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Create a hashtag to represent the big idea of the lesson.

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Create a hashtag to represent the big idea of the lesson.

# data[].attributes.headline
Create a hashtag to represent the big idea of the lesson.

# data[].attributes.subject
Create a hashtag to represent the big idea of the lesson.

# data[].attributes.headline
Create a hashtag to represent the big idea of the lesson.

# data[].attributes.subject
Create a hashtag to represent the big idea of the lesson.

# data[].attributes.headline
Create a hashtag to represent the big idea of the lesson.

# data[].attributes.subject
Create a hashtag to represent the big idea of the lesson.

# data[].attributes.headline
Create a hashtag to represent the big idea of the lesson.

# data[].attributes.subject
Create a hashtag to represent the big idea of the lesson.

# data[].attributes.headline
Create a hashtag to represent the big idea of the lesson.

# data[].attributes.subject
Create a hashtag to represent the big idea of the lesson.

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1. Format ideas for performance task: Students will be able to _____ by doing ____

2. Cross-Content tasks. Where does your curriculum intersect another? Can you combine like TEKS toward meaningful task? This requires you and your team of staff to decompartmentalize your subject and reconsider education in the context that real world problems are dynamoc and multi-faceted.

3. Backwards planning from applied setting to learning objectives. What do students need to be able to do in order to produce desired outcome?  Can you combine assessment across contents? Abandon your multiple choice for free response.

4. Does student performance actually generate learning? One particular example I see alot. Teacher presents notes, students take notes. Is student learning improved by teacher presenting? Better solution - students read the notes themselves. Even better solution - students given multiple options to receive information at their own direction. Best solution- students given the problems, tools, and facilitation necessary to generate the content and themselves. i.e. Skip the notes, go for the lab or the project. If it’s structured right they will find the information they need to solve the problem or generate the outcome. The internet is a beautiful resource. Block out their cell phones and laptops with research. Automatically generate differentiation by giving students more freedom to solve the problem in their way at their depth.

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#thejuiceisworththesqueeze

A performance task is asking students to show off what they've learned and showcase it in different ways.

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#authentictasks

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When you design a performan task, do it with the end in mind

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When you design a performan task, do it with the end in mind

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#thejuiceisworththesqueeze

Teachers should use performance tasks because they offer a fun and easy way to differentiate. They also take students out of the mindset that the only way they can showcase what they've learned by taking an exam.

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#performanceistransferable

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#mindthegap

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#just do it
A performance task is something you do. It can be a poster or a project. You take the knowlege you have and use it to complete the task. You do not just recall information.

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Performance task do not have a single right answer so, educators must establish standards for how they will be grading student's work

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Norming activity guide (pdf): https://learningforward.org/docs/default-source/learning-system/ls-sum13-creating-norms-tool.pdf

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http://accraconsortium.org/wp-content/uploads/2018/10/Team-Contract-Template-Digital-Art-Gallery-It-Support-Contract-Template-With-Team-Contract-Template-Workout-Conflict-Resolution-Agreement-Template-Team-Contract-Template.jpg

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Students can target a world-wide audience, thus needing to research carefully....purposefully. Thus, technology allows students to respond quickly.

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outside the box

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Teachers design the task in an everyday context using realistic conditions and constraints so students readily recognize the importance in life.

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Relies on two foundational skills. First, develop and assess many of the most significant outcomes. Second, research on effective learning.

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Conflict Resolution in Collaborative Groups

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Google search "Student Group Work Expectations."
POSTER:
Get along
Respect other's ideas
On Task
Use Quiet Voices
Participate
Stay in your group
Consider:
- What could go wrong?
- Assigning jobs
- Work in phases
- Participant checklist
- Model effective groups working

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How to achieve higher levels of Learning and Understanding?

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Students need 21st century skills such as analyze, synthesize, apply to new problems, design solutions, collaborate and communicate. The students will take action to learn!

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This link connects to a great team contract site detailing the importance and benefits that stem from using team contracts.

