L. Pinto- Final ID Project

8/2/2019 L. Pinto- Final ID Project

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Dealing with Girl Drama: A Conflict Resolution Seminar for Adolescent Girls

Lauren Pinto

EDTECH 503

Boise State University


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Conflict Resolution Seminar- L. Pinto

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Table of Contents

SYNTHESIS PAPER 4PART 1: TOPIC 6PART 1A:STATED LEARNING GOAL 6PART 1B:AUDIENCE DESCRIPTION 6PART 1C:RATIONALE 6PART 2: ANALYSIS REPORT 7PART 2A:DESCRIPTION OF THE NEED 7PART 2A1:NEEDS ASSESSMENT 7PART 2A1:NEEDS ASSESSMENT 7PART 2A2:NEEDS ASSESSMENT DATA 7PART 2B:DESCRIPTION OF THE LEARNING CONTEXT 9PART 2B1:LEARNING CONTEXT 9PART 2B2:TRANSFERCONTEXT 10PART 2C:DESCRIPTION OF LEARNERS 10PART 2D:TASKANALYSIS FLOW CHART 12PART 3: PLANNING 13PART 3A:LIST OF INSTRUCTIONAL OBJECTIVES 13PART 3B:OBJECTIVES MATRIX TABLE 14PART 3C:ARCSTABLE 22PART 4: INSTRUCTOR GUIDE 25PART 5: LEARNER CONTENT 29PART 5A:LEARNING MATERIALS 29PART 5B:ASSESSMENT MATERIALS 29PART 5C:TECHNOLOGY TOOL JUSTIFICATION 30

PART 6: FORMATIVE EVALUATION PLAN 31PART 6A:EXPERT REVIEW PLAN 31PART 6B:ONE-TO-ONE EVALUATION PLAN 31PART 6C:SMALL GROUP EVALUATION PLAN 32PART 6D:FIELD TRIAL PLAN 32


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PART 7: FORMATIVE EVALUATION REPORT 34PART 7A:EVALUATION SURVEY 34PART 7B:REPORT OF EXPERT REVIEW 34PART 7C:DESIGNERS RESPONSE TO REVIEW 34PART 8: AECT STANDARDS GRID 35PART 8A:PROFESSIONAL STANDARDS ADDRESSED 35PART 8B:COURSE OBJECTIVES AND GOALS 36APPENDICES 37APPENDIX A:NEEDS ANALYSIS PERMANENT LINKS 38APPENDIX B:PARENTAL CONSENT FORM 39APPENDIX C:LEARNERMATERIALS PERMANENT LINKS 40APPENDIX D:CERTIFICATE OF COMPLETION 41APPENDIX E:STEPS TO RESOLUTIONHANDOUT 42APPENDIX F:SEMINARASSESSMENT 44APPENDIX G:SEMINARASSESSMENT SCORING GUIDE 48APPENDIX H:WORKS REFERENCED 51


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Synthesis Paper

If you asked me what instructional design was like at the beginning of EDTECH 503, Iwould 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 thoseelements are inherently present within the instructional design process, there is so much more toit. 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 thepuzzle (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 partof 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 oftheir effort. The designer will have a high amount of satisfaction in a job well done, as will aperson 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 reallywas. 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 discoveredprovided 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 backgroundor 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 morespontaneous 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


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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 todetermine 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, andattention 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.


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Part 1: Topic

Part 1A: Stated Learning GoalAfter 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 DescriptionThe 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 thisseminar 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 the2004 movie,Mean Girls. Whether the storyteller was the perpetrator or victim, the stories sharecommon 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 areal 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 personalitycharacteristics. 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 idiosyncraticmeaning 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.


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Part 2: Analysis Report

Part 2A: Description of the Need

Part 2A1: Needs AssessmentIn 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% responserate); 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 DataStudent 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 ofdealing 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 tohandle 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 theirdaughters 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 byspeaking 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.


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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, rangingfrom 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 ofteacher/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%


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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-playingwhen 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 comfortableand 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 taughtsixteen of them. She has mediated conflicts before between both boys and girls and across grade


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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, nonviolentresponses 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 EquipmentThe 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 FacilityThe 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 alsospacious 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 multiplechildren 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 ofrocking the boat and upsetting the status quo.

Part 2B2: Transfer ContextThe 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 withothers throughout their lives such as: parents, siblings, other family members, boyfriends, bosses,

etc.

