Wk6-Implementation+Product

=Group 4 = = //Implementation Plan and Facilitator Guide// =

__SECTION I: UNIT OVERVIEW __ **TEAM MEMBER A- KRISTIN** Our module Empathetic Listening for Conflict Resolution is one that can be used on several types of learners in different situations. The background and context of this module is to implement strategies which students can utilize within a school setting. The overall goal includes teaching the learner that combining listening techniques and empathy will help solve conflict that can arise between their peers as well as instructors. By encouraging the student to vent their issue so the root cause can be unveiled can eliminate violence as well as emotional stress that are produced within the learning environment.
 * Background Information and Goals: **

**Introduction to the Unit:** What is Empathetic Listening also known as active listening or reflective listening? It is a way to respond to another person that improves mutual understanding and trust. It is easy to listen to someone but to listen with empathy is another task. Empathy is the understanding or entering into a person’s feelings listening is a learnable skill which is not taught with other communication in schools or at home the learner is told that they should listen, but not how to listen.

**Objectives:** To determine if our instruction is effective will address the following questions:
 * · What is empathy and how is it different from sympathy?
 * · When is it best to show empathy?
 * · Even though you hear what the person is listening taking place?
 * · How is the listener react to what is being said?
 * · What are their facial expressions and body language saying?
 * · What are the 5 stages of empathetic listening?

__Section II: Pre-workshop Planning __ D1: Melisa Cobb

To prepare for the training, the facilitator has many preparations to make. First, they need to make sure a classroom or conference room at the school building has been scheduled for use during the appropriate dates and times of the purposed training. It is also important that all participant materials have been printed and there is enough to pass out to all trainees. They will also need to ensure proper supplies are available, which may include note pads and pens.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">To help the success of the training, we will be sure to meet with the facilitators and the supervisors of the school to give a brief orientation of the training. It is important that they understand the purpose of the training, how it will benefit them, and to bring their experiences and questions with them. This will help us address their current issues and perhaps be able to provide them with alternatives and solutions. To help each participant prepare for the class, we will provide a brief orientation booklet that discusses the issues present that will be discussed. The booklet will also have a notes section, where each participant can write their experiences during the week before they attend the training. This way they will have fresh examples and be able to understand the relevance of discussing this material. This may also help them brainstorm new solutions, in addition to the information we provide.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Preparing Participants **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">To help the direction of the training, each participant will complete a pre-training worksheet. On this worksheet, we will ask participants to provide their experiences with violence or tension in their classrooms between students and what they observe in between classes. We will also ask them how they respond to each situation. Based on their responses, this will give us a good indication on whether we need to focus more heavily on certain conflict resolution topics over others.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Giving Participants Advance Information **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Based on each individual's experience with student confrontation and how they responded to the pre-training worksheet, we will seperate these individuals into small groups. During the training course, when we have our small group activities these individuals will be mixed with higher experienced individuals with those who may have no experience at all. This will have diversify the group so they can see situations on either end of the spectrum.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Student Groupings **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Section III: Instructional Environment, Equipment, and Materials__ – Ann’s final (2-11-2011)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">This module on Empathetic Listening is designed to be delivered to current teacher-practitioners in the classroom, instructional aides, school counselors and others who provide direct support to high school-aged students in an educational setting.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Environmental Recommendations: **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">The course is designed for delivery in a traditional classroom, but can be adapted to alternate spaces such as a cafeteria, staff lounge or other general purpose area. Student seating should be arranged in an orientation conducive to working in small groups of 4-6 students, with a maximum of 30 students per session.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Required Equipment and Materials: **


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Roster sign-in sheet to record attendance
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">7 large-paper flipcharts (1 per group and one for the instructor)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">8 permanent markers in assorted high-visibility colors such as green, red, blue and black
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Note: chalkboards/whiteboards may be used when flipcharts are not available.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">30 Student note-taking guides (1 per student)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4 copies of the RENEE and MR. ANDERSON role-play script
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Facilitator guide/lesson plan
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">30 end of course critique forms ( 1 per student)


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Note to Facilitators: **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">The course addresses the prevention of violence in and near the public school systems. Facilitators should be aware that teacher participants may have witnessed violent acts, had to provide intervention in violence, or have other personal knowledge of the reality of coping with violence in or near their work settings involving teens. When conducting this training, some participants may wish to share personal experience of a traumatic incident they experienced.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Facilitators are cautioned to be inclusive of teachers’ personal experiences yet provide clear redirection (when needed) on the focus of the training: enhancing the teachers’ ability to provide support to teens in crisis and reduce the acts of violence through intervention. Be prepared to offer suggestions for employee assistance, including peer support, counseling or other board-approved actions to participants who may express a traumatic experience and seek additional support.