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Making Group Contracts | Centre for Teaching Excellence

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from a counselor's viewpoint

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Conflict resolution is one of those non-negotiable topics for classroom guidance. It always pops up on teacher needs assessments, so it's a high priority for programming. But sometimes classroom guidance lessons aren't enough. Oftentimes, I found myself teaching basic steps to conflict resolution and finding that many students were lacking the foundational skills necessary for successful, peaceful conflict resolution.

To better serve these students who were lacking foundational skills, I started a conflict resolution small group ... but I didn't talk about the actual conflict resolution until at least week 4. Why? Because we spent the first 4 weeks talking about the strong emotions we experience and how we recognize them in our bodies. Then we practiced strategies for calming our bodies and our minds so that we could enter into a conversation about a conflict with a calm demeanor rather than reacting in the moment. We even practiced listening and reflecting skills (this made my counselor heart so happy) so that students could learn how to listen and how to show people that they were listening.

Teaching students to share their feelings with one another is, of course, important for conflict resolution. But what about those students who don't yet know how to even recognize their feelings? You see, I found myself teaching with the assumption that students were able to recognize and label their feelings, and for some students, this just wasn't the case. Even though I had covered this in other classroom guidance lessons, several students were missing this important skill that would put them on the right foot for eventually resolving conflicts.

Feelings Recognition

These students who were struggling to understand their own feelings were often the same students who were reacting explosively and engaging in screaming matches when there was any type of conflict. They not only needed direct instruction on understanding their feelings but also desperately needed time to identify and develop calming strategies to use before engaging with others to discuss conflicts.

So, we worked on first recognizing facial expressions and naming emotions. Then, we talked about physiological clues that tell us we're feeling a certain way. Helping students to recognize signs of anger or frustration in their bodies is incredibly empowering for students who have previously been unable to label these feelings!

Calming Strategies

Once students were well-versed in their own emotions, we talked about and practiced calming strategies they could use when experiencing strong emotions. We talked about how it's perfectly okay to take some time to calm our bodies and minds before we address a conflict to prevent angry outbursts or harsh words we might regret later.

Expressing Emotions

Then, we talked about how to effectively express our emotions after we have 1) identified our own feelings and 2) taken time to calm our bodies and finds. We practice this with conflict scenarios and using the simple "I feel... when..." formula.

Listening and Reflecting

Other students were struggling to 1) listen to others when they shared their feelings and 2) understand what they could do with this information. The ability to empathize with others is integral to positive conflict resolution, and I knew I needed to directly teach these skills in a more focused program. So, we practiced intently focusing on other people's "I feel...when..." statements with the intention of listening rather than replying. Then, we practiced reflecting those feelings back to the other person to show we were listening.

Conflict Resolution

Once these foundational skills were beginning to develop, we were able to begin the work of talking about healthy and unhealthy ways to respond to conflict. Students self-assessed to consider questions such as, "Do I avoid conflict altogether?" or "Do I react with yelling or name calling when there's a conflict?" We looked at these unhealthy approaches and discussed healthier alternatives.

By the time we reached week 5 or 6, we were ready to finally start focusing on brainstorming and finding win-win solutions. It was amazing how easily this came to those students who now knew how to consider their own feelings, calm their bodies and minds, and then actually express those feelings in a calm way!

The group counseling setting is perfect for diving in deep to explore and develop those foundation skills necessary for successful conflict resolution. Targeted skill building is so necessary for these students who aren't on a level playing field with their peers who are already able to recognize and express feelings in positive ways. How are you helping your students who are struggling to resolve conflicts positively? I'd love to hear from you in the comments section!

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Conflict Resolution Small Group Counseling for Targeted Skill Building

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Conflict resolution is one of those non-negotiable topics for classroom guidance. It always pops up on teacher needs assessments, so it's a high priority for programming. But sometimes classroom guidance lessons aren't enough. Oftentimes, I found myself teaching basic steps to conflict resolution and finding that many students were lacking the foundational skills necessary for successful, peaceful conflict resolution.

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Assign project/ task
Assign info on group norms
Schedule norms
Have guidelines
Brainstorm and Record norms
assign norms
commitment
Distribute norms
Evaluate group and member relations