: ** Given a scenario, analyze a teen confrontation and the application of conflict resolution skills.

** Content Presentation **

// Content: // The students will examine a live-action role-play of a potentially violent confrontation between two teens. See storyboard.

// Model/Demonstration: //

1. [Anticipatory set] Students will be asked to watch a role-play of a confrontation between two teens and a subsequent discussion with an adult. The adult will model empathetic listening skills.

// Pretest: // Questions posed to class, open for group discussion:


 * 1) Do teens have confrontations like this?
 * 2) Why did this particular conflict escalate?
 * 3) How did the adult intervene to de-escalate this situation?

// Materials and Media Selection: // None needed. Storyboard and script (attached). Three copies of the script will be needed for role players.

** Student Participation **

// Student Grouping: // Students will observe role-plays in the large group for the demonstration; they will work in small groups of 4-6 when engaging in planning role-plays and overt practice of skills in subsequent objectives.

// Practice Items and Activities: //

1. Students will watch the demonstration on teen confrontations. a. The teacher role-player will model empathetic listening. 2. Students will engage in discussion about teen confrontations. a. Questions to class: what did the teacher do well? b. Questions to class: what do you think would have happened if the teacher had demanded to know what was going on or who was involved up front? 3. Students will offer suggestions for how to avoid, resolve or diffuse confrontations, based on their observations of the role-play. a. Question to class: what else could the teacher have done to help Renee?

** Feedback **

Students will give feedback of their understanding of the role play shown. The instructor will walk around and question groups individually about their role-play development during later objectives.

** STORYBOARD and SCRIPT **

** Concept: ** Teens (aged 13-19) in the Chicago Public Schools may experience potentially violent confrontations within and near the school setting. Generally, these confrontations involve other teens with whom they are enrolled in school. The goal of this role-play is to demonstrate a realistic example of a typical confrontation between two teens and a strategy for intervention involving empathetic listening.

** Setting: ** An empty school classroom, immediately after school is released.

** Actor(s): ** RENEE, a female student. KAREN, a female student. MR. ANDERSON, a male teacher.

** Action Summary: ** KAREN enters a classroom and speaks with RENEE in a menacing way. Tension escalates as the conversation continues. RENEE then speaks with MR. ANDERSON about her experience.

** Script: ** See following page.

** Role-Play: A Tense Confrontation **

Opening: //RENEE is seated at a desk in an empty classroom, putting her books away in a backpack and preparing to leave. KAREN enters the room and approaches RENEE.//

__ KAREN __ : [//smiling//] What’s going on, Renee?

__RENEE__: [//looking stressed//]. I’m just trying to get my stuff packed up and go home. What’s going on with you?

__ KAREN __ : [//laughs//] You forget about our conversation last week? I am waiting for my homework. You did it like we agreed right?

__RENEE__: [//looking// //worried//]. Actually, I didn’t do it. I think we might get caught if I keep doing your homework. Mrs. J has been telling us that we have to do our own work.

__ KAREN __ : [//angrily//] I thought we had a deal, Renee. You do my homework and I don’t hurt you. I don’t want to have to make your life miserable. There are a lot of girls who would like to know if you are going to act like a snitch. It could be dangerous.

__RENEE__: I’m not going to tell on you. I just don’t want to be involved in any more of this cheating stuff. [//Crossing her arms tightly//] I’m not going to do it, Karen.

__ KAREN __ : [//slowly and menacingly//] Well, you won’t like what’s going to happen if you don’t do what I say. You better get my homework done or you will be sorry in the morning. Think about it or you will be sorry.

Ending: //KAREN smiles while looking at RENEE, and draws her index finger across her own throat, to suggest violence. KAREN then leaves the room. MR. ANDERSON enters the room.//

__ MR. ANDERSON __ : Hello, Renee. You are here a little late [pauses, looks at RENEE with concern]. Is everything okay?

__RENEE__: No. I’m having a personal problem.

__ MR. ANDERSON __ : [Calmly] Well, if you ever want to talk, I am here to listen.

__RENEE__: [Sighs, worried] I don’t think you can help me.

__ MR. ANDERSON __ : How about giving me a try? If I can’t help, maybe I can point you to someone who can help. It’s up to you.

