Chapter 5: Conflict Resolution Lesson 2: Conflict Resolution Techniques (Just 2 Days®)
CORE LET 1Unit 3: Foundations for Success
Chapter 5: Conflict Resolution
Lesson 2: Conflict Resolution Techniques (Just 2 Days®)
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Administrator Lesson Guide:
Lesson Competency: Apply conflict resolution techniques
Linked ELA Common Core: RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.2., W.9-10. WRITING - W.9-10.1.a., W.9-10.1.e., W.9-10.2.f., W.9-10.3.b., W.9-10.3.e., W.9-10.4., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., L.9-10. LANGUAGE - L.9-10.1., L.9-10.2., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d.
Linked NHES: H4., H4.12.3.
Linked JROTC Program Outcomes: Act with integrity and personal accountability as they lead others to compete in a diverse and global workforce.Address civic concerns that impact the community and society at large.Make decisions that promote positive social, emotional, and physical health.
Thinking Processes
Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)
Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)
Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)
Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)
Part-Whole - Brace Map* (Alt. = Pie Chart)
Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)
Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)
Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)
* Thinking Map / Core Abilities
Build your capacity for life-long learning
Communicate using verbal, non-verbal, visual, and written techniques
Take responsibility for your actions and choices
Do your share as a good citizen in your school, community, country, and the world
Treat self and others with respect
Apply critical thinking techniques
Multiple Intelligences
Bodily/Kinesthetic
Visual/Spatial
Logical/Mathematical
Verbal/Linguistic
Musical/Rhythmical
Naturalist
Interpersonal
Intrapersonal / Bloom’s Taxonomy
Remember
Understand
Apply
Analyze
Evaluate
Create
Structured ReflectionMetacognition
What?
So What?
Now What?
Socratic Dialog
E-I-A-G / Authentic Assessment
Observation Checklist
Portfolio
Rubric
Test and Quizzes
Thinking Map®
Graphic Organizer
Notebook Entries
Logs
Performance
Project / Learning Objectives
- Apply knowledge of Winning Colors® to conflict situations and resolution
- Recognize different hot buttons and the behavior style they indicate
- Respond positively to conflict situations
- Evaluate the pros and cons of alternatives to determine potential solutions to conflict
- Define key words: apologize, compromise, mediation, negotiation, resolution
Legend:
Indicates item is not used in lesson
Indicates item is used in lesson
Lesson Preview:
Energizer: View the Just 2 Days® opening video. Cadets brainstorm ways that conflict could be avoided.
Inquire: Guide Cadets to the learning objectives in their Student Learning Plan. Pass out Winning Colors® cards. Display the Winning Colors® animation. Cadets select their dominant Winning Colors® and form small groups and Think-Pair-Share. Cadets share how they typically handle a conflict.
Gather: Display presentation on conflict resolution. Cadet teams read the student text about the various conflict resolution techniques and how knowing more about their behavioral preference can help minimize or resolve conflict. Launch the animation on Hot Buttons. Discuss as needed. Cadet teams complete Exercise #2: Hot Buttons.
Process: Show the Just 2 Days® video role-plays. Work through one of the scenarios on a T-Chart, recording conflicts and resolution techniques observed.
Apply: Display one or more remaining scenarios from the Just 2 Days® series. Cadets complete Exercise #3: The Decision Making Process and apply the decision-making process to a real or hypothetical conflict scenario. Cadets complete the Conflict Resolution Techniques (Just 2 Days®) Performance Assessment Task for distribution. Cadets Apply the Decision Making Process to a real or hypothetical situation.
CORE LET 1
Unit 3: Foundations for Success
Chapter 5: Conflict Resolution
Lesson 2: Conflict Resolution Techniques (Just 2 Days®)
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Note: As additional resources for this lesson, you may use Winning Colors® activities located on the Success Profilerand/or the Anger Management Program from the Emotional Intelligence Programs. To access the programs and recommended resources, please refer to the Quick Start Manuals. You may also have Cadets take the Cadet DL Course Conflict Resolutionthat is located on the Cadet portion of the JROTC DL.com web site.
Instructor Lesson Plan:
Why is this lesson important?
