Week+4+Design+Product


 * Week 4 **



=// Design Document //=

**__ 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. ||

**__ Instructional Message __**

For our pre-instructional strategy, it would be most appropriate to use Behavioral Objectives as described by Harley and Davies (1976)

Behavioral Objectives Precisely inform the student of what is to be expected. This method works best with lecture-based instructions, which is our direction for this training.

Below is an example of the behavioral objectives given to the students:

**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

**__ Strategies table __**

// (During this course, students will…) //

confrontation. || Model || Demonstrate a mock example of a potentially violent verbal confrontation between two teens. One role player will demonstrate avoidance skills. ||
 * ** 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 image 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
 * || 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
 * Discuss avoidance strategies as an alternative to
 * || 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 image 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. ||

**__ Text design __**

//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”: b. Message Design for Text of “Typographical Signals”: c. Pictures and Graphics
 * 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
 * **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.

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