Week+4+-+Design+Template

=Kristin Please open document below to insert Week 4 Design for "A"= == =**//EIDT - 6100 - TEMPLATE (WEEK 4)//**= This is a very important resource for your purusal: []

=**//Design Document //**= Use the template below to guide your response and complete the section of the document that corresponds to your role on the team. The suggested length for each group member’s section is 1-2 pages (when compared to a traditional Word document following APA formatting guidelines).

__//**Team Member A: **//__//** Kristin **//

Sequencing description Sequencing Description


 * Learning-Related Sequencing**


 * ** Phenomenon ** || ** Example/Prescription ** ||
 * Identifiable prerequisite || Teach teens how to resolve conflict by using empathy. Putting themselves in the other teen’s shoes would make the learner aware of the other student’s feelings. ||
 * Familiarity || Each teen would verbally communicate their feelings. Then reflect on a time when they felt angry for a similar reason. ||
 * Difficulty || We would put the teens in a position where they only can depend on each other. This can be done through a team building exercise. ||
 * Interest || Have the teens find positive things about each other and sharing them with them. ||
 * Development || Teens would learn the importance of compromise and finding a common ground. ||


 * __//Team Member D1: Project Leader //__// Malisa //**

Instructional Message:

Describe the chosen pre-instructional strategy based on Table 8-1 p. 171 for your planned instructional module. Your document needs to match the format provided.

__//**Team Member D2: **//__//** Ann **//

Strategies table


 * Ann's Week 4 (Final)**
 * (During this course, students will…)**


 * 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. The scenario will end unresolved in tense confrontation. ||
 * || Question and answer || Ask: Why did this conflict escalate? What could have been done differently? ||
 * || Pretest || Ask: What can teens do to avoid violent confrontations? Have you heard of any ideas how you can protect yourself? What have you seen done that was successful or unsuccessful? ||
 * || Summary || Say: Today we will discuss some ways to avoid, diffuse and resolve conflict before it escalates into violence. ||
 * Discuss de-escalation skills as an alternative to violence. || Model || Demonstrate a mock example of a potentially violent verbal confrontation between two teens. One role player will demonstrate de-escalation skills. ||
 * || Verbal and imaginal models (organization) || Have students identify the key behaviors that de-escalated the situation. ||
 * || 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 de-escalation in a role-playing environment. ||
 * Discuss resolution skills as an alternative to violence. || Model || Demonstrate a mock example of a potentially violent verbal confrontation between two teens. One role player will demonstrate resolution skills. ||
 * || Question and answer || Ask: What did the role player do well? What could he/she have done differently? ||
 * || Mental rehearsal || Place students in groups. Give each student a separate scenario to analyze and discuss how to apply resolution skills to diffuse conflict. ||
 * || Overt practice || Have students design a role-play to demonstrate the right way to diffuse conflict using resolution skills. ||
 * Discuss avoidance strategies as an alternative to confrontation. || Model || Demonstrate a mock example of a potentially violent verbal confrontation between two teens. One role player will demonstrate avoidance skills. ||
 * || Question and answer || Ask: What did the role player do well? What could he/she have done differently? ||
 * 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 imaginal models (organization) || Have students identify the key behaviors that led to conflict and propose alternatives of de-escalation, resolution and avoidance. ||
 * || Mental rehearsal (elaboration) || Demonstrate a mock example of a potentially violent verbal confrontation between two teens. ||
 * || Question and answer || Ask: What can this teen do to resolve this situation without violence? How can he/she de-escalate? How can he/she resolve? How can he/she avoid? ||
 * || 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. ||
 * 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 imaginal models (organization) || Have students identify the key behaviors that led to conflict and propose alternatives of de-escalation, resolution and avoidance. ||
 * || Mental rehearsal (elaboration) || Demonstrate a mock example of a potentially violent verbal confrontation between two teens. ||
 * || Question and answer || Ask: What can this teen do to resolve this situation without violence? How can he/she de-escalate? How can he/she resolve? How can he/she avoid? ||
 * || 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. ||
 * || 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. ||

__//**Team Member I: **//__//** Stephen **//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Text design

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Message design is critical for the materials you will develop to support your instruction. Begin considering your options for materials that will need to be included. Briefly outline your plan for creating the resources you will need for your instructional module and the considerations for the design of text as discussed in pages <span style="color: #ff003c; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">175–187 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">.

__//**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Team Member E: **//__//**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> Sandra **//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Multimedia design

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">What are some considerations for message design using PowerPoint ( <span style="color: #ff003c; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">PPT <span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">) or other multimedia? What emergent technologies might be incorporated to strengthen the instructional effectiveness ( <span style="color: #ff003c; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">YouTube, Second Life, social networking sites, etc <span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">.)? Provide a brief analysis of at least two multimedia resources that might be included to enhance your instruction and the design considerations associated with each.