L. Pinto - Final ID Project

Dealing with Girl Drama: A Conflict Resolution Seminar for Adolescent Girls Lauren Pinto EDTECH 503 Boise
State University
Conflict Resolution Seminar- L. Pinto
Table of Contents
SYNTHESIS PAPER PART 1: TOPIC PART 1A: STATED LEARNING GOAL PART 1B: AUDIENCE DESCRIPTION PART 1C: RATIONALE PART 2: ANALYSIS REPORT PART 2A: DESCRIPTION OF THE NEED PART 2A1: NEEDS ASSESSMENT PART 2A1: NEEDS ASSESSMENT PART 2A2: NEEDS ASSESSMENT DATA PART 2B: DESCRIPTION OF THE LEARNING CONTEXT PART 2B1: LEARNING CONTEXT PART 2B2: TRANSFER CONTEXT PART 2C: DESCRIPTION OF LEARNERS PART 2D: TASK ANALYSIS FLOW CHART PART 3: PLANNING PART 3A: LIST OF INSTRUCTIONAL OBJECTIVES PART 3B: OBJECTIVES MATRIX TABLE PART 3C: ARCS TABLE PART 4: INSTRUCTOR GUIDE PART 5: LEARNER CONTENT PART 5A: LEARNING MATERIALS PART 5B: ASSESSMENT MATERIALS PART 5C: TECHNOLOGY TOOL JUSTIFICATION PART 6: FORMATIVE EVALUATION PLAN PART 6A: EXPERT REVIEW PLAN PART 6B: ONE-TO-ONE EVALUATION PLAN PART 6C: SMALL GROUP EVALUATION PLAN PART 6D: FIELD TRIAL PLAN 4 6 6 6 6 7 7 7 7 7 9 9 10 10 12 13 13 14 22 25 29 29 29 30 31 31 31 32 32
PART 7: FORMATIVE EVALUATION REPORT PART 7A: EVALUATION SURVEY PART 7B: REPORT OF EXPERT REVIEW PART 7C: DESIGNERS RESPONSE TO REVIEW PART 8: AECT STANDARDS GRID PART 8A: PROFESSIONAL STANDARDS ADDRESSED PART 8B: COURSE OBJECTIVES AND GOALS APPENDICES APPENDIX A: NEEDS ANALYSIS PERMANENT LINKS APPENDIX B: PARENTAL CONSENT FORM APPENDIX C: LEARNER MATERIALS PERMANENT LINKS APPENDIX D: CERTIFICATE OF COMPLETION APPENDIX E: STEPS TO RESOLUTION HANDOUT APPENDIX F: SEMINAR ASSESSMENT APPENDIX G: SEMINAR ASSESSMENT SCORING GUIDE APPENDIX H: WORKS REFERENCED
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Synthesis Paper If you asked me what instructional design was like at the beginning of EDTECH 503, I would have said that it was similar to what I do when I teach my junior high classescreating a lesson and then presenting that content so that my students learn something new. While those elements are inherently present within the instructional design process, there is so much more to it. Instructional design is akin to doing a jigsaw puzzle. When a designer begins, they have an idea of what they are going to do, just like when a person sits down to do a puzzle, they know what the picture is supposed to look like. Designing instruction uses a systematic model to guide the creation of content, just as a person will follow a prescriptive process as they begin the puzzle (such as putting the frame of together then looking for similarly colored pieces). Within ID there are many subsections which need to be accounted for and synthesized together in order to reach the final goal: effective instruction; puzzles, too, have hundreds of pieces that fit together perfectly to make the final picture. Moreover, just like when doing a puzzle, if one part of an ID project is missing or poorly accounted for, the final product will be incomplete. When the process is finished, both a designer and a person completing a puzzle will reap the rewards of their effort. The designer will have a high amount of satisfaction in a job well done, as will a person who spent a rainy afternoon putting together a 1,000 piece jigsaw puzzle. As I put the EDTECH 503 puzzle together over the duration of the 2012 spring semester, I pushed myself to embody the role of the experienced designer rather than the neophyte I really was. Determining the project idea was easy, so the biggest challenge was thinking about all of the minutiae related to my topic. Since design involves the consideration of many factors that may affect or be affected by the implementation of an instructional plan (Smith & Ragan, 2005, pp. 6), I needed to analyze the small details in order to understand how best to create my lesson. This was especially true in the first half of my project when I analyzed the space of the facility, available equipment, learner characteristics, and community attitudes. Forcing myself to look at what I would normally want to gloss over required a critical eye and the results I discovered provided me with insight to determine the most effective way to deliver and implement instruction. The second half the project required that I look at the topic from a point of view other than a teacher. This meant that I had to abandon the idea of working on the fly. I had to look at the seminars content from the perspective someone who might not have the background or knowledge that I do. Thus, everything from the language used by the instructor to the format of the PowerPoint slides carried just as much importance as the steps to conflict resolution. Planning for such small details was difficult since teaching junior high students requires more spontaneous adjustments than ornate planning. However, by doing surrendering my extemporaneous tendencies, I gained the confidence that my project would be successfully implemented because of the fastidious attention to detail and thorough planning which took place. Throughout the semester, I saw how the design process relates to my current professional work with educational technology. Being an educator in the digital age, I am very comfortable teaching with various technologies (SMARTBoards, laptops, learner response systems, web 2.0, etc.); the same could not be said for others on staff at my school. There is one specific teacher, Mrs. Marks, who is in awe by the things I do with my devices, and she has said that she would like me show her a few things. Because of taking EDTECH 503, I see that I would need to approach this informal professional development session with an instructional designers 4
attitude. In order to best show Mrs. Marks how to do a few things, I would need to do a learner analysis and a task analysis to make sure that the few things would be appropriate to her ability level and be useful to her grade level and teaching style. Moreover, I would need to determine a way to assess if Mrs. Marks is able to use her new knowledge confidently and competently when I am not around. I am more than happy to help Mrs. Marks, and in doing so, I can apply design principles to ensure that she learns a few things (and maybe a little more). As the spring semester winds down and EDTECH 503 comes to a close, I have come to understand that instructional design is an in-depth, exhaustive, and demanding process, almost as if a jigsaw puzzle is being done face-down. Yet, when knowledge has been acquired and applied (and the puzzle has been flipped over), it validates the designers effort, thoughtfulness, and attention to detail. And that is worth all of the hard work involved. Smith, P. L., & Ragan, T. J. (2005). Instructional design (Third edition). John Wiley & Sons, Inc.
Part 1: Topic Part 1A: Stated Learning Goal After a two-hour seminar, girls in sixth grade will be able to determine their conflict issue and voice their concerns in a respectful manner. Part 1B: Audience Description The target audience is sixth-grade girls who have experienced issues with other girls and who are the victims, perpetuators, allies, or bystanders of these experiences; these issues include, but are not limited to: gossiping, teasing, bullying, and exclusion. The girls who take part in this seminar have never been formally educated or trained on conflict resolution. Part 1C: Rationale Any grown woman will be able to tell horror stories about being an adolescent girl. These stories arent about embarrassing moments or family vacations gone awry, rather many will deal with girl conflict (AKA girl drama), which has been popularized and satirized by the 2004 movie, Mean Girls. Whether the storyteller was the perpetrator or victim, the stories share common veins of bullying, injustice, and general nastiness. In hindsight, very few women would ever return to that age since dealing with drama proved to be a difficult, emotional time. For the vast majority of women to recall similar experiences speaks to the fact that girl conflict is a real problem which transcends generations. The overall strategy used within this design project is a generative procedure; it is an open environment wherein the participants will be able to tailor the predefined conflict resolution algorithm in a way that is easy to accomplish while supporting their own personality characteristics. The procedure given is a specific algorithm that provides an outline for how to resolve conflict using several decision points and sub-branches of those points. Yet within the outline, the girls will be able to modify it as necessary thus creating their own idiosyncratic meaning of conflict resolution. The algorithm is designed to determine the problem, decide on a course of action, speak to the aggressor, and document the occurrence; these are all strategies used by HR directors and youth advocates. Girls who complete this seminar will find themselves empowered to deal with conflict situations and have the confidence to meet similar challenges.