Part 2C: Description of LearnersThe 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 schoolsclasses, 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 saynicely, 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 Objectives1. Demonstrate correct body language consistent with a state of mind

1.1: Learner will be able to correctly demonstrate body language consistent withbeing unwilling to talk1.2: 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 angry1.4: Learner will be able to correctly demonstrate body language consistent with

being nervous

2. Identify a state of mind correctly2.1: Learner will be able to correctly identify body language consistent with beingunwilling to talk

2.2: Learner will be able to correctly identify body language consistent with beingopen to talk2.3: 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 beingnervous

3. Identify all relevant facts and feelings associated with a conflict situation3.1: Learner will be able to identify: what specific instances have caused the

conflict and how they feel regarding what has happened4. 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 decision5. Generate a statement about the conflict situation5.1: 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 action6. 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 aggressor7.1: 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 andbody language that matches the mood of their statement

9. Evaluate if a conversation is productive and continue, or if a conversation is not andappropriately 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 topic10.1: The learner will be able to recall the ways to get conversation back on track


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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 aggressor11.1: 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 situation12.1: Learner will be able to justify why they left13. 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 conversation13.2: 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)

Format of

Assessment

(c)

Description of

Test Form

(d)

Sample Items

(e)

1.0 Knowledge,Application

On-the-jobPerformance

Dichotomousjudgment

(correct/incorrect

)

Demonstrate thebody language

for the following

states of mind:unwilling to talk,

open to talk,

angry, nervous

1.1 Knowledge,

Application

On-the-job

Performance

Dichotomous

judgment(correct/incorrect

)

Demonstrate the

body languagefor the following

state of mind:unwilling to talk

1.2 Knowledge,

Application

On-the-job

Performance

Dichotomous

judgment(correct/incorrect

)

Demonstrate the

body languagefor the following

state of mind:

open to talk

1.3 Knowledge,

Application

On-the-job

Performance

Dichotomous

judgment

(correct/incorrect)

Demonstrate the

body language

for the followingstate of mind:

angry


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Learning

Objectives

(a)

Blooms

Taxonomy

Classification(b)

Format of

Assessment

(c)

Description of

Test Form

(d)

Sample Items

(e)

1.4 Knowledge,Application

On-the-jobPerformance

Dichotomousjudgment

(correct/incorrect

)

Demonstrate thebody language

for the following

state of mind:

nervous.

2.0 Knowledge,

Comprehension

Pencil and Paper Matching Using the

pictures below,match the

emotion to body

language it

would correctlybe associated

with.

2.1 Knowledge,

Comprehension

Pencil and Paper Matching Which picture

displays bodylanguage of

someone who is

unwilling to

talk?

2.2 Knowledge,Comprehension

Pencil and Paper Matching Which picturedisplays body

language of

someone who iswilling to talk?


Pencil and Paper Matching Which picturedisplays body

language of

someone who is

angry?

2.4 Knowledge,

Comprehension

Pencil and Paper Matching Which picture

displays bodylanguage of

someone who is

nervous?


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Learning

Objectives

(a)

Blooms

Taxonomy

Classification(b)

Format of

Assessment

(c)

Description of

Test Form

(d)

Sample Items

(e)

3.0 Knowledge,Comprehension,

Evaluation

Pencil and Paper Recall State the factsand feelings

associated with

your situation.

3.1 Knowledge,

Comprehension,

Evaluation

Pencil and Paper Recall What specific

instances have

caused conflict?How do you feel

about those

instances?

4.0 Comprehension,

Evaluation

Pencil and Paper Constructed

Response

Based on what

you haveanswered, what

will your course

of action be and

why?

4.1 Comprehension Pencil and Paper ConstructedResponse

Using completesentences, write

out a statementthat explains

what you want tohappen as a

result of your

conversation.

4.2 Evaluation Pencil and Paper Constructed

Response

Using complete

sentences,

explain why you

chose your

course of action.


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Learning

Objectives

(a)

Blooms

Taxonomy

Classification(b)

Format of

Assessment

(c)

Description of

Test Form

(d)

Sample Items

(e)

5.0 Knowledge,Synthesize,

Evaluation

Essay Open-endedresponse with

checklist

Write a shortparagraph which

provides: the

facts of the

situation, howyou feel about it,

and what you

want to happen

as a result ofyour

conversation and

why.

