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Unit of Learning - recognising signs of escalation

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Unit of Learning - recognising signs of escalation

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Respect for prior learning
Recognition of values and beliefs

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Facilitators will invite learners to share a class example that they felt uncomfortable in or that needed to be managed.
Class will identify:  What did they see? What did they hear? What did they feel? This is a learner centered activity that aligns to L/O 1. Learners can verbalise things they have noticed in themselves and the class that they may not have known were signs of escalating.  they learn through own experience and experience of their peers.
Leaners will view video Anger, Anxiety and Us. A facilitator centered activity related to L/O 1 that teaches the brain chemistry that causes people to react in certain ways. Helps build on knowledge learners have already gained by providing new context and relatable examples.
Learners will list the signs identified in the video
Learners will brainstorm how recognition of the signs can be practiced; e.g. observe colleague's classes, embed signs into an action plan. A learner centered activity that relates to L/O 1 and introduces L/O 3. The learners share ideas of how they can practice the recognition of escalation signs in their context and begin to build knowledge on how this skill can prepare them for safe practice.

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Experiential Learning- Learners will have opportunities to learn through experience, trying out activities first before having to use them in a classroom setting as teachers. using the principles of Kolbe's Experiential Learning cycle, learners once they have practiced tasks can debate with peers, asking what will work well and what pitfalls there may be.

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Learners have the opportunity to share a situation they have experienced to build their knowledge or share their learning with peers.
During the brainstorm and review of class example, learners can discuss how did the example make them feel? How did the example fit with their conscious use of self, tikanga, values. Provides opportunities for sharing their own values informed respons.

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Unit of learning 2 - learn and practice techniques to de-escalate situations in the classroom.

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Unit of learning 2 - learn and practice techniques to de-escalate situations in the classroom.

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Opportunity to practice strategies in a safe environment.
Respect for learner values and beliefs.
The learner's specific work environment is considered and reflected in the learning activities.
Learner's require opportunities to access resources online.

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Learners observe a role play of a scenario.
Learners must identify signs and risks by brainstorm.
Facilitator draws examples of techniques of calming and de-escalating from learner group and expands on knowledge by demonstrating grounding exercises, box breathing, modifying body language.
An activity that requires learner and facilitator centered activity. These align with L/O 2. Learners observe and  practice techniques individually and in the group.
Learners watch video of Educator using techniques.
In small groups discuss and create an action plan for 3 scenarios. Share with class through role- play.
The group work is learner centered and builds on knowledge gained from previous activities, this provides learners a chance to scaffold knowledge by putting their learning into practice in a supportive environment, this allows experiential learning whilst addressing L/O 2 and 3.
Class discussion - What would you adopt from these examples, what might you do differently?

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Experiential Learning - see section 1
Fink's Taxonomy of Significant Learning:

1. Foundational Knowledge: understanding and remembering information and ideas

2. Application: skills, critical thinking, creative thinking, practical thinking, and managing projects

3. Integration: connecting information, ideas, perspectives, people, or realms of life

4. Human Dimension: learning about oneself and others

5. Caring: developing new feelings, interests, and values

6. Learning How to Learn: becoming a better student, inquiring about a subject, becoming a self-directed learner

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Addressing the learner's identified needs.

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Addressing the learner's identified needs.

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Using Fink's taxonomy to design the learning activities chosen ensures practical information that learners can recall when needed.  Learners will apply the skills learned to grow confidence that will come from having practiced them in a safe environment.  Small group learning provides an opportunity to analyse efficacy of the techniques.  They also will benefit from having worked with their peers, sharing perspectives that will be used to solve real life problems.
Learners will be invited to expand further on their learning via online learning module that will include links to podcasts, ted talks and articles and recap skills and techniques under each learning objective.

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1. skills to recognise signs of escalation in their students

2. techniques to calm and control escalating situations

3. how to maintain personal safety.

4. design a plan of action to use in a classroom situation

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Learning activities are chosen to address learner needs and to provide opportunities to participate in valid activities that align with each learning objective.
See learning activities section for detail

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1. Following role plays and scenarios
Learners will complete a form with following questions and discuss this with one other learner.

1. What 3 physical techniques can they adopt when de=escalating?

2. What 2 words or stances would they avoid?

3. What 1 sign of escalation was new to them?

This assessment requires learners to recall knowledge presented by facilitators and practiced in activities.
Whilst not an an activity that would be required in a real work based setting, it assists a facilitator to guage what learning has taken place quickly.
2. Learners will be directed to complete a moodle module where learning objectives will be aligned with information provided plus links to pod casts and videos.  The module will contain a 6 question quiz that requires learners to recall skills learned, techniques observed and narrate an answer to a classroom scenario.