Part 2: Analysis Report Part 2A: Description of the Need Part 2A1: Needs Assessment In order to collect the data necessary for this project, surveys were created through Google Forms and provided to students, parents, and school staff via a link. The surveys consisted of similar questions, worded differently depending on the demographic. At the time of writing, eighteen sixth-grade girls were surveyed and eighteen responded (100% response rate); eighteen parents of the sixth-grade girls were surveyed and eleven responded (61% response rate); and five staff members (three teachers, two aides) were surveyed and five responded (100% response rate). A permanent link to the surveys and results can be found in Appendix A. Part 2A2: Needs Assessment Data Student Data The questions asked to the students dealt with cliques (called groups in the surveys) and how they perceive the issues among them, the resolutions achieved, the importance of dealing with problems, and their skills in handling those matters. The answers revealed that the girls have issues with each other, and these issues arent always resolved openly. Moreover, the surveys showed that cliques are an issue for the girls, they do not have all the skills necessary to handle the problems, and that they wish to have strategies to help them deal with the conflicts. A sample of student data is included below. Do you think that the group you belong to has problems with other groups? Yes: 11- 61% No: 3- 17% Yes, but nothing serious: 4- 22%
Parent Data The questions asked to the parents were similar to those ones asked to girls; the questions asked if their daughters have problems with other cliques, how conflict is resolved, and if learning conflict resolution skills is important. The results showed that the parents see their daughters have problems with other groups, although some parents dont classify them as serious. Moreover, the parents reported that most of their daughters resolve their conflict by speaking to another person for advice and then using that advice to guide them on what to do. Lastly, all parents who responded felt that learning how to deal with conflict was an important skill to have. A sample of parent data is included below.
How does your daughter usually resolve group conflict? Note: Parents were allowed to select more than one checkbox, so percentages may add up to more than 100% She talks to me, a teacher, a sibling, or another adult: 7- 64% She talks to a friend: 2- 18% She goes to another group: 0- 0% She ignores it: 3- 27% I don't know: 0- 0% Other: 2- 18%
Do you feel that having your daughter learn how to deal with girl drama is important? Yes: 11- 100% No: 0- 0%
Staff Data The questions asked to the three teachers and two aides dealt mainly with their perceptions of how girls act toward each other and how well the schools mission supports what they see. The answers received show a discrepancy with how girls handle themselves, ranging from handling themselves appropriately most of the time to hardly any of the time. All agreed that the mission of the school is to have the girls handle conflict in a prompt, open manner. Most felt the girls need to be formally trained on how to deal with conflict situations. A sample of teacher/staff data is included below. Which best would you say describes how sixth-grade girls handle conflict with each other? Girls handle the conflict appropriately: 0- 0% 8
Girls handle the conflict appropriately most of the time: 1- 20% Girls handle the conflict appropriately some of the time: 3- 60% Girls rarely handle the conflict appropriately: 1- 20% I don't know: 0- 0%
How would you like to see conflict between girls handled? I would like to see the girls trained on how to deal with each other: 4- 80% I would like the girls counseled only when there is a problem: 0- 0% I think things are fine as-is: 1- 20% Other: 0- 0%
Part 2B: Description of the Learning Context Part 2B1: Learning Context The Teacher The teacher who will deliver this seminar is Mrs. Smith, a current teacher at the school where this seminar will take place. She has a preference for group discussion and role-playing when a lessons content deals with real-life scenarios. When dealing with material being delivered through media or nontraditional methods, Mrs. Smith reports that she is comfortable and loves the idea of approaching instruction in new ways. Mrs. Smith has been a classroom teacher for twenty-two years, with fifteen of those years working with fifth-grade students. Of the eighteen girls she will be working with, she has taught sixteen of them. She has mediated conflicts before between both boys and girls and across grade
levels, but has neither been trained on how to resolve conflict nor has she conducted a seminar on the matter. The Current Curricula The school where the seminar will be taught is a private, Catholic K-8 institution. It bolsters values inherent to the mission of Jesus Christ such as peacemaking, nonviolent responses to aggression, and the respect for the dignity of other human beings. The religion program for sixth grade discusses these ideas, but there is no formal instruction for either boys or girls on how to handle conflict. Students have attended assemblies in the past which have dealt with bullying, though little follow-up within the classroom has occurred. As it currently stands, this seminar is not required to fit into any specific curriculum, although it could be used as a part of the religion curriculum. The Equipment The seminar will take place in the sixth-grade classroom, and the classroom being used offers the following equipment: a SMARTBoard (interactive white board), thirty-five laptop computers for student use, one teacher computer, one DVD player (connected to SMARTBoard), and one television. The Facility The sixth-grade classroom is approximately fifty feet wide and forty feet long. This space houses thirty-five student desks which can be arranged to suit whole-class or group discussions; it is also big enough to handle a role-playing scenario. The classroom is also spacious enough to allow the girls their own personal bubble for personal reflection. Community Characteristics The school community is a close-knit group, often with families sending multiple children through the school and with students being in a class with the same classmates from kindergarten through eighth grade. Thus, families are very familiar with each other, and students often share the same sense of familiarity. This familiarity can prove difficult, especially when conflicts arise as some families and students alike remain hesitant to speak up for fear of rocking the boat and upsetting the status quo. Part 2B2: Transfer Context The skills learned within this seminar will prove to be useful for the participants. Upon completion of the seminar, the girls will be able to immediately use the algorithm to help them with whatever issues they have with other girls. However, the strategy provided is not girl specific, so it can be applicable to help the participants deal with issues that they encounter with others throughout their lives such as: parents, siblings, other family members, boyfriends, bosses, etc. Part 2C: Description of Learners The learners who will partake in this seminar are sixth-grade girls between the ages of 11 and 12. All girls attend the same private, K-8 Catholic school in southern California, and they are in the same grade with the same teachers. Because of the spiral nature of the schools classes, many of the girls have known each other since kindergarten, with a few joining along the
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way. Since many of the girls have known each other for a while and given the age range of the learners, the girls have either knowledge of or negative experience(s) with other girls in their class. The learners have not been explicitly or formally taught how to resolve conflict, although some have sought help from parents, teachers, or siblings. When it comes to the skills they are deficient in, most have difficulty confronting their aggressor, saying what they want to say nicely, and remaining calm. Most feel that learning how to deal with clique issues is an important skill to have. A sample of learner data is included below. Which skill do you feel you don't have when deal with girl drama? Choose all that apply. Note: Students were allowed to select more than one checkbox, so percentages may add up to more than 100%. Being able to say how I feel: 9- 50% Being able to say what I want to happen: 7- 39% Being able to talk to the person who is giving me problems: 12- 67% Being able to say what I want to say nicely: 12- 67% Being able to remain calm: 10- 56% Being able to have the right body language: 4- 22% Other: 2- 11%
Do you feel that learning how to deal with girl drama important? Yes: 16- 89% No: 2- 11%
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Part 2D: Task Analysis Flow Chart The steps listed below have been adapted from those presented in Wiseman (2002, pp.138-141).
