Week+3+-+Analysis+Product.

=**//WEEK - 3 Revised ANALYSIS Report//**=

Project Manager: Trevae

Historical Background:

South-side Chicago Public Schools are experiencing challenging school safety concerns due to peer-to-peer violence in and around school environments. The familial environments of the targeted schools are overwhelmingly poor, single mother headed households with a high rate (85%) of poverty. Gang activity and drug crimes are rampant in these areas. Schools and housing are deteriorated structures, built mostly well before World War II, and ill maintained. The new superintendent of the Chicago Public Schools (CPS), Ron Huberman, a former police officer and transit executive with a passion for data analysis plans to stop the violence within the city’s public school populations with a plan that has nothing to do with guns or security guards. Instead, his plan uses statistics and probability, paired with empathy. The title of our instruction design project is Empathetic Listening and Conflict Resolution. GTS will develop a staff development-training program for administrators and teachers to use to deliver training to at risk students. As a follow up, GTS will also provide workbook support materials for teacher facilitation to the targeted student population. On September 2010, Superintendent Huberman explained: “To help get student buy-in, the program includes part-time jobs for students who participate… [w]e believe that if we can change the behavior of these 10,000 students, we’ll be able to make a significant difference in the level of violence in the city.” No student who participates in the program would be publicly identified, officials said, except to the adults involved in his or her intervention. Morrison et al., (2010) report the first stage should focus on determining if instruction would be a solution to the problem. Accordingly, they state, “a normative need is identified by comparing the target audience against a national standard...the normative need exists when the target population’s performance is below established norms” (p. 33). In our case, the normative need exists because the target population is performing negatively “above” the current “established norms” in wake of serious incidences of violence perpetrated by students against students. Moreover, we also looked at what Morrison, et al., (2011) call “felt needs” in deciding whether or not a need exist (p. 35).

According to Morrison et al., (2011), “felt needs are best identified through interviews and questionnaires that indicate whether the target audience is willing to express their needs on paper”, which has previously been conducted and completed by the Chicago Board of Education beforehand and is available for our perusal. The information we gathered comes from most recent police, news, and school data reports that confirms a definite need via “normative needs” assessment for intervention services. In other words, reports demonstrate that the need exists and that development of the training program for our target audience, teachers and students is needed and is expected to help CPS attain their goal of safe and orderly school environments. We expect the target contact audience will take back what they learn to their respective schools for delivery amongst the targeted group of students.

__Needs analysis: __ **//1. //**What is the problem we are asked to solve? Golden Training Solutions (GTS) has been tasked with designing a course for school personnel onsite school administrators and teachers focused on empathetic listening skills for conflict resolution to help curb incidences of violence in and around school grounds and at home. CPS principals, assistant principals, and teachers will provide development of empathetic listening and conflict resolution skills to promote, nurture, and deliver the same within their respective school environments.

Yes. Instruction will solve the problem through effective presentation adult employees are provided definitions, resources, examples via multimedia representations of what emphatic listening for conflict resolutions skills are, and through role-play and reenactments of situations, they will have trained beforehand before problems start. Finally, they will in turn, apply what they have learned to students at targeted neighborhood high schools.
 * 1) Will instruction solve the problem?

With our professionally constructed Emphatic Listening for Conflict Resolution Training Program, we will provide training that will curb incidences of peer-to-peer violence through staff development of faculty at targeted high schools. Design of the training program will focus on some of the following features:
 * 1) What is the purpose of the planned instruction?

· Training in of de-escalation, resolution, and avoidance of conflict · Materials that supplement staff development activities that demonstrate effects that empathetic listening skills <span style="color: #404040; font-family: 'Arial','sans-serif';"> can help promote safe and orderly school

· <span style="color: #404040; font-family: 'Arial','sans-serif';">Teach instructors how to listen and resolve conflicts within the school workplace and beyond · <span style="color: #404040; font-family: 'Arial','sans-serif';">Empowering employee learners by offering alternative ways to deal with verbal and physical violence—for example, bullying · <span style="color: #404040; font-family: 'Arial','sans-serif';">Building an environment of trust and respect between staff, student, families, and the community as a whole

<span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in;">Most definitely instructional intervention is the best solution to peer-to-peer violence.
 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt; line-height: 115%;">Is an instructional intervention the best solution?

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">The following external Web sites can be and will be used to provide extra instructional resources for this training module:

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">References <span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Focus in Chicago: Students at Risk of Violence. (October 6, 2009). Retrieved January 18 2011, from []

<span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Trust and Trust Building. (December 2003). Retrieved January 18, 2011, from [|http://www.beyondintractability.org/essay/trust_building]

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc. (pp. 33-35).