5.1 Knowledge Essay Open-endedresponse with

checklist

Write astatement in

paragraph form.

5.2 Synthesize,Evaluation

Essay Open-endedresponse with

checklist

Write astatement that

includes:

opening,

statement offacts, statement

of feelings,

course(s) of

action, andjustification of

course(s) of

action.

6.0 Knowledge Performance Observation with

rating scale

To a partner,

recite your

writtenstatement.

6.1 Knowledge Performance Observation with

rating scale

Memorize your

statement.


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Learning

Objectives

(a)

Blooms

Taxonomy

Classification(b)

Format of

Assessment

(c)

Description of

Test Form

(d)

Sample Items

(e)

7.0 Knowledge,Comprehension,

Evaluation

Pencil and Paper ConstructedResponse

Create a list offive situations

where it would

be appropriate to

talk to anaggressor.

Explain each of

your answers.


Pencil and Paper ConstructedResponse

Create a list offive situations

where it would

be appropriate totalk to an

aggressor.

7.2 Evaluation Pencil and Paper Constructed

Response

Justify why each

of your

situations isappropriate.

8.0 Synthesize Simulation Observation withchecklist

Tell your partnerthe statement

which you have

created.

8.1 Synthesize Simulation Observation with

checklist

Tell your partner

the facts,

feelings, andcourse of action

you have

previously

determined usingeye contact,

tone, and

appropriate body

language.


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Learning

Objectives

(a)

Blooms

Taxonomy

Classification(b)

Format of

Assessment

(c)

Description of

Test Form

(d)

Sample Items

(e)

9.0 Apply, Evaluate Simulation ConstructedResponse

through role-

playing

Your aggressorhas defensive

body language,

but she has

listened to you.Should you

continue your

conversation?

Why or whynot? If not, leave

using one of the

methodspreviously

discussed.

9.1 Evaluate Simulation ConstructedResponse

through role-

playing

Evaluate theconversation.

Should you

continue?

10.0 Knowledge,

Apply, Evaluate

Simulation Recognition

Items throughrole-playing

Your aggressor

has tried tochange the

subject. Whichof the following

statements

would best getyour

conversation

back on track?


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Learning

Objectives

(a)

Blooms

Taxonomy

Classification(b)

Format of

Assessment

(c)

Description of

Test Form

(d)

Sample Items

(e)

10.1 Knowledge Simulation RecognitionItems through

role-playing

Identify onestatement which

could be used to

get your

conversationback on track

after your

aggressor has

tried to changethe subject.

10.2 Apply, Evaluate Simulation RecognitionItems through

role-playing

Articulate onestatement which

would get your

conversationback on track.

Explain why you

have chosen thatresponse.

11.0 Knowledge,Apply, Evaluate

Simulation Recall throughrole-playing

Give one way tovalidate your

aggressor.

11.1 Knowledge Simulation RecognitionItems through

role-playing

Identify onestatement which

could be used to

validate youraggressor.


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Learning

Objectives

(a)

Blooms

Taxonomy

Classification(b)

Format of

Assessment

(c)

Description of

Test Form

(d)

Sample Items

(e)

11.2 Apply, Evaluate Simulation RecognitionItems through

role-playing

Articulate onevalidation

statement.

Explain why you

have chosen thatresponse.

12.0 Evaluate Simulation Reflection

through role-

playing

Your

conversation has

come to an end

and you left.

Justify why you

left.

12.1 Evaluate Simulation Reflectionthrough role-

playing

How did you

know it was

appropriate to

leave?

13.0 Knowledge,

Evaluate

Pencil and Paper Recall and

ReflectionFill in the

documentation

form. Then,

include your

point of view of

the situation.

13.1 Knowledge Pencil and Paper Recall Complete the

documentationform with all ofthe following:

the date, time,

location, content

of conversation.


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Learning

Objectives

(a)

Blooms

Taxonomy

Classification(b)

Format of

Assessment

(c)

Description of

Test Form

(d)

Sample Items

(e)

13.2 Evaluation Pencil and Paper Reflectionthrough role-

playing

Write about howyou felt you didand how you felt

the conversation

went.

