Life Skills Unit: Conflict Management

This quest is intended to be completed as a part of a cooperative learning strategy that implements differentiated instruction to improve each student's multiple intelligences. The activities in the lesson enable the students to think, learn, and work taking them into quadrant D (adaption) of the rigor and relevence framework.

Divide the class into small groups consisting of 3-5 student per group. Assign a group leader for each group, a recorder, and a timer. The class is to take a trip in small groups along the web quest and complete the learning activities A-D with your guidance keeping them on task and within the desired time posted. You are there to assist as needed, or to elaborate on certain aspects of the quest that you seem needed.

Standards and Key Concepts

Standards: CO- Information Literacy Standards
 
        � Area : Social Responsibility 
        � Standard : Standard 9 - participates effectively in groups to pursue and generate
 information
 
         Indicator : Shares knowledge and information with others. 
         Indicator : Respects others' ideas and backgrounds and acknowledges their
contributions.

McRel Standards: 

       WO2.  Uses conflict-resolution techniques
       WO4.  Displays effective interpersonal communication skills.

Assessment/Rubrics:  

 1. Formative Assessments: Small group concept and rubric and oral presentation and rubric.
 2. Summative Assessment: Conflict Multi-Flow Map Assessment

The primary assessments used during the Life Skills unit are categorized as formative assessments (assessment for learning, used before and during instruction to identifying strengths and weaknesses as well as to provide student feedback on progress) (Stiggins, Arter, Chappuis & Chappuis, 2006). This process included formal and informal assessments that students participated in knowingly (formal) and unknowingly (informal). Some of the assessments included oral presentations (formal), graphic organizers (formal), practical exercises (formal), interactive videos (informal), and assessing cooperative learning exercises (informal).

These assessments are used by the teacher for planning and modifying instruction and by the student to understand strengths and weaknesses when tracking their own progression as well as implementing their individual development plan focused on three character traits to enhance with-in a specified period of time (nine weeks) chosen by the class. Using an assessment for learning, students were informed about the intent of the assessment to assist students in becoming more confident and comfortable. This provided a positive assessment atmosphere where students demonstrated confidence in their abilities, motivation to provide relevant information, and eager to interpret results.

Interpreting Data: The data from the assessments is interpreted in two ways, criterion-referenced and norm-referenced. The criterion-referenced interpretations �involve comparing a student's score with a subjective standard of performance rather than with the performance of a norm group� (University, 2009). This was illustrated using each individual�s assessment results and comparing their results to the assessment rubric to determine strengths and weaknesses.

Differentiated instruction is completed in this quest by providing multiple options for: taking in information; making sense of the ideas; expressing what they know.