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Part 3: Planning Part 3A: List of Instructional Objectives 1. Demonstrate correct body language consistent with a state of mind 1.1: Learner will be able to correctly demonstrate body language consistent with being unwilling to talk 1.2: Learner will be able to correctly demonstrate body language consistent with being open to talk 1.3: Learner will be able to correctly demonstrate body language consistent with being angry 1.4: Learner will be able to correctly demonstrate body language consistent with being nervous 2. Identify a state of mind correctly 2.1: Learner will be able to correctly identify body language consistent with being unwilling to talk 2.2: Learner will be able to correctly identify body language consistent with being open to talk 2.3: Learner will be able to correctly identify body language consistent with being angry 2.4: Learner will be able to correctly identify body language consistent with being nervous 3. Identify all relevant facts and feelings associated with a conflict situation 3.1: Learner will be able to identify: what specific instances have caused the conflict and how they feel regarding what has happened 4. Decide on one or more courses of action 4.1: Learner will be able to write out their decision using complete sentences 4.2: Learner will be able to justify their decision 5. Generate a statement about the conflict situation 5.1: Learners statement will be written in paragraph form 5.2: Learners statement will follow the format provided: opening, statement of facts, statement of feelings, course(s) of action, justification of course(s) of action 6. Recite conflict statement to a peer with 100% accuracy 6.1: Learner will have the statement memorized 7. Identify situations which would be good to approach an aggressor 7.1: Learner will create a list of five appropriate times to approach an aggressor 7.2: Learner will be able to justify why the times listed are appropriate 8. Communicate facts, feelings, and course(s) of action previously identified 8.1: Learner will make eye contact with their aggressor and use intonation and body language that matches the mood of their statement 9. Evaluate if a conversation is productive and continue, or if a conversation is not and appropriately leave 9.1: When the learner evaluates the conversation, they will be able to justify their choice of whether or not to continue 10. Respond with one statement to get the conversation back on topic 10.1: The learner will be able to recall the ways to get conversation back on track 13
10.2: The learner will be able to articulate a phrase that gets the conversation back on track 11. State one correct way to validate their aggressor 11.1: The learner will be able to recall a validation statement 11.2: The learner will be able to articulate a validation statement 12. Explain when is it appropriate to leave the situation 12.1: Learner will be able to justify why they left 13. Document the occurrence 13.1: Learner will be able to document the occurrence by completing the documentation form which includes: date, time, location, content of conversation 13.2: Learner will be able to reflect on their experience which includes how they felt they did and how they felt the conversation went. Part 3B: Objectives Matrix Table Learning Objectives (a) Blooms Taxonomy Classification (b) Knowledge, Application Format of Assessment (c) Description of Test Form (d) Sample Items (e)
1.0
On-the-job Performance
Dichotomous Demonstrate the judgment body language (correct/incorrect for the following ) states of mind: unwilling to talk, open to talk, angry, nervous Dichotomous Demonstrate the judgment body language (correct/incorrect for the following ) state of mind: unwilling to talk Dichotomous Demonstrate the judgment body language (correct/incorrect for the following ) state of mind: open to talk Dichotomous Demonstrate the judgment body language (correct/incorrect for the following ) state of mind: angry
1.1
Knowledge, Application
1.2
1.3
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Learning Objectives (a)
Blooms Taxonomy Classification (b) Knowledge, Application
Format of Assessment (c)
Description of Test Form (d)
Sample Items (e)
1.4
Dichotomous Demonstrate the judgment body language (correct/incorrect for the following ) state of mind: nervous. Matching Using the pictures below, match the emotion to body language it would correctly be associated with. Which picture displays body language of someone who is unwilling to talk? Which picture displays body language of someone who is willing to talk? Which picture displays body language of someone who is angry? Which picture displays body language of someone who is nervous?
2.0
Knowledge, Comprehension
Pencil and Paper
2.1
Pencil and Paper
Matching
2.2
Pencil and Paper
Matching
2.3
Pencil and Paper
Matching
2.4
Pencil and Paper
Matching
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Blooms Taxonomy Classification (b) Knowledge, Comprehension, Evaluation
Sample Items (e)
3.0
Pencil and Paper
Recall
State the facts and feelings associated with your situation. What specific instances have caused conflict? How do you feel about those instances? Based on what you have answered, what will your course of action be and why? Using complete sentences, write out a statement that explains what you want to happen as a result of your conversation. Using complete sentences, explain why you chose your course of action.
3.1
Knowledge, Comprehension, Evaluation
Pencil and Paper
Recall
4.0
Comprehension, Evaluation
Pencil and Paper
Constructed Response
4.1
Comprehension
Pencil and Paper
4.2
Evaluation
Pencil and Paper
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Blooms Taxonomy Classification (b) Knowledge, Synthesize, Evaluation
Sample Items (e)
5.0
Essay
Open-ended response with checklist
Write a short paragraph which provides: the facts of the situation, how you feel about it, and what you want to happen as a result of your conversation and why. Write a statement in paragraph form. Write a statement that includes: opening, statement of facts, statement of feelings, course(s) of action, and justification of course(s) of action. To a partner, recite your written statement. Memorize your statement.
5.1
Knowledge
Essay
Open-ended response with checklist Open-ended response with checklist
5.2
Synthesize, Evaluation
Essay
6.0
Knowledge
Performance
Observation with rating scale
6.1
Knowledge
Performance
Observation with rating scale
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Blooms Taxonomy Classification (b) Knowledge, Comprehension, Evaluation
Sample Items (e)
7.0
Pencil and Paper
Create a list of five situations where it would be appropriate to talk to an aggressor. Explain each of your answers. Create a list of five situations where it would be appropriate to talk to an aggressor. Justify why each of your situations is appropriate.
7.1
Pencil and Paper
7.2
Evaluation
Pencil and Paper
8.0
Synthesize
Simulation
Observation with Tell your partner checklist the statement which you have created. Observation with Tell your partner checklist the facts, feelings, and course of action you have previously determined using eye contact, tone, and appropriate body language.
8.1
Synthesize
Simulation
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Blooms Taxonomy Classification (b) Apply, Evaluate
Sample Items (e)
9.0
Simulation
Constructed Response through roleplaying
Your aggressor has defensive body language, but she has listened to you. Should you continue your conversation? Why or why not? If not, leave using one of the methods previously discussed. Evaluate the conversation. Should you continue? Your aggressor has tried to change the subject. Which of the following statements would best get your conversation back on track?
9.1
Evaluate
Simulation
Constructed Response through roleplaying Recognition Items through role-playing
10.0
Knowledge, Apply, Evaluate
Simulation
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Blooms Taxonomy Classification (b) Knowledge
Sample Items (e)
10.1
Simulation
Recognition Items through role-playing
Identify one statement which could be used to get your conversation back on track after your aggressor has tried to change the subject. Articulate one statement which would get your conversation back on track. Explain why you have chosen that response.
10.2
Apply, Evaluate
Simulation
11.0
Knowledge, Apply, Evaluate
Simulation
Recall through role-playing
Give one way to validate your aggressor.
11.1
Knowledge
Simulation
Identify one statement which could be used to validate your aggressor.
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Blooms Taxonomy Classification (b) Apply, Evaluate
Sample Items (e)
11.2
Simulation
Articulate one validation statement. Explain why you have chosen that response. Your conversation has come to an end and you left. Justify why you left. How did you know it was appropriate to leave?
12.0
Evaluate
Simulation
Reflection through roleplaying
12.1
Evaluate
Simulation
13.0
Knowledge, Evaluate
Pencil and Paper
Recall and Reflection
Fill in the documentation form. Then, include your point of view of the situation. Complete the documentation form with all of the following: the date, time, location, content of conversation.
13.1
Knowledge
Pencil and Paper
Recall
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Blooms Taxonomy Classification (b) Evaluation
Sample Items (e)
13.2
Pencil and Paper
Write about how you felt you did and how you felt the conversation went.
Part 3C: ARCS Table Categories & Subcategories ATTENTION A.1. Perceptual arousal Show the video clip from Mean Girls (2004) where the teenage characters are going crazy after reading what was written about them in the burn book. Then show the scene where Tina Fey's character is addressing the group trying to get them to open up. Ask the girls to discuss with each other how the characters in the movie resolved their conflict knowing that issues exist among them. Ask the girls to discuss the reality of what the clip portraysis it realistic to what occurs in their school? Why or why not? Process Questions
A.2. Inquiry arousal
A.3. Variability
