Early Ideas

Analysis

Needs Analysis

Through survey analysis and affinity mapping, we identified competency gaps in the Active Listening, Empathy, and Self Advocacy.
While there is an awareness of the importance of the topic, there is a lack of exposure and resources on the topic, which affects the ability and confidence in navigating conflict.

Learner Analysis

Peer mediation is a crucial skill that students are already exercising with some degree of success. We found the biggest issues arise when the conflict happens online or there is no in-person mediation.

Social media and online communication impact students' thoughts and decisions which may be inhibiting students' grounded reflection in safe spaces.

Content Analysis

Students will perform effective conflict resolution tactics such as regulating their emotions, active listening, and methods for resolving issues.
Students will brainstorm and evaluate alternative solutions to resolve conflicts collaboratively and creatively.

Learning Goals and Objectives

Learning Goal:

Middle/high school students will develop the skills and strategies necessary to effectively manage conflicts and resolve interpersonal disagreements in constructive ways.

Learning Objectives:

Objective 1: Students will perform effective conflict resolution tactics such as regulating their emotions, active listening, and methods for resolving issues.

Objective 2: Students will brainstorm and evaluate alternative solutions to resolve conflicts collaboratively and creatively.

Early Ideas

In-person, 4-week Course (in-class)

Students working on conflict resolution skills would benefit from working with a professional who specializes in addressing the unique needs of pre-teens. This professional will bring relevant experience as well as a level of understanding that will help guide these students through this critical developmental stage. This course would primarily focus on providing students with practice to role play and experiment with various conflict resolution techniques. Practicing with other students will also provide the opportunity to engage in peer feedback and discussion.

Learning Theories

Problem-based learning: Students will construct their own open-ended problem scenarios to work through collaboratively.

Social Constructivism: Students will learn from each other, exchanging ideas and gaining new perspectives.

Media and tech

Virtual Reality (Tech)
Educational Games (Tech)
Online Forums (Tech)
Webinars (Video)

Pros and Cons

In-person interaction provides opportunities for deeper connections while also fostering a supportive learning environment. Although, finding time and scheduling can be difficult.

Guidance Counselor Check-Ins

Students will meet with their Guidance Counselor to participate in a semi-self-guided workbook. This will require students to work through a chapter a week and then meet with their guidance counselor to review and reflect on their progress.

The conflict resolution workbook will be divided into the following chapters: Understanding Conflict (definition, impact, causes), Styles of Conflict Resolution, Negotiation Skills, and Building and Repairing Relationships. Each chapter will begin with prompting the student to write about any existing information or opinions they may have on the topic. After reviewing key information, students will reflect on experiential questions, looking into how these characteristics can be brought into their lives, as well as identifying their own strengths and weaknesses.

Learning Theories

Cognitive Load Theory: Each chapter is segmented into digestible pieces to prevent cognitive overload.
Self-determination theory: This personalized approach allows the student to customize their own goals, allowing for maximum student investment.

Media and tech

Conflict Resolution Workbook (Text)

Pros and Cons

Students will be provided one-on-one support, but they would not be provided the opportunity to work with students and put their new learned information to the test.

Sessions would also be limited to prevent guidance counselor overload.

School-Wide Assembly

The school counselor or specialized speakers will lead school-wide assemblies focusing on communication and conflict resolution skills. Lasting around 45 minutes to an hour, these assemblies will comprise three parts: an introduction to key tools, volunteer-led role plays, and group reflection.

During the introduction, multimedia presentations will illustrate essential concepts through slides, videos, and audio, setting the stage for understanding effective conflict resolution strategies. Student volunteers will then enact role plays, demonstrating these strategies in action. Finally, students will participate in group discussions, sharing insights and personal experiences related to conflict resolution. This promotes peer learning and empathy within the school community.

Learning Theories

Roleplaying: Student volunteers will then enact role plays, demonstrating these strategies in action. This hands-on approach allows students to witness real-life scenarios and engage actively in the learning process.
Social Connectivism: Students will learn and connect new information shared by others to form their own knowledge and understanding of conflict resolution.

Media and tech

Multimedia Presentations (slides, videos, and audio)

Pros and Cons

While this approach ensures broad exposure to conflict resolution skills for all students, assessing individual comprehension may be challenging. Additionally, time constraints and student participation levels may impact the assembly's effectiveness.

References

Bates, A., & Bates, A. (2015b, April 5). Chapter 6: Understanding technology in education. Pressbooks. https://opentextbc.ca/teachinginadigitalage/part/chapter-8-understanding-technology/

Oyarzun, B., & Conklin, S. (2021). Learning theories. Cc_By-nc. https://edtechbooks.org/id/learning_theories?book_nav=true&nav_pos=996

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