The success or failure of any conflict resolution depends on the attitudes and behaviors of the people involved in the conflict. Those skills, which promote positive, non-violent, conflict resolution, are:
- Awareness of others
- Awareness of the distinctions between self and others
- Listening skills
- Compromise
- Ability to express one’s own thoughts and feelings
- Ability to respond to the feelings of others
Lesson Question
How can we manage conflict and behavior to help keep healthy relationships?
What will Cadets accomplish in this lesson?
Lesson Competency
Apply conflict resolution techniques
What will Cadets learn in this lesson?
Learning Objectives
a.Apply knowledge of Winning Colors® to conflict situations and resolution
b.Recognize different hot buttons and the behavior style they indicate
c.Respond positively to conflict situations
d.Evaluate the pros and cons of alternatives to determine potential solutions to conflict
e.Define key words: apologize, compromise, mediation, negotiation, resolution
When will your Cadets have successfully met this lesson’s purpose?
Performance Standards
- when they apply a conflict resolution technique to a real or hypothetical conflict scenario
- when they draft ground rules for the conflict resolution
- when they identify at least three possible options for solving the problem
- when they identify positive and negative consequences for each option
- when they determine if more information is needed
- when they determine the Winning Colors® needed to follow through effectively
- when they use a decision making process to solve the problem using Exercise #3: The Decision Making Process
Part 1: 45 minutes
Energizer:
Lesson Delivery Setup:
- This is an optional motivational activity and should be used at your discretion, or as time permits.
- Prepare to display the Will Interactive: Just 2 Days® series from the Applications area within the Curriculum Manager.
Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about the many roles people play in conflict.
Show the opening video of Just 2 Days®. This is located in Curriculum Manager under Will: Just 2 Days® in the Application Menu.
You could also read the scenario, as follows:
Mark and Chris were always the best of friends. Yesterday, Chris went out to eat with Mark’s ex-girlfriend. This morning, Mark overheard some students talking about the date in the hallway and got upset that Chris would hit on his ex-girlfriend, when he still has feelings for her and was trying to work things out. Mark feels angry, confused, and betrayed. Chris, on the other hand, did not mean to hurt anyone. Chris thought Mark was over the breakup and thought since he had a crush on the girl for years; it was a good time to ask her out. Chris never made a move when she was with Mark and was happy for his friend.
Ask Cadets, “While meeting to discuss the situation, can they resolve the conflict and remain friends?”
Have Cadets brainstorm ways that the conflict between Mark and Chris could be avoided.
Discuss how other students might have helped prevent the conflict.
NOTE: Keep in mind that the opening videos for Just 2 Days® are shown in this optional phase of learning. Eliminating this phase of learning will omit those two key videos.
Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population.
•Can you relate to any of the roles people played in the Just 2 Days® video?
•How important are the roles people play in conflict?
Total Time: 5minutes (optional)
Phase 1 -- Inquire:
Lesson Delivery Setup:
- Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to Cadets.
- Ensure that Cadets have access to the Student Learning Plan.
- Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the Focusing Question.
- Prepare to display the Learning Objectives.
- EnsureCadets have their Cadet Notebooks for use throughout this lesson.
- Ensure that Cadets have access to Winning Colors® cards.
- Prepare to display a Circle Map.
- Distribute chart paper and markers for Cadet use.
Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about ways that conflict can be avoided. The Inquire Phase of the lesson is to set Cadets up to begin thinking about what they already know about this subject area.
- THINK ABOUTwhat you know about ways that conflict can be avoided. PREPARE for this lesson by discussing What you will accomplish in this lesson; What you will learn in this lesson; Why this lesson is important, and When you will have successfully met this lesson’s purpose.
Review the Student Learning Plan. Ask Cadets to find the answers to the following questions on their plans: What will you accomplish in this lesson; What you will learn in this lesson; Why the lesson is important; When will you have successfully met the lesson’s purpose.
Show the learning objectives slide. Remind Cadets that learning objectives tell them ‘what’ they will learn about in this 90-minute lesson.
Explain that key words are vocabulary words. They will appear throughout the lesson. Suggest that Cadets write down on paper or circle any words that they are not familiar with. Remind them that you may be checking their comprehension of the words later in the lesson.