Part 3C: ARCS Table

Categories &

Subcategories

Process Questions

ATTENTION

A.1. Perceptual arousal

A.2. Inquiry arousal

A.3. Variability

Show the video clip fromMean Girls (2004) where the

teenage characters are going crazy after reading what was

written about them in the burn book. Then show thescene 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 charactersin 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?


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RELEVANCE

R.1. Goal orientation

R.2. Motive matching

R.3. Familiarity

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 themovie (having a conflict and then attempting to solve it

with their aggressor) and write about how they handlesimilar situations.

Discuss how one might benefit from knowing how toresolve conflictwhy would being able to speak to an

aggressor be a good skill to have?

By themselves, have the girls brainstorm one situationwhere they had conflict with another girl. Ask them to

reflect on what happened. Looking back, do they wish theyhad the tools to handle it better?

CONFIDENCE

C.1. Learning

requirements

C.2. Success

opportunities

C.3. Personal control

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 becomeeasier 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.


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SATISFACTION

S.1. Naturalconsequences

S.2. Positive

consequences

S.3. Equity

The teacher will provide time for the girls to run throughthe steps with a partner. The partners will then demonstrate

to a small group, where constructive feedback will beprovided.

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. Allgirls will be able to access the results spreadsheet wherein

they will be able to see the responses provided by others.


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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 ofMean 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 fromMean Girls using the DVD provided, cuing the movie to theappropriate point.

o When the clip is finished, ask the girls to discuss with one another how thecharacters in the movie resolved their conflict. Follow-up with how realistic themovie 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 todecide 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 nearfriends and leave approximately three feet of space all around them.

o Direct the girls through the reflection activity. Have them think about a situationthey 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 theSMARTBoard 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 stepsof 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 howthe characters in the movie reacted. Remind them that the goal of conflict resolution isnot to physically fight but to address the issue respectfully.

In a whole-class format, begin talking about body language. Define the term (theemotions/messages your body gives without you saying anything) and show PowerPointSlide 2.

o Discuss why body language is powerful (because it tells a lot about how theperson is feeling and what they are thinking).

o Provide four emotions (anger, nervousness, unwillingness and willingness). Havethe 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 beginningof 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 youcommunicate 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 flusteredand 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 isgoing 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 scenariowhich is presented on PowerPoint Slide 4.

o (Slide 4) You and your group of friends have eaten lunch together at the sametable since school started. Lately, however, you have noticed that Annabellehasnt 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 itis time to take action.


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Guide the girls through step 1 as they use Microsoft Word or other word processingprogram. 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 andprovide feedback as necessary.

o Tell the girls that they need to decide what they want to happen as a result ofAnnabelles 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 associatedwith 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 theSMARTBoard.

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 beingconfronted. 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 onetrying to change the subject and the other getting the conversation back on topic.


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Talk about validation statements by defining what they are (statements which are meantfor 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 brainstormmore examples of both and record their answers on the SMARTBoard.

Tell the girls that they have talked about how to identify feelings/emotions, draft astatement, 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 themtime 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 wasappropriate to leave.

Show PowerPoint slide 13 which shows the documentation form. Guide the girls as theycomplete 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 beencompleted, 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, validatethem, 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 torefresh their memory on how to handle a difficult situation.


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Part 5: Learner Content

Part 5A: Learning MaterialsThe 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 toparents, 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 PollThe 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 canbe found in Appendix C.

PowerPoint Presentation

A permanent link to the PowerPoint presentation which is to be used throughout theseminar can be found in Appendix C.

Certificate of CompletionThe 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 HandoutThis 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 SeminarForm

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 linksto the form and the results can be also found in Appendix C.

Part 5B: Assessment MaterialsThe 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


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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 totalpoints 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 JustificationStudent 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 theirhandwriting 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 theseminar. 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.

SMARTBoardThe 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.


The PowerPoint presentation is used to help facilitate the instruction by providinginformation, 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 PlanThe 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 businessworld. 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 PlanThe 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. Inorder 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, theMean Girls clip would be viewed.

Next, the girls would be directed to complete the Forms. When that is done, they would gothrough 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 completionof 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 guideis 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? Isthere 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?


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2. What modifications can you offer which would help make instruction better?

