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= Empathetic Listening:  = = A Conflict Resolution Strategy  = = for Chicago Public Schools   Design Document  = **__Sequencing description __**

**__Instructional Message __**
 * ** Phenomenon ** || ** Example/Prescription ** ||
 * Identifiable prerequisite || Students must be faculty members and administrators within one of the target Chicago Public Schools, as designated by the School Board providing the funding for the course. ||
 * Familiarity || Each student will observe and discuss episodes of potential teen violence. Working within small groups, they will reflect on the use of empathy to diffuse conflict. ||
 * Interest || Students will demonstrate an interest in developing a new skill to keep students and adults safe from violence. ||
 * Development || Student would learn the importance of using empathy as one method of conflict resolution and finding a common ground. ||

For our pre-instructional strategy, it would be most appropriate to use Behavioral Objectives as described by Harley and Davies (1976). Objectives guide instructional development. Behavioral objectives for this course are:

1. Analyze typical scenarios of teen violence. 2. Discuss the use of empathetic listening as a conflict resolution tool. 3. Apply new skills to the analysis of a typical scenario of teen violence.

**__Strategies table __**

// (During this course, students will…) // **__Text design __**
 * ** Interpersonal Skill Set.... ** || ** Strategy ** || ** Implementation ** ||
 * Analyze typical scenarios of teen violence (Class opener). || Model / Demonstration || Demonstrate a mock example of a potentially violent verbal confrontation between two teens and the intervention of an adult who uses empathetic listening. ||
 * || Question and answer || Ask: Why did this conflict escalate? What did the adult do well? ||
 * || Pretest || Ask: What experiences or training do students have in resolving conflict between teens? ||
 * || Summary || Say: Today we will discuss some ways to use empathetic listening to resolve interpersonal conflict. ||
 * Discuss the use of empathetic listening as a conflict resolution tool. || Model || Demonstrate a mock example of a potentially violent verbal confrontation between two teens. An adult role player will demonstrate empathetic listening skills. ||
 * || Verbal and image models (organization) || Have students identify the key behaviors in empathetic listening. ||
 * || Mental rehearsal || Provide students with an example of a potentially violent verbal confrontation and ask them to imagine how they would react in order to de-escalate the situation. ||
 * || Overt practice || Have students gather in groups to demonstrate empathetic listening in a role-playing environment. ||
 * Apply new skills to the analysis of typical scenarios of teen violence. || Model || Demonstrate a mock example of a potentially violent verbal confrontation between two teens. ||
 * || Verbal and image models (organization) || Have students identify the key behaviors that led to conflict and propose a strategy using empathetic listening. ||
 * || Mental rehearsal (elaboration) || Demonstrate a mock example of a potentially violent verbal confrontation between two teens. ||
 * || Overt practice || Have students work in groups to design a mock example of a confrontation between two or more teens. Have students present the right and wrong ways to resolve a violent confrontation. ||
 * || Mental rehearsal (elaboration) || Demonstrate a mock example of a potentially violent verbal confrontation between two teens. ||
 * || Overt practice || Have students work in groups to design a mock example of a confrontation between two or more teens. Have students present the right and wrong ways to resolve a violent confrontation. ||

//Module Text Design//

Below are the specifications for how text will be presented in each module. This assumes a presentation tool (PowerPoint or equivalent) will be used to present each module to the students. Each module will consist of the following elements:

**Title Page** – Title only, centered, 44 point Calibri font

**Pre-instructional Strategy Page** – First page of the presentation will outline the pre-instructional strategy

**Content Pages** //Standard Footer// – Page number on the lower right hand side, logo for Golden Training Solutions on the lower left hand side. //Checking Questions// – Left justified, in italics, 36 point font. //Student Exercise Prompt// – Left justified, in bold, 36 point font.

**Summary Page** – Each module will contain a summary page, outlining the key points of the module. The summary points will be presented in a numbered list.

**Reference Page** – The last page will contain the references for the module, listed in APA format.

**__Multimedia design __**

1. Presenting material content should both engage the learner’s attention and provide them with cues that will draw their attention to important content points. By employing instructional message design process strategies of:

a. Pre-instruction Strategies of “Behavioral Objectives” to describe to the learner (Teacher) what they are expecting to master. An example of a behavior Objective is “At the end of this lesson, you will”: 1. Analyze typical scenarios of teen violence. 2. Discuss the use of empathetic listening as a conflict resolution tool. 3. Apply new skills to the analysis of a typical scenario of teen violence. b. Message Design for Text of “Typographical Signals”: c. Pictures and Graphics
 * **Headings** – As a signal to alert the learner of an upcoming change of topics.
 * **Layout** – As a signal to provide the learner with a clear outline of the course structure.
 * **Typographical Variations** – To create a pattern using bold, italic ect. to draw the learner’s attention to important information.
 * **Decoration** – As a method to “break- up” information contained on a page and make content appealing to the learner.
 * **Representation** – Graphics or media used to represent verbally conveyed content providing the learner with a visional image helping the learner with clarification of lesson content.
 * **Interpretation** – Graphics or media that provides the learner with the abilities to comprehend complex or abstract information by using the graphic/media to interpret the meaning of the presented content.

2. A brief analysis was conducted to determine which multimedia resources would best suite the design of the instructions. The following where consider the most suited multimedia resources that would enhance this period of instruction:

a. Video Footage (YouTube Videos)- will be used as scenario to demonstrate student conflicts, allowing the learner (Teachers) to interpret and conclude which resolution method will best resolve the conflict.

b. Images- will be used to represent images that are present during a conflict, allowing the learner (Teacher) to demonstrate their ability to recognize possible signs of conflicts.

c. Animation- to help keep the students in engaged and focused on message cue and the lesson content.

d. Interactivity (Role Playing) – method to allow the learner (Teacher) the opportunity to demonstrate mastery of the preformed behavior. (i.e. demonstrate the proper step to resolve a conflict)

3. The above listed multimedia resources combination will be used within the lecture’s PowerPoint presentation and serve as a method to encode memory, supporting the instructional strategies of “Prescriptions for Teaching Interpersonal Skills”. This strategy and the listed multimedia resources will help improve Empathic Listening communication skills for the teacher within the Chicago Public School District.

**References:**

Morrison, G,. Ross, S.,Kalman, H., & Kemp,J., (2011). Designing Effective Instructions (6th ed.) Hoboken, NJ: John Wiley & Son, INC

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