__Section V: Assessment of learning__ Team Member I - Stephen Griffin

Pre-Assessment Goals: Strategy: Pretest – Administer a student evaluation prior to the start of class.
 * 1) Help alert students to what is expected in class.
 * 2) Establish baseline for student knowledge of and attitudes toward the subject matter.

Sample Questions: Think back to the conflict you observed during the school day. What was the nature of the conflict? What words seem to make the conflict escalate? What role did listening (or not listening) play in the outcome? What steps you recommend to resolve the conflict?

Formative Assessment Goals: Strategies:
 * 1) Determine the extent to which the training objectives were achieved and the original training plan was implemented
 * 2) Determine the extent to which training materials are accurate and complete.

Student Assessment – Administer a student assessment the pilot class. Compare results against the pretest.

Sample Questions: Think back to the conflict you observed in the video. What was the nature of the conflict? What words seem to make the conflict escalate? What role did listening (or not listening) play in the outcome? What steps you recommend to resolve the conflict?

Stakeholder Survey- Administer a survey after the pilot class to all the stakeholders in the project (students, instructors, SME, teachers, school administration). Collect detailed feedback so that class can be modified before the next delivery.

Sample Questions: Do instructional materials clearly state the performance objectives expected? Do the instructional materials support the performance objectives? Do the instructional materials support he performance objectives? Is the content of the instruction complete? Is the content of the instruction up to date?

Summative Assessment Goals: Strategies: Student Assessment – Administer a student assessment after each class. Compare results against the pretest and against previous classes.
 * 1) Determine the extent to which the training objectives were achieved and the original training plan was implemented.
 * 2) Determine whether any of the training activities should be revised, continued or terminated.

Sample Questions: Think back to a conflict you observed in the video. What was the nature of the conflict? What words seem to make the conflict escalate? What role did listening (or not listening) play in the outcome? What steps you recommend to resolve the conflict?

Stakeholder survey- Administer a stakeholder survey after the class has been delivered five times. Compare results against the first survey.

Sample Questions: Do instructional materials clearly state the performance objectives expected? Do the instructional materials support the performance objectives? Do the instructional materials support the performance objectives? Is the content of the instruction complete? Is the content of the instruction up to date?

__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Section IV: Instructional delivery and Sequencing __ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Team Members E - Sandra Acol

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Overview of Lesson** - Our overview for our lesson, is designed to outline the relevance of our course material to the needs of our students. The overview of this lesson will provide each of our students with an outline of the materials that will be presented and prepare the students for the training event.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Facilitator - Review the overview in preparation of the training event, be prepare to have real world examples that can be introduce during the introduction of the lesson in support of the training. These example (ie a video or an ice breaker) will prepare the students for training and tie the student's expectation to the intent of the course. Upon completion of the overview, ask the students do they have any question regarding the overview, answer any and all student's questions before moving to the next portion of the lesson.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students - During the overview the students will be directed to the PowerPoint presentation and will be requested to review the slide with the facilitator. At the end the students will be provide the opportunity to ask questions of the course or facilitator before moving to the next portion of the lesson.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Sequence of Activities** - The activities of the lesson will be sequenced in the order of effectiveness and to ensure the appropriate cognitive load is administered to fit the student's learning types.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Facilitator - Review the lesson to ensure that you are aware of the intent (goal) of the course. Pay particular attention to the following areas within the lesson: All examples, cue, transitions, terms (consistency), appropriate pacing and ensure you are prepare to provide the students with concrete mental image in specified area of the lesson.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students - During this portion of the lesson the facilitator will encourage each of the students to ask questions as need.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Step-by-Step Process** - Is used to help provide the students with a step-by-step information as the facilitator demonstrate to the students of the learning process. This process is use to support the students with recall memory by walking them through each step and helping them to encode the information by associate an existing learning experience.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Facilitator - As the Facilitator you must be considered the subject matter expert of the process, and guide the students through the process. You must be able to recognize student behavior (of confusion, lack of understanding and stress of cognitive overload) and know when to stop, slow down and/or increase the pace of the instruction to meet the student's learning needs. You must be prepare to elaborate each step of the process for the student, (if required) and be able to guide a students discussion that direct the students back to lesson active and recommended methods of resolutions.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students - During this process of the lesson students will be ask to participate during the demonstration and role playing activities to be able to benefit the true value of the course.