Tools for Change: An Educator's Resource Site

Author(s): Ronald G. Slady. Renee Wilson-Brewer, Kimberly Dash.

Publisher: Education Development Centre. Inc.

Type of Resource: classroom activities, lesson plans.

Target Grades: Grades 7 to 12

Canadian Resource? Yes

Resource formally evaluated? no

What is the source, internet link, or article title for viewing the formal evaluation of this resource? Slaby, R.G., Wilson-Brewer, R., & DeVos, E. (1994). Aggressors, Victims & Bystanders: An assessment-based middle school violence prevention curriculum. Newton, MA: Education Development Center.

Subject Areas:language, arts, health/physical education, history, religion, family life

GRADE SEVEN

Language: Writing

Communicate ideas and information for a variety of purposes (to outline an argument, to report on observations) and to specific audiences, using forms appropriate for their purpose and topic

Produce media texts using writing and materials from other media

Language: Reading

Explain their interpretation of a written work, supporting it with evidence from the work and from their own knowledge and experience

Make judgments and draw conclusions about ideas in written materials on the basis of evidence

Clarify and develop their own points of view by examining the ideas of others

Language: Oral and Visual Communication

Ask questions and discuss different aspects of ideas in order to clarify their thinking

Express and respond to a range of ideas and opinions concisely, clearly, and appropriately

Contribute and work constructively in groups

Analyse and interpret media works

Identify some of the ways in which non-verbal communication techniques (e.g., tone of voice and body language) can affect audiences, and use these techniques in their own speech to arouse and maintain interest, and convince and persuade their listeners

Listen and respond constructively to alternative ideas or viewpoints

Express ideas and opinions confidently but without trying to dominate discussion

The Arts: Drama and Dance

Interpret and communicate the meaning of novels, scripts, historical fictions, and other material drawn from a wide variety of sources and cultures, using a variety of drama and dance techniques (e.g., drama anthologies)

Evaluate, orally and in writing, their own and others’ work in drama and dance, using criteria developed by the class

Solve, in various ways, a problem that is presented through drama and dance, and explain ways in which each solution is effective

Health and Physical Education: Healthy Living

Describe age-appropriate matters related to sexuality (e.g., the need to develop interpersonal skills, such as the ability to communicate effectively with the opposite sex)

Explain how harassment relates to personal safety

Apply living skills to deal with peer pressure related to substance use and abuse

Use effective communication skills (e.g., refusal skills, active listening) to deal with various relationships and situations

Identify sources of support with regard to issues related to healthy sexuality (e.g., parents/guardians, doctors)

Describe harassment and identify ways of dealing with it (e.g., by communicating feelings and reporting incidents of harassment)