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RELEVANCE R.1. Goal orientation Using a polling form (such as Edmodo, Google Forms, Survey Monkey, etc.), the girls will be asked if they have been in a similar situation to the ones presented in the movie (having a conflict and then attempting to solve it with their aggressor) and write about how they handle similar situations. Discuss how one might benefit from knowing how to resolve conflictwhy would being able to speak to an aggressor be a good skill to have? By themselves, have the girls brainstorm one situation where they had conflict with another girl. Ask them to reflect on what happened. Looking back, do they wish they had the tools to handle it better?
R.2. Motive matching
R.3. Familiarity
CONFIDENCE C.1. Learning requirements Prompt the girls to think back to the gone wild Mean Girls scene. Remind them that their goal is not to engage in fighting, but to solve the problem through addressing the issue. Also reminding them that as they practice resolving their conflict using the skills they will learn, it will become easier to deal with. Students will learn the steps to conflict resolution by being guided through each step. They will practice verify the accuracy of each step with the teacher. The teacher will provide supportive feedback when the opportunity arises, and an environment wherein the students can offer help to one another will be fostered.
C.2. Success opportunities
C.3. Personal control
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SATISFACTION S.1. Natural consequences The teacher will provide time for the girls to run through the steps with a partner. The partners will then demonstrate to a small group, where constructive feedback will be provided. The girls will receive a certificate of completion for the seminar as well as a handout which reviews each step learned in class. The girls will be given access to a Google Form where they can anonymously write about how the skills attained have helped them after they have completed the seminar. All girls will be able to access the results spreadsheet wherein they will be able to see the responses provided by others.
S.2. Positive consequences
S.3. Equity
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Part 4: Instructor Guide Electronic Equipment to be Used Laptop computers with word processing program or application SMARTBoard DVD player Copy of Mean Girls (2004 movie) PowerPoint file Other Supplies Seminar assessment Scoring guide Completion certificates Steps to Resolution handouts Note: Girls who participate in this seminar as part of the school curriculum must have returned the signed parental consent form that states they are able to participate. Introduction (approximately twenty minutes) Show the clip from Mean Girls using the DVD provided, cuing the movie to the appropriate point. o When the clip is finished, ask the girls to discuss with one another how the characters in the movie resolved their conflict. Follow-up with how realistic the movie is based on what they have experienced or seen. Using the laptops, have the girls complete the Google Form regarding their personal experiences. Once the results are in, display them on the SMARTBoard and talk about them. What do the results show? o Introduce the term conflict resolution by providing the definition (being able to decide on a course of action when put in a difficult situation with another person). Have the girls brainstorm about why conflict resolution is a good skill to have. Record their answers on the PowerPoint Slide 1. Have the girls take their laptops and spread out around the room. Have them not sit near friends and leave approximately three feet of space all around them. o Direct the girls through the reflection activity. Have them think about a situation they have had with another girl. If they cant think of one, they should think about a situation they have heard of or known a friend to experience. o Using the Form, have the girls fill in their responses. Remind them that their answers will be completely anonymous. o After approximately five minutes, share the responses with the girls using the SMARTBoard and ask them what similarities they seen in the answers they provided.
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Mention that while they may never fully get along with someone, they can use the steps of conflict resolution which they will be learning to ensure that they live peacefully with others.
Body (approximately one hour and thiry minutes) Have the girls briefly reflect on the experiences they have had with other girls and how the characters in the movie reacted. Remind them that the goal of conflict resolution is not to physically fight but to address the issue respectfully. In a whole-class format, begin talking about body language. Define the term (the emotions/messages your body gives without you saying anything) and show PowerPoint Slide 2. o Discuss why body language is powerful (because it tells a lot about how the person is feeling and what they are thinking). o Provide four emotions (anger, nervousness, unwillingness and willingness). Have the girls create small groups of four. Have them work together to come up with body language that represents each of the four emotions. Give them approximately five minutes to come up with examples. o Have the girls show their examples to the class. Ask the other girls to identify the emotions given by their peers. Tell the girls that they will revisit body language later, and transition into the beginning of the conflict resolution steps. Present the eight steps by showing PowerPoint Slide 3. o Explain the purpose of each step Step 1: Identify facts and feelings (to decide what has happened and how you feel) Step 2: Decide on one or more courses of action (will help you communicate what you want done) Step 3: Write a statement (so that you will know what to say) Step 4: Memorize and recite the statement (so that you wont get flustered and forget what you want to say) Step 5: Approach the aggressor in an appropriate situation (so that you and your aggressor will be in a position which helps communication) Step 6: Communicate statement (so that your aggressor knows what is going on) Step 7: Validate aggressor (so that your aggressor dont feel attacked) Step 8: Documentation and Reflection (so that there is proof of the conversation and so that you can understand the situation better) Tell the girls that they will be working with a fictitious scenario. Show the scenario which is presented on PowerPoint Slide 4. o (Slide 4) You and your group of friends have eaten lunch together at the same table since school started. Lately, however, you have noticed that Annabelle hasnt been talking to you and has been whispering to the other girls in the group. Also, at lunch, Annabelle has been trying to exclude you by talking to all the other girls but you. After putting up with it for about three months, you decide it is time to take action.
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Guide the girls through step 1 as they use Microsoft Word or other word processing program. Show PowerPoint Slide 5. Walk around the room and provide feedback as necessary. o Have the girls identify all of the facts associated with the fictitious scenario (Eaten lunch together, Annabelle hasnt been talking to you, Annabelle has been whispering, Annabelle has been trying to exclude you). o Have the girls imagine how they would feel in that situation. Tell them to write down all the feelings associated with the scenario and explain why they would feel that way. Guide the girls through step 2. Show PowerPoint Slide 6. Walk around the room and provide feedback as necessary. o Tell the girls that they need to decide what they want to happen as a result of Annabelles actions. Do they want her to stop? Stay friends? Leave them alone? Have them justify their answer. Guide the girls through step 3. Show PowerPoint Slide 7. o Have the girls compose a paragraph which begins with an opening statement (a phrase directed at Annabelle), the facts identified earlier, the feelings associated with the facts, and the course of action (with justification). Partner the girls up for step 4. Show PowerPoint slide 8. o Give the girls approximately five minutes to memorize their statement. o Then, the girls are to trade their written statements with their partner. One girl recites her statement while her partner double-checks it with the written version. The statement needs to be recited with 100% accuracy at the close of the allotted time. Transition into step 5 by showing PowerPoint slide 9. o The slide lists qualities of an appropriate situation to talk to someone. o Let the girls brainstorm situations which would qualify as appropriate to talk to someone. Have them justify their answers. Record the answers on the SMARTBoard. Revisit the topic of body language. o Have the girls recall the definition and ask them to demonstate the type of body language they may use when talking to Annabelle. Ask them to demonstate the type of body language Annabelle might use. Begin a discussion on ways aggressors try to change the conversation. o Have a girl who feels confident with her statement say it to you as you pretend to be Annabelle. Attempt to change the subject using one of the following statements: Who told you that? Where did you hear that? I never did that. I dont know what youre talking about. o Explain to the girls that these are ways Annabelle will try to get out of being confronted. Show PowerPoint slide 10 which gives ways to get the conversation back on track. o Give the girls approximately five minutes to role-play with a partner, with one trying to change the subject and the other getting the conversation back on topic. 27