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Project Description: __
 * <span style="color: #2b9af7; font-family: Arial,Helvetica,sans-serif; font-size: 200%;">Team Member A: Kristin **

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">The topic of discussion is Emphatic Listening for Conflict Resolution with concentration on educators within the school “work place”. This topic is excellent because it teaches us how to use empathy while resolving conflicts. The need for this instruction arose due to the majority of adults in counter conflict at some point. It will always be presented in the workplace and it is important to seek resolution to not just contain issues but to forget about them. To cope with the institutional problems created by conflict, and to help students and staff handle conflict better, conflict resolution has recently been legitimized as a valid topic of discussion and study.

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Needs Analysis: __ <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">The problem that we are attempting to solve with instruction is how to resolve conflicts within a school workplace. Our mission is to implement strategies to eliminate violence engaged by students as well as to enforce professionalism that is shown by the faculty and staff. This instruction would allow problems to be aired and helps unveil the root cause of the person’s anger. It also serves as a base so the learner can feel physically and psychologically from threats, danger, and can find opportunities to work or learn with others. An instructional intervention is a great solution because empathetic conflict resolution cannot just be used in classrooms or at work but in everyday situations. Strategies would be introduced as well as guides to be implemented when one of us is angry or just feeling offended by someone. It would help the learner feel like they are in control of their environment because we are placing ourselves in their shoes. Instruction would help students learn how to manage and resolve conflict in their personal or work relationships using key conflict resolution skills.

<span style="color: #548dd4; font-family: 'Arial','sans-serif'; font-size: 24pt; line-height: normal; margin: 0in 0in 0pt;">Team Member D1: Melisa

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Learner Analysis __ <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Morrison et al. (2011) states designers have an important task of identifying characteristics most critical to the achievement of the specific training objectives. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Keeping this idea in mind, it is important to analyze different characteristics of the students to determine how to design and deliver the instruction to help them succeed in the training.

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">General Characteristics __

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Audience includes students in Chicago public schools both male and female between the ages of 13-19.

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Specific Entry Characteristics __

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Students who are willing to learn different ways to listen and resolve conflict in a non-violent manner with their peers are more likely to succeed in the training. An attitude towards wanting options for peer mediation and taking responsibility for their actions will help the students understand the importance of the training and be able to benefit from the course.

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt; line-height: 200%;">Learning Styles __ <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">With thousands of students attending the course, many different learning styles will be present. To help appeal to the majority of the students, the instruction will be delivered by teachers in a visual and audible format. It would also be beneficial to apply an opportunity for students to practice throughout the training different principles. This will appeal to students who learn by doing.

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Academic Information __ <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">This would be the most easily obtainable data as we can review the records from the school office to determine the students’ grades and grade-point average. Their grades could indicate their level of responsibility, discipline for study, and how likely they are to accept training.

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Personal and Social __

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">This is a big area to consider. Students in school are in the early stages of their development before they hit their professional careers. The maturity level of these students is critical to consider how they will accept the training. Motivation and attitude towards learning ways to listen to others will definitely affect the success of the training.

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Learners with Disabilities __

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">For most public schools, there are typically classes designed for individuals with some type of disability whether mental or physical. A portion of our training should accommodate these students and it is important for them to attend the class as well. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Considering the audience, an instructional plan designed as a workshop or lecture would be most appropriate. The training will be delivered by the personnel to the students. Participant material will be used throughout the course to accommodate visual learners and those who learn by doing.

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt; line-height: 115%;">Performance Gap __ <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">There is a high number of violence within Chicago Public Schools. With our goal for the training, we want to reduce this number by at least 50%. Many students may resort to some form of violence <span style="font-family: 'Arial','sans-serif';">before considering other alternative ways to solve a conflict. We are noticing a gap of students who resort to violence as a first alternative, rather than considering all other non-violent options.


 * <span style="color: #548dd4; font-family: 'Arial','sans-serif'; font-size: 24pt; line-height: normal; margin: 0in 0in 0pt;">Team Member D2: Ann **

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Contextual analysis: __

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Morrison and colleagues (2011) describe the process of contextual analysis as three-fold, requiring attention to orienting, instructional and transfer contexts. Each section is explored in detail in the following section.