__RENEE__: [Frightened] Someone is hassling me, trying to get me to do something I don’t want to do.

__ MR. ANDERSON __ : It sounds like you are feeling unsure about what you should do.

__RENEE__: I am. I just don’t know what to do.

__MR. ANDERSON__: [Thoughtfully] I wonder if it would help to ask yourself what your choices are. You can go along with it or choose not to.

__RENEE__: Well, I feel like I don’t have any choice.

__ MR. ANDERSON __ : It might seem like you have no choice, but you always have a choice in what you are going to do or not do. The truth is that you can’t control other people, but you can always control yourself. I wonder why you feel you have no choice.

__RENEE__: Someone said they were going to hurt me if I didn’t do what they said.

__ MR. ANDERSON __ : That sounds pretty frightening. I wonder how you would like to see this handled.

__RENEE__: I would like to see this girl expelled from school so I wouldn’t have to be scared of her anymore.

__ MR. ANDERSON __ : ﻿ That sounds like a reasonable idea. People can be expelled for threatening other students. I can help you if you feel like you can share a little more information with me. Do you want to tell me who the girl is?

__RENEE__: I don’t want them to know it was me who told on them.

__ MR. ANDERSON __ : Principal Jones is the only person who can expel a student. How about if we agree to keep this confidential between you, me and Principal Jones? Then, would you feel comfortable telling me who the girl is?

__RENEE:__ I guess so.

__ MR. ANDERSON __ : Renee, this is a difficult position you are in and I admire your decision to share it with me. You are very brave to be honest about what is happening to you. Let’s go and talk to Principal Jones. I will be there the entire time to support you and make sure that our agreement about protecting your identity is kept.

// End of role-play. //

Team Member I

 Delivery Methodology

This module will use four different methods to deliver the instruction in the following sequence:

1. //Video Presentation// - Students will be asked to watch a 10 minute video of a confrontation between two teens and a subsequent discussion with an adult. The adult will model empathic listening skills. This will provide orientation to a new topic and help create interest in the topic. Students will recognize a scenario they encounter in their school day and begin to think about how to approach it. This will help achieve the objective “Describe the benefits of Empathic Listening” 2. //Instructor Presentation// – The Instructor will lead a discussion of the role of the adult in the video and how they modeled empathic listening. The instructor will also discuss the principles of empathic listening and how they can be applied in conflict resolution.

This will present essential information to the entire group to serve as common background.

This will help achieve the objective “Describe how Empathic Listening can be applied in conflict resolution”. 3. //Small Group Role Pay// – The students work in groups of three to five people to design a mock example of a confrontation between two or more teens. This gives the students an opportunity to think about how to apply the principles of empathic listening as well as get a chance to hear what their fellow students are thinking. This will help achieve the objective “List at least two scenarios where empathic listening can be applied”. 4. //Small Group Collaborative discussion// - The students remain in their small groups and discuss how empathic listening can be used to resolve the conflict in the scenario they just created. The group will then present their ideas to the rest of the class. This will oblige the students to accept and integrate the ideas presented and to critically evaluate alternative solutions. This will help achieve the objective “List at least three empathic responses that will demonstrate understanding of a conflicting point of view”.

Team Member E The student's will be given an End of Course Critique form. This form will serve as a tool in which to collect data from the perspective of the students (teachers) who attended this course. The form will be designed to ask questions pertaining to the usefulness of the course content and its presentation methods. This information will be used as documentation to record "Student Behavior" statics measuring the positive and/or negative impact of the course for the students. This tool will also sever as the vehicle the support the need for modifications to the course material, addressing documented issues and concerns identified by the students. As part II of this process their will be a survey sent to the student (teacher), 90 days after the completion of the course along with instructions to complete the form. The completed survey's feedback will be used to analyze the effectiveness of the course content once the student returns back to their appropriate school districts. This reported feedback will be included in our analyze process to assist in measuring the effectiveness of the student's ability to use the newly learning information from the course as they try to apply the information in a real world event at their schools.

Some of the questions for the survey will be:

How many times have you used the information contained within the course? How useful was the information learned within the course? Has this course had any impacted the way you now addressed conflict within your school? Was the information presented in this course suitable to level of our need to resolve conflict within your school? Do you feel that the knowledge you received from this course helped you do your job to resolve conflicts within your school?

Utilizing both types of documentations (i.e. End of Course Critique form and Student Survey) as a method of collection to assist us in our goal to strive to improve the course content to always meet the needs of the attendees.