Part 6C: Small Group Evaluation PlanThe 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 wouldbe 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 havedifficulty 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 andpresentation 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 PlanThe 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 lookto 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 wouldcheck 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) ifstudents 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 canthat 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 SurveyMs. 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 andsteps 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 theconsideration for students. Ms. Pool stated that students should not expect to always get along100% 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.
http://tinyurl.com/6p35symhttp://tinyurl.com/6p35symhttp://tinyurl.com/6p35symhttp://tinyurl.com/d5b3tuvhttp://tinyurl.com/d5b3tuvhttp://tinyurl.com/d5b3tuvhttp://tinyurl.com/d5b3tuvhttp://tinyurl.com/6p35sym


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Part 8: AECT Standards Grid

Part 8A: Professional Standards AddressedThe following standards, developed by the Association for Educational Communications

and Technology (AECT), and used in the accreditation process established by the NationalCouncil 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: DESIGN1.1 Instructional Systems Design (ISD) X ID Project1.1.1 Analyzing X ID Project1.1.2 Designing X ID Project1.1.3 Developing X ID Project1.1.4 Implementing X ID Project1.1.5 Evaluating X Selected Discussion Forums; ID Project

1.2 Message Design1.3 Instructional Strategies X ID Project1.4 Learner Characteristics X ID Project

Standard 2: DEVELOPMENT2.0 (includes 2.0.1 to 2.0.8) X ID Project2.1 Print Technologies X Reading Quiz; ID Projects

2.2 Audiovisual Technologies2.3 Computer-Based Technologies X (all assignments)

2.4 Integrated Technologies

Standard 3: UTILIZATION

3.0 (includes 3.0.1 & 3.0.2)3.1 Media Utilization X (all assignments)

3.2 Diffusion of Innovations3.3 Implementation and Institutionalization X ID Project

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 X5.2 Criterion-Referenced Measurement X ID Project5.3 Formative and Summative Evaluation X ID Project

5.4 Long-Range Planning


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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 processof 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 tofactors that led to its development and the rationale for its use

2. Describe at least two reasons why instructional design models are useful3. Identify at least six instructional design models and classify them according to their use4. 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 design7. Define learning and synthesize its definition with the practice of instructional design8. 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 ofmodels in the design process10. 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 systematicprocess 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 designdocuments (objectives, motivation, etc.)

i. Construct clear instructional goals and objectives ii. Develop a motivational design for a specific instructional taskiii. 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 ofinstructional products

i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diversebackgrounds, characteristics, and abilities.

13. Apply state and national content standards to the development of instructional products14. Meet selected professional standards developed by the Association for Educational

Communications and Technology15. Use various technological tools for instructional and professional communication


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Appendices


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Appendix A: Needs Analysis Permanent LinksStudent Survey 1

Students accessed the form at:http://tinyurl.com/82m4dz3Results can be viewed at:http://tinyurl.com/7bqalo3

Student Survey 2Students accessed the form at:http://tinyurl.com/6vtfnq4Results can be viewed at:http://tinyurl.com/7rm32jm

Parent Survey

Parents accessed the form at:http://tinyurl.com/7qh2dpcResults can be viewed at:http://tinyurl.com/6tsnpcb

Teacher/Staff Survey

Staff members access the form at:http://tinyurl.com/7gf2xegResults can be viewed at:http://tinyurl.com/7a8jzgo
http://tinyurl.com/82m4dz3http://tinyurl.com/82m4dz3http://tinyurl.com/82m4dz3http://tinyurl.com/7bqalo3http://tinyurl.com/7bqalo3http://tinyurl.com/7bqalo3http://tinyurl.com/6vtfnq4http://tinyurl.com/6vtfnq4http://tinyurl.com/6vtfnq4http://tinyurl.com/7rm32jmhttp://tinyurl.com/7rm32jmhttp://tinyurl.com/7rm32jmhttp://tinyurl.com/7qh2dpchttp://tinyurl.com/7qh2dpchttp://tinyurl.com/7qh2dpchttp://tinyurl.com/6tsnpcbhttp://tinyurl.com/6tsnpcbhttp://tinyurl.com/6tsnpcbhttp://tinyurl.com/7gf2xeghttp://tinyurl.com/7gf2xeghttp://tinyurl.com/7gf2xeghttp://tinyurl.com/7a8jzgohttp://tinyurl.com/7a8jzgohttp://tinyurl.com/7a8jzgohttp://tinyurl.com/7a8jzgohttp://tinyurl.com/7gf2xeghttp://tinyurl.com/6tsnpcbhttp://tinyurl.com/7qh2dpchttp://tinyurl.com/7rm32jmhttp://tinyurl.com/6vtfnq4http://tinyurl.com/7bqalo3http://tinyurl.com/82m4dz3


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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 cliqueissues 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 designedto specifically engage girls while offering a real-world context to learn the necessaryskills of conflict resolution. The seminar includes the following materials:

1. A clip fromMean Girls (PG-13, 2004) wherein the characters learn about thebackstabbing that has been done by their classmates and friends. The charactersare 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 topreview 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 youwish to preview it.