Talk about validation statements by defining what they are (statements which are meant for a person to feel like they arent under attack). Also define closing statements (statements which end the conversation). o Show PowerPoint slide 11 which lists some validation and closing statements. Explain that validation statements are used when you feel the conversation is over, and closing statements end the conversation. Have the girls brainstorm more examples of both and record their answers on the SMARTBoard. Tell the girls that they have talked about how to identify feelings/emotions, draft a statement, and identify situations when it would be good to approach Annabelle. Now, they will be role-playing the scenario, so show slide 12 with the directions. Allow them time to role-play with a partner, each taking turns being Annabelle with the other approaching, saying the statement, using correct body language, providing a validation statement, and leaving. Repartner the girls, and for the class, have each girl play themselves and Annabelle. o After each conversation, have the girls who role-played as themselves explain why they made choices regarding the statement to get the conversation back on track, the validation statement, why they left, and how they knew it was appropriate to leave. Show PowerPoint slide 13 which shows the documentation form. Guide the girls as they complete the form by filling in the date, time, location, content (what was said). Also guide them as they reflect on how they felt the situation went. Show PowerPoint slide 14. Tell them within a real situation, once the form has been completed, a copy should be made (they keep the original). The copy should be showen/given to a school administrator, guidance counselor, advisor, teacher, etc., as proof that resolution has been attempted. If they seek more guidance, the girls should ask for it when they speak to this adult.
Conclusion (approximately thirty minutes) Tell the girls that they have learned how to: identify feelings/emotions, draft a statement, identify situations when it would be good to approach someone, approach them, validate them, and document the occurence. Distribute the seminar assessment and give the girls time to take it. Upon the girls receiving an 85% or better, sign the completion certificate. At the close of the seminar tell the girls that they now have the tools to resolve conflict. Distribute Steps to Resolution handout and tell the girls to rely on it if they ever need to refresh their memory on how to handle a difficult situation.
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Part 5: Learner Content Part 5A: Learning Materials The materials which are necessary for the seminar to be carried are: parental consent form, permanent links to the Google Forms, permanent link to the PowerPoint presentation, certificate of completion, Steps to Resolution Handout, and After the Seminar Google Form. Parental Consent Form If this seminar is to be used as part of a school curriculum, this form is to be distributed to parents, signed, and then returned to the instructor or other facilitator prior to a girls participation in the seminar. The form can be found in Appendix B. Personal Experiences Poll The Personal Experiences Poll is completed using a Google Form at the start of the seminar. A permanent link to both the poll and the results can be found in Appendix C. Personal Reflection Form The Personal Reflection Form is completed using a Google Form after participants have completed the Personal Experiences Poll. A permanent link to both the form and the results can be found in Appendix C. PowerPoint Presentation A permanent link to the PowerPoint presentation which is to be used throughout the seminar can be found in Appendix C. Certificate of Completion The certificate which is to be signed upon learners receiving a score of 85% or better can on their seminar assessment. The certificate can be found in Appendix D. Steps to Resolution Handout This is the handout which will be distributed at the end of the seminar for participant reference at home. The handout can be found in Appendix E. After the Seminar Form This form will be permanently available to the participants. They may use it whenever they wish to anonymously share their experiences using the resolution steps with others; the links to share their experiences are listed on the Steps to Resolution handout. The permanent links to the form and the results can be also found in Appendix C. Part 5B: Assessment Materials The materials which are necessary for the instructor to determine whether the students have met the objectives of the seminar are: seminar assessment and seminar assessment scoring guide. Seminar Assessment The seminar assessment is to be distributed toward the end of the seminar, after the 29
participants have had an opportunity to practice the skills. The assessment can be found in Appendix F. Seminar Assessment Scoring Guide The scoring guide is for the instructor. It includes a breakdown of possible answers and points which are to awarded based on participant answers. Instructors are to add up the total points and determine the percentage. Learners scoring an 85% or better have passed. The scoring guide can be found in Appendix G. Part 5C: Technology Tool Justification Student Laptops Laptops are used to complete the Google Forms for personal experience and personal reflection. The laptops will allow the students to complete the forms in a short amount of time and submit their answers without having to worry about whether the instructor can read their handwriting or recognizing their handwriting. Moreover, the laptops contain word processing programs which allow the participants to write out their statements in an organized, outlined way. Google Forms Google Forms are used help facilitate students responding to the initial content of the seminar. The forms are submitted in a way that ensures student participation while respecting anonymity. The Forms are also set up in a way so that each question needs to be answered before it can be submitted resulting in complete, accurate data which will be the source of discussion. Lastly, by using Google Forms, the results can be viewed in real-time which will eliminate any time for tallying results. SMARTBoard The SMARTBoard is used because of its ability to display the PowerPoint presentation, record notes and student responses, and to display the data from the Google Forms. The SMARTBoard has been chosen because of the ease of use and its ability to clearly display content. PowerPoint Presentation The PowerPoint presentation is used to help facilitate the instruction by providing information, definitions, explanations, or other information to learners. Moreover, the PowerPoint frees the instructor from having to write notes for the participants while the seminar is going on. PowerPoint has been chosen for its ease in operation as well as its versatility to work on a variety of computers.
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Part 6: Formative Evaluation Plan Part 6A: Expert Review Plan The subject matter expert for this seminar is Carrie Pool. Ms. Pool is a former human resources manager who has several years worth of experience mitigating conflict in the business world. The seminars design was submitted to Ms. Pool on April 16, 2012; feedback was received on April 20, 2012. Key Questions to be Answered by Ms. Pool: 1. Do the materials make sense given the project's content and audience? 2. Are the steps accurate? If not what should be modified? 3. Is there specific language the girls should use in their statement? 4. What should be done with the documentation? 5. What other feedback about conflict resolution can you provide that would be helpful to young girls? Part 6B: One-to-One Evaluation Plan The purpose of one-to-one evaluation is to get basic feedback regarding structure, wording, and materials from participants similar to those who will be taking the seminar. In order to do this, three sixth-grade girls from the school where the lesson will take place would be brought in to complete the evaluation. To begin, the girls would be briefed on what the lesson would be about and why it is being designed. Then, the Mean Girls clip would be viewed. Next, the girls would be directed to complete the Forms. When that is done, they would go through the PowerPoint slides, which include definitions, steps, and explanations. Then, they would be asked to take the final test to make sure the content has been taught during the lesson. Lastly, the girls would review the handout which would be received by learners upon completion of the seminar. Also, a one-to-one evaluation using the intended teacher would be done. Instead of having Mrs. Smith look at the content of the material, she would be asked to go through the instructor guide and provide feedback as necessary. This would be done to make sure the guide is written in a way that can be understood when the designer is not present to clarify instructions. Key Questions to be answered by Students: 1. Does the Mean Girls clip obviously relate to the topic? 2. Do you understand all questions on the Google Forms? If not, what would you change? 3. Are the definitions written in a way that you understand? If not, what would you change? Is there an analogy that you would recommend? 4. Are the steps on the PowerPoint slides written in a way that clearly tells you what to do? If not, what would you change? 5. Are all the questions on the test items discussed during the seminar? If not, what are they? Is there anything missing? If so, what? 6. Review the handout. Is it written in a way that you could understand outside of the seminar? If not, what would you change? Key Questions to be answered by Teacher: 1. Are there any parts about the instructor guide which are unclear? 31