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Orienting context __ <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">The primary methodology for gathering information will be through anonymous student survey. The purpose of the survey will be to examine the participants’ level of knowledge, skills and attitudes regarding the management of conflict. The survey will also examine the perceived goals of attending the training. For example, one question asks:

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Have you experienced ridiculing, bullying, name-calling or social rejection by other people in the school? If so, describe how you handled this situation. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">The survey also examines the perceived utility of the training. For example, one question asks: <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Would you be interested in attending a class that helps students learn together with less anger and a better understanding of other people’s points of view? <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Participation in the survey is optional for all students and offers the immediate incentive of a 15-minute period of unstructured “free time” within the homeroom period as an inducement to complete the survey and attend the training session. Students also will receive job placement services and support through the CPS Superintendent’s office. Thus, the perceived accountability level for attending training is not specifically examined in this project. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">The survey will be distributed to all students during the week of October 1, 2011.

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Known audience factors __<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">.

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">The audience for the training consists of youths of both genders, aged 13-19 in grades 9-12 actively enrolled in the targeted list of twelve Chicago Public Schools. Demographical data indicates the following ethnographical information about Chicago’s inhabitants: <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">African-American 36.8% <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Hispanic or Other 30.3% <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">White 42.0% <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Note: some populations may self-identify as members of two or more races; thus, when added, the totals may not equal 100% (Source figures: U.S. Census, 2000).

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Instructional context __

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Control of environmental factors is limited by the existing facilities. The training will take place in the classrooms in each of the twelve school facilities, with the use of one facilitator per twenty students. Scheduling of training will be in early December 2011, with follow-up interviews with participants scheduled for January and March 2012.

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Transfer context __

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">The training sessions will be conducted in December 2010. In the follow-up sessions in January and March 2012, participants will be interviewed by a facilitator to determine the level of successful application of new skills and knowledge both within the school setting and within the participant’s personal life. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Measures of adjustment in school, work and interpersonal relationships will indicate the level of transfer that has occurred in each participant. The participant’s homeroom teachers will also be interviewed to measure behavioral change, if any, which has occurred since the participant attended the training session.

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Unit Goals: __

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Goals of training <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Increasing skills of de-escalation, resolution, and avoidance of conflict <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Examining typical scenarios of conflict and how they are often handled by youths aged 13-19. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Offering guided practice in alternative ways to deal with verbal and physical confrontations through improved communication. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Building an environment of trust and respect between staff and student populations to reduce conflict.

<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt; line-height: normal; margin: 0in 0in 0pt;">Additional references:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">U.S. Census Bureau (2000). Census data by ethnic group. Retrieved on January 19, 2011 from []

Task Analysis
 * Team Member I: Stephen **

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Goal __<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> – Examining typical scenarios of conflict and how they are often handled

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Topic __<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– Conflict Scenarios <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">1. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Brainstorm with students 3 common scenarios that cause conflict <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">2. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Divide students into 3 groups and assign one scenario to each group <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">3. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Have each group report on how their scenario usually escalates into conflict

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Goal __<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> – Improve conflict resolution skills

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Topic __<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> – 12 techniques for conflict resolution
 * 1) <span style="font-family: 'Arial','sans-serif'; line-height: normal; margin: 0in 0in 10pt;">[|The win/win approach] - How can we solve this as partners rather than opponents?
 * 2) <span style="font-family: 'Arial','sans-serif'; line-height: normal; margin: 0in 0in 10pt;">[|Creative response] - Transform problems into creative opportunities
 * 3) <span style="font-family: 'Arial','sans-serif'; line-height: normal; margin: 0in 0in 10pt;">[|Empathy] - Develop communication tools to build rapport. Use listening to clarify understanding
 * 4) <span style="font-family: 'Arial','sans-serif'; line-height: normal; margin: 0in 0in 10pt;">[|Appropriate assertiveness] - Apply strategies to attack the problem not the person.
 * 5) <span style="font-family: 'Arial','sans-serif'; line-height: normal; margin: 0in 0in 10pt;">[|Co-operative power] - Eliminate "power over" to build "power with" others
 * 6) <span style="font-family: 'Arial','sans-serif'; line-height: normal; margin: 0in 0in 10pt;">[|Managing emotions] - Express fear, anger, hurt and frustration wisely to effect change.
 * 7) <span style="font-family: 'Arial','sans-serif'; line-height: normal; margin: 0in 0in 10pt;">[|Willingness to Resolve] - Name personal issues that cloud the picture
 * 8) <span style="font-family: 'Arial','sans-serif'; line-height: normal; margin: 0in 0in 10pt;">[|Mapping the conflict] - Define the issues needed to chart common needs and concerns.
 * 9) <span style="font-family: 'Arial','sans-serif'; line-height: normal; margin: 0in 0in 10pt;">[|Development of options] - Design creative solutions together
 * 10) <span style="font-family: 'Arial','sans-serif'; line-height: normal; margin: 0in 0in 10pt;">[|Introduction to negotiation] - Plan and apply effective strategies to reach agreement.
 * 11) <span style="font-family: 'Arial','sans-serif'; line-height: normal; margin: 0in 0in 10pt;">[|Introduction to mediation] - Help conflicting parties to move towards solutions.
 * 12) <span style="font-family: 'Arial','sans-serif'; line-height: normal; margin: 0in 0in 10pt;">[|Broadening perspectives] - Running meetings in conflict resolving mode