3. A take-home handout which outlines the steps presented in the PowerPointpresentation. A copy of the handout is available for viewing; contact theinstructor if you wish to preview it.

Please sign and return this form regarding your intention about your daughterparticipating in this seminar. As always, if you have any questions, please contact theinstructor.

_____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


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
http://tinyurl.com/79gwv2phttp://tinyurl.com/79gwv2phttp://tinyurl.com/79gwv2phttp://tinyurl.com/7j54k7shttp://tinyurl.com/7j54k7shttp://tinyurl.com/7j54k7shttp://tinyurl.com/8xarydvhttp://tinyurl.com/8xarydvhttp://tinyurl.com/8xarydvhttp://tinyurl.com/7c8ddhkhttp://tinyurl.com/7c8ddhkhttp://tinyurl.com/7c8ddhkhttp://tinyurl.com/bu2jr8phttp://tinyurl.com/bu2jr8phttp://tinyurl.com/bu2jr8phttp://tinyurl.com/8ynbryvhttp://tinyurl.com/8ynbryvhttp://tinyurl.com/8ynbryvhttp://tinyurl.com/7gbmpf6http://tinyurl.com/7gbmpf6http://tinyurl.com/7gbmpf6http://tinyurl.com/7gbmpf6http://tinyurl.com/8ynbryvhttp://tinyurl.com/bu2jr8phttp://tinyurl.com/7c8ddhkhttp://tinyurl.com/8xarydvhttp://tinyurl.com/7j54k7shttp://tinyurl.com/79gwv2p


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Appendix D: Certificate of Completion


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Appendix E: Steps to Resolution Handout

Steps to ResolutionStep 1: Identify the Facts and Your Feelings

What has happened? Where? When?

How do you feel? Why?

Step 2: Decide on ActionWhat do you want to happen? Why?

Step 3: Write Your StatementInclude: Greeting, facts, feelings, and what you want to happen

Step 4: Memorize Your StatementPractice what you want to say. Use a friend, parent, stuffed animal,

or your mirror.

Step 5: Approach Your AggressorRemember appropriate environments are: private, quiet, duringfree time, and face-to-face

Step 6: Say Your StatementTell your aggressor what is going on. This is why you practiced!

Step 7: ValidateYou dont want your aggressor to feel attacked.

Use statements like: You are..., I really like that you..., or Thankyou for being...

Step 8: DocumentWrite 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
http://tinyurl.com/8ynbryvhttp://tinyurl.com/8ynbryvhttp://tinyurl.com/8ynbryvhttp://tinyurl.com/7gbmpf6http://tinyurl.com/7gbmpf6http://tinyurl.com/7gbmpf6http://tinyurl.com/8ynbryv


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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.

A ________ Nervous

B ________ Unwilling to talk

C ________ Angry

D ________ 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 newgirl 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 themovies on the weekend without inviting you. You have decided to approach Lisa about whatis 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 ofaction?

______________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________

5. Using complete sentences, write out what you plan to tell Lisa. Use the format discussedduring the seminar.

______________________________________________________________________________

______________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

6. Create a list of five situations where it would be appropriate to talk to Lisa. Explain whyeach situation would be appropriate.

______________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________


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______________________________________________________________________________

______________________________________________________________________________

7. When you talk to Lisa, describe the body language you would use. Explain why youwould use this body language.

____________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________

8. You have approached Lisa and told her how you feel. She isnt smiling, her arms arecrossed, 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 getyour 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 onestatement that you can use.

______________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________

11.Your conversation with Lisa is officially over. Give one closing statement that you canuse.

______________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________

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) (willing 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)

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 courseof 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 (5points)

_________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,


_________Documentation includes none of the following: date, time, location, content,



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L. Pinto- Final ID Project