2. What modifications can you offer which would help make instruction better? Part 6C: Small Group Evaluation Plan The information gained from the one-to-one evaluation would be the basis for revisions which would lead to small group evaluation. In doing a small group evaluation, the intended teacher and a sample of sixth-grade girls from the school where instruction will take place would be brought in. Within this situation, the teacher and students would take part in the seminar as if it were the actual learning situation. The designer would observe the seminar while video recording it; this serves the purpose of taking notes on the fly as well as providing the ability for in-depth analysis. In observing the lesson, the designer would look for learners who have difficulty understanding directions or definitions as well as the time it takes to complete the seminar. The designer would also need to make sure the results of the final test meet the passing criteria (85%), and if not, find out how to make sure learners meet that goal. Finally, the designer will administer an attitude questionnaire, asking about the overall design and presentation of the information. To see if the seminar proved worthwhile to the girls, after a period of two months, the designer would ask them to take a performance questionnaire wherein they respond to how they have used the skills taught. Key Questions to be answered by Students: 1. Does the Mean Girls clip obviously relate to the topic? 2. Do you understand all questions on the Google Forms? If not, what would you change? 3. Are the definitions written in a way that you understand? If not, what would you change? Is there an analogy that you would recommend? 4. Are the steps on the PowerPoint slides written in a way that clearly tells you what to do? If not, what would you change? 5. Are all the questions on the test items discussed during the seminar? If not, what are they? Is there anything missing? If so, what? 6. Review the handout. Is it written in a way that you could understand outside of the seminar? If not, what would you change? Key Questions to be answered by Designer: 1. Do the students appear to be following directions correctly? 2. Do the students appear to be providing accurate responses? 3. Do the students understand definitions, examples, analogies, etc.? 4. Is the seminar completed within two hours? If not, what can be modified to meet the time requirement? 5. Do all students meet the passing requirement? If not, what area are they having trouble in? How can instruction be modified to support learners in that area? 6. What is the overall response to the seminar based on the attitude questionnaire? If the response is negative or apathetic, how can instruction be modified for a more positive response? 7. Have the learners gained skills from seminar based in the performance questionnaire? If not, how can the content be modified for a better transfer of skills? Part 6D: Field Trial Plan The information gained from the small group evaluation would be the basis for revisions which would lead to field trials. In doing field trials, several seminars which consist of sixth-
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grade girls from the surrounding areas parochial schools would be created. The intended teacher as well as others who are passionate about the topic would teach the seminars, and each seminar would be video taped for observational purposes. In doing field trials, the designer would look to see if the revisions done in the prior formative evaluations aid in making the instruction more effective. Moreover, the designer would look to see if the newer teachers are able to carry out the seminar with confidence and accuracy given the instructor guide. Also, the designer would check to see that the time requirement is met. In order to collect data, an analysis would be done of the students final test scores and the teachers would fill out a survey at the end of each seminar evaluating the students performance and the facility. That data will help to determine: (1) if the goals were met, (2) if students can apply the skills, (3) if the instruction was effective, and (4) if the materials need to be modified based on the facilitys infrastructure. Lastly, after a period of two months, the girls will fill out a performance assessment to determine if the skills they learned were useful to them. Key Questions to be answered by Designer: 1. Does the teacher carry out the seminar as intended based on the information from the instructor guide? If not, what have they changed? Why did changes occur? 2. Is the time requirement met? If not, why? 3. Do the facilities have the materials needed to complete the seminar? If not, what modifications need to be made? 4. Do the learners meet the passing requirement? If not, what is the area of difficulty? How can instruction be modified? 5. What are the students reactions? What do the reactions indicate about their attitude? How can that information be incorporated into instruction to make it more effective? 6. Have the skills acquired during the seminar been of use to the girls after its completion? If not, why not? How can that information modify instruction?
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Part 7: Formative Evaluation Report Part 7A: Evaluation Survey Ms. Pool was asked to review the instructor guide and PowerPoint slides; she then provided her feedback using a Google Form. The form asked the questions listed in Part 6A: Expert Review which dealt with: materials, steps, language, and documentation. The form Ms. Pool filled out can be accessed at: http://tinyurl.com/6p35sym Part 7B: Report of Expert Review Ms. Pools feedback was worthwhile and supportive. She stated that the materials and steps were appropriate given the subject matter of conflict resolution. Moreover, she mentioned that the organization of the instructor guide was logical which helped to clarify why each step was important. Ms. Pools comments can be accessed at: http://tinyurl.com/d5b3tuv Part 7C: Designers Response to Review Ms. Pools comments resulted in two changes to the lesson. The first change is the consideration for students. Ms. Pool stated that students should not expect to always get along 100% with others; as a result, these steps can help the girls learn to live peacefully with their peers. The comment was insightful, and has been added to the lesson, acting as a segue from introduction to the body of the lesson. The second change is in regards to the documentation. Ms. Pool commented on what to do with the form filled out by the girls (show it to a school advisor); this information has been added to the lesson during the time when documentation has been discussed.
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Part 8: AECT Standards Grid Part 8A: Professional Standards Addressed The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work.
Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies X X X X X X X X ID Project ID Project ID Project ID Project ID Project Selected Discussion Forums; ID Project ID Project ID Project
X X X
ID Project Reading Quiz; ID Projects (all assignments)
Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization X 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization X 3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning
(all assignments) ID Project
X X X
ID Project ID Project
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Part 8B: Course Objectives and Goals The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: 1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define instructional design. 6. Define the word systematic as it relates to instructional design 7. Define learning and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term educational (or instructional) technology 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses i. Create and conduct various aspects of a front-end analysis ii. Identify methods and materials for communicating subject matter that are contextually relevant b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. Construct clear instructional goals and objectives ii. Develop a motivational design for a specific instructional task iii. Develop assessments that accurately measure performance objectives c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation 12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication
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Appendices
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Appendix A: Needs Analysis Permanent Links Student Survey 1 Students accessed the form at: http://tinyurl.com/82m4dz3 Results can be viewed at: http://tinyurl.com/7bqalo3 Student Survey 2 Students accessed the form at: http://tinyurl.com/6vtfnq4 Results can be viewed at: http://tinyurl.com/7rm32jm Parent Survey Parents accessed the form at: http://tinyurl.com/7qh2dpc Results can be viewed at: http://tinyurl.com/6tsnpcb Teacher/Staff Survey Staff members access the form at: http://tinyurl.com/7gf2xeg Results can be viewed at: http://tinyurl.com/7a8jzgo
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Appendix B: Parental Consent Form
Conflict Resolution Parental Consent Form