- VIEW animation on Winning Colors®. DETERMINE or REVIEW your dominant colors. PARTNER with someone of thesame Winning Color® and identify ways that your colors tend to deal with conflict. USE a Circle Map to collect your brainstorm.
In this exercise you will determine which of your Winning Colors® are the strongest at the present time: planner, builder, relater, or adventurer. The four parts of self and your power to communicate reside in your ability to exhibit different behaviors in situations. Although everyone is comprised of each of the behaviors in diverse extents, the goal of Winning Colors® is to work to develop a balance between the four colors.
Launch the Winning Colors® video in the lesson presentation.
Instruct Cadets with different dominant colors to find a partner. Then, have Cadets use a Circle Map to brainstorm how they differently handle conflict as members of different dominant Winning Color®.
Allow time for Cadet teams/partners to share their discoveries.
- REFLECT on how different behavioral preferences might handle a conflict situation. ANSWER the reflection questions presented by your instructor.
- How do Planners (Greens) handle conflict situations?
- How do Builders (Browns) handle conflict situations?
- How do Relaters (Blues) handle conflict situations?
- How do Adventurers (Reds) handle conflict situations?
- How do behavioral differences trigger conflict?
Conclude this phase of learning by summarizing the purpose of the activity and informing them that they will now learn some new information about behavioral preferences can help to resolve conflict.
Total Time: 20 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Phase 2 -- Gather:
Lesson Delivery Setup:
- Prepare to show all Gather Phase slides from the Lesson PowerPoint Presentation.
- Provide access to a student text: Unit 3: Foundations for Success in Life, Career, Health, and Wellness(hardbound); LET 1 (softbound); the e-text version found in the U3C5L2 resource folder on the Curriculum Manager.
- Prepare to distribute Exercise #2: Hot Buttons to all Cadet teams.
- Access Exercise #2: Hot Buttons answer key for your own use.
Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about their own behavioral preference and conflict resolution.
The Gather Phase introduces Cadets to the learning objectives by providing new information or content through the activities provided. Cadets begin to build on any previous knowledge or experiences.
- VIEW a presentation on conflict and resolution and the behaviors that go with each. With a partner, READ MORE in the Conflict Resolution Techniques section of the student text. PARTICIPATE IN A DISCUSSION about what you learned in the text.
Allow time for Cadet pairs to read through the Conflict Resolution Techniques section in their student text and discuss as a large group some things they found interesting.
Remind Cadets to pay special attention to the Winning Colors® behavior preferences and their contribution to successful conflict solutions.
- DISCUSS with your partner how your Winning Colors® behavior preferences can help or hinder conflict. Check your level of knowledge about Winning Colors® and behavior preferences. COMPLETE Exercise #2: Hot Button.
Instruct Cadets to correct their Exercise #2: Hot Buttons against the answer key.
- REFLECT on how personal behavior styles can impact conflict situations. ANSWER the reflection questions presented by your instructor.
- How do personal differences in behavior styles (or Winning Colors® hot buttons) potentially impact conflict situations?
- How does your behavior style impact conflict situations?
Conclude this phase of learning by summarizing the purpose of the activity(ies) and informing them that they will now ‘do’ something with the new information or skill they were introduced to.
Total Time: 20minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Part 2: 45 minutes
Phase 3 -- Process:
Lesson Delivery Setup:
- Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation.
- Familiarize yourself with location and content of the Just 2 Days® role-play selections. Access the series from the Application Menu in Curriculum Manager.
- Display a T-Chart.
- Distribute chart paper and markers for Cadet use.
- Be prepared to launch Reinforcing Questions.
Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about how to arrive at a peaceful resolution to conflict.
This phase of the lesson allows Cadets to practice using the new skill or knowledge.
- WORK THROUGH one or more student scenarios from Just 2 Days®. DISCUSS the consequences of decisions made by each character.
The video allows Cadets to act as one of the students in the video scenario and change the outcome of the situation by make decisions for one of the roles in the conflict.
Allow Cadets to select one or two roles and watch how the outcome changes when different responses are made.
- With a partner, RECORD one of the conflicts observed in the video and add responses that would be typical from someone with your Winning Color®. OBSERVE how other Winning Colors® teams respond to the same conflict.