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Goal __<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– Improve conflict de-escalation skills

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Topic __<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">– De-escalation techniques <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">1. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Escalation vs. De-escalation <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">2. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">De-escalation techniques <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 12pt;">a. Listening <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 12pt;">b. Tone of voice <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 12pt;">c. Body Language <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 12pt;">d. Respect <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 12pt;">e. Compromise

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Goal __<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">- Practice with alternative ways to deal with verbal and physical confrontations through improved communication

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Topic __<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> – Utilizing Conflict Resolution Skills

<span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">1. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Have students return to their groups <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">2. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Have each group suggest two ways to resolve their conflict scenario <span style="font-family: 'Arial','sans-serif'; font-size: 8pt;">3. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Have each group report back to the class on why their suggestions will effectively resolve the conflict <span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt; line-height: normal; margin: 0in 0in 10pt;">References:

[] []

<span style="color: #548dd4; font-family: 'Times New Roman','serif'; font-size: 24pt; line-height: normal; margin: 0in 0in 0pt;">Team Member E: Sandra

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Procedural Analysis and Instructional Objectives:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Procedural Analysis is the method used to analyze the steps required to perform the given task of teaching students how to apply effective, “Empathic Listening for Conflict Resolution” skills to reduce school conflicts by 50%.

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Group members consisting of Teacher’s within the Chicago Public School District, child psychologist, law enforcement agents, and school administrators/counselor) will represent the required amount of diversity of subject matter experts who possess the knowledge, experience, and authority level required to provide the information needed to identify the steps to teach the students within the Chicago Public School District from grades 9-12; on how to apply conflict resolution skills.

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">The group will use the following set of questions as a template to identify the steps to teach the students how to deal with conflict within their school: <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">The collected information from the group will be document using a flow chart allowing a visual representation of the information collected to include steps that branch off to address different levels of conflicts. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">The chart below provide a high-level illustration to represents main topics to teach the students within the Chicago Public School, each of these main topics would then be broken down into the required learning step to complete the learning goal.
 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">What action (steps) will the student need to learn to be able to address conflict within their school?
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">What knowledge, skills, does the student need to know to do these step?
 * 3) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">What cues inform the student that there is a problem, how to recognize when (what step) the conflict is over, or a when to execute different steps to address escalated conflict?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%; margin: 0in 0in 10pt;">Instructional Objective - <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> address the means in which the designer will develop the curriculum and how the student’s will be measured to demonstrate that they have mastered the learning event.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; margin: 0in 0in 10pt;">From all the collected information, the designer will create the curriculum for this learning task using a combination of the following three Objective Domain:


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%; margin: 0in 0in 10pt;">Cognitive Domain - ** will be used to identify the information required and knowledge to meet our learning objective of teaching conflict resolutions to the students.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; margin: 0in 0in 10pt;">Psychomotor Domain - ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">will be used to identify any physical skills that will be required to demonstrate mastery of the learning objective.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Affective Domain - **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> will be used to identify the students' feels, emotions etc. toward subject of the learning objective.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Using an action verb to identify the behavior the students will need to perform, under what condition and to what measurement to demonstrate that the students of the Chicago Public School have master the ability to apply conflict resolution skills affectively. Each of these domains will generate a Terminal Learning Objective (TLO) to specify how the student will achieve success; as well, as identify what Enabling Learning Objective (ELO) (performance steps) will be required to master.

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt; line-height: 115%;">An example of a TLO: __

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Given a conflict scenario, the student’s of Chicago Public School 9th grade class will identify which conflict resolution technique should be used to resolve the conflict with a 100% accuracy.

__<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt; line-height: 115%;">Additional References and Resources for Exploration: __
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<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Submitted by Trevae Golden-Oloye