A conflict resolution seminar has been created to help girls determine clique issues and to voice their concerns to each other in a respectful manner. In order to accomplish that goal, the content of the seminar has been designed to specifically engage girls while offering a real-world context to learn the necessary skills of conflict resolution. The seminar includes the following materials: 1. A clip from Mean Girls (PG-13, 2004) wherein the characters learn about the backstabbing that has been done by their classmates and friends. The characters are encouraged to be honest with each other as a moderator helps them confront the rumors, gossip, and drama which includes alleged drug use and sexuality. A copy of the clip is available for viewing; contact the instructor if you wish to preview it. 2. A PowerPoint presentation outlining and explaining the steps to resolve issues. A copy of the presentation is available for viewing; contact the instructor if you wish to preview it. 3. A take-home handout which outlines the steps presented in the PowerPoint presentation. A copy of the handout is available for viewing; contact the instructor if you wish to preview it. Please sign and return this form regarding your intention about your daughter participating in this seminar. As always, if you have any questions, please contact the instructor. _____Yes, I would like my daughter to participate in this seminar _____No, I would not like my daughter to participate in this seminar
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Appendix C: Learner Materials Permanent Links Personal Experiences Poll Participants can access the form at: http://tinyurl.com/79gwv2p. The results from the poll which are to be displayed and discussed upon completion can be accessed at: http://tinyurl.com/7j54k7s Personal Reflection Form Participants can access the form at: http://tinyurl.com/8xarydv. The results from the reflection form which are to be displayed and discussed upon completion can be accessed at: http://tinyurl.com/7c8ddhk PowerPoint Presentation The PowerPoint presentation which is to be used throughout the seminar can be accessed at: http://tinyurl.com/bu2jr8p After the Seminar Form Participants can access the form at: http://tinyurl.com/8ynbryv Participants can view the results at: http://tinyurl.com/7gbmpf6
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Appendix D: Certificate of Completion
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Appendix E: Steps to Resolution Handout
Steps to Resolution
Step 1: Identify the Facts and Your Feelings
What has happened? Where? When? How do you feel? Why?
Step 2: Decide on Action

What do you want to happen? Why?
Step 3: Write Your Statement

Include: Greeting, facts, feelings, and what you want to happen
Step 4: Memorize Your Statement

Practice what you want to say. Use a friend, parent, stuffed animal, or your mirror.
Step 5: Approach Your Aggressor

Remember appropriate environments are: private, quiet, during free time, and face-to-face
Step 6: Say Your Statement

Tell your aggressor what is going on. This is why you practiced!
Step 7: Validate
You dont want your aggressor to feel attacked. Use statements like: You are..., I really like that you..., or Thank you for being...
Step 8: Document
Write down: date, time, location, what was said, and your reflection
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Make a copy, keep the original; show the copy to a school administrator, guidance counselor, advisor, teacher, etc.
Resolved a Conflict?

Share it with others by going to: http://tinyurl.com/8ynbryv See what others had to say about their conflict resolution at:
http://tinyurl.com/7gbmpf6
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Appendix F: Seminar Assessment Conflict Resolution Test Thinking about what we have talked about and the skills that you have learned today, answer the questions below. 1. Using the pictures below, match them to the body language listed.
________ Nervous
________ Unwilling to talk
________ Angry
________ Willing to talk
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Imagine yourself in the following situation. School just started, and Lisa, your best friend, has started spending time with Stacey, the new girl in your class. You really like Stacey, but ever since she started spending time with Lisa, you feel like you have been excluded. Lisa and Stacey dont mind when you are around, but they never really include you in conversation. Plus, you just found out that they went to the movies on the weekend without inviting you. You have decided to approach Lisa about what is going on. 2. What are the facts associated with your situation? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. What feelings do you have about the situation? Why do you feel that way? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4. Based on the situation, what do you want to happen? Why did you choose this course of action? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 5. Using complete sentences, write out what you plan to tell Lisa. Use the format discussed during the seminar. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 6. Create a list of five situations where it would be appropriate to talk to Lisa. Explain why each situation would be appropriate. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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______________________________________________________________________________ ______________________________________________________________________________ 7. When you talk to Lisa, describe the body language you would use. Explain why you would use this body language. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 8. You have approached Lisa and told her how you feel. She isnt smiling, her arms are crossed, and her head is cocked off to the side. Should you continue talking to her? Explain your answer. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 9. Lisa has tried to change the subject. Which of the following statements would best get your conversation back on the subject? a. Nice try in changing the subject. b. Were not going to talk about that right now. What we are going to talk about is what is happening between us c. Shut up, Lisa! Im talking, so you need to listen! 10. Your conversation with Lisa is coming to an end and you want to validate her. Give one statement that you can use. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 11. Your conversation with Lisa is officially over. Give one closing statement that you can use. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 12. Create a documentation form that uses the format discussed in the seminar. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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Appendix G: Seminar Assessment Scoring Guide Conflict Resolution Test Scoring Guide Use this scoring guide to correct students tests. A criterion is provided to assess student answers. For chosen criteria, award student the points listed in parenthesis.
1.
(angry)
(nervous)
(unwilling to talk) __________Four matches are correct (4 points) __________Three matches are correct (3 points) __________Two matches are correct (2 points) __________One match is correct (1 points) __________No matches are correct (0 points) 2. __________All facts of the situation are stated (5 points) __________Most facts of the situation are stated (3 points) __________Some facts of the situation are stated (1 point) __________No facts of the situation are stated (0 points)
(willing to talk)
3. __________Feelings for the situation are stated and justified (5 points) __________Feelings for the situation are stated, but not justified (3 points) __________Feelings for the situation are not stated or justified (0 points) 4. __________Course of action is stated and justified (5 points) __________Course of action is stated, but not justified (3 points) __________Course of action is not stated or justified (0 points)
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5. __________Statement includes: greeting, facts, feelings, and course of action (5 points) __________ Statement includes three of the following: greeting, facts, feelings, and course of action (3 points) __________ Statement includes two of the following: greeting, facts, feelings, and course of action (2 points) __________ Statement includes one of the following: greeting, facts, feelings, and course of action (1 point) __________ Statement includes none of the following: greeting, facts, feelings, and course of action (0 points) 6. __________Five correct situations are listed and justified (10 points) __________Four correct situations are listed and justified (8 points) __________Three correct situations are listed and justified (6 points) __________Two correct situations are listed and justified (4 points) __________One correct situation is listed and justified (2 point) OR __________Five correct situations are listed, but not justified (5 points) __________Four correct situations are listed, but not justified (4 points) __________Three correct situations are listed, but not justified (3 points) __________Two correct situations are listed, but not justified (2 points) __________One correct situation is listed, but not justified (1 point) __________Answers provided are not correct (0 points) 7. _________Body language is stated and justified (5 points) _________Body language is stated, but not justified (3 points) _________Body language is neither stated nor justified (0 points) 8. _________Answer is stated and justified (5 points) _________Answer is stated, but not justified (3 points) _________Answer is neither stated nor justified (0 points) 9. B (1 point) A, C, or D (0 points) 10. _________A correct validation statement is used (1 point) _________An incorrect validation statement is used (0 points) 11. _________A correct closing statement is used (1 point) _________An incorrect closing statement is used (0 points) 12. _________Documentation includes: date, time, location, content, and reflection (5 points) _________Documentation includes four of the following: date, time, location, content, and reflection (4 points) _________Documentation includes three of the following: date, time, location, content, and reflection (3 points)
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_________Documentation includes two of the following: date, time, location, content, and reflection (2 points) _________Documentation includes one of the following: date, time, location, content, and reflection (1 points) _________Documentation includes none of the following: date, time, location, content, and reflection (0 points)
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Appendix H: Works Referenced Wiseman, R. (2002). Nasty girls. In Queen bees & wannabes: Helping your daughter survive cliques, gossip, boyfriends & other realities of adolescence (pp. 136-141). New York, New York: Three Rivers Press.
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Dealing with Girl Drama: A Conflict Resolution Seminar for Adolescent Girls Lauren Pinto EDTECH 503 Boise

Conflict Resolution Seminar- L. Pinto

Conflict Resolution Seminar- L. Pinto

Conflict Resolution Seminar- L. Pinto

Conflict Resolution Seminar- L. Pinto

Conflict Resolution Seminar- L. Pinto

Conflict Resolution Seminar- L. Pinto

Conflict Resolution Seminar- L. Pinto

Conflict Resolution Seminar- L. Pinto

Conflict Resolution Seminar- L. Pinto

Conflict Resolution Seminar- L. Pinto

Conflict Resolution Seminar- L. Pinto

Conflict Resolution Seminar- L. Pinto

Conflict Resolution Seminar- L. Pinto

Conflict Resolution Seminar- L. Pinto

Learning Objectives (a)

Blooms Taxonomy Classification (b) Knowledge, Application

Format of Assessment (c)

Description of Test Form (d)

Sample Items (e)

Pencil and Paper

Pencil and Paper

Pencil and Paper

Pencil and Paper

Pencil and Paper

Conflict Resolution Seminar- L. Pinto

Learning Objectives (a)

Blooms Taxonomy Classification (b) Knowledge, Comprehension, Evaluation

Format of Assessment (c)

Description of Test Form (d)

Sample Items (e)

Pencil and Paper

Knowledge, Comprehension, Evaluation

Pencil and Paper

Pencil and Paper

Pencil and Paper

Pencil and Paper

Conflict Resolution Seminar- L. Pinto

Learning Objectives (a)

Blooms Taxonomy Classification (b) Knowledge, Synthesize, Evaluation

Format of Assessment (c)

Description of Test Form (d)

Sample Items (e)

Open-ended response with checklist

Open-ended response with checklist Open-ended response with checklist

Observation with rating scale

Observation with rating scale

Conflict Resolution Seminar- L. Pinto

Learning Objectives (a)

Blooms Taxonomy Classification (b) Knowledge, Comprehension, Evaluation

Format of Assessment (c)

Description of Test Form (d)

Sample Items (e)

Pencil and Paper

Pencil and Paper

Pencil and Paper

Conflict Resolution Seminar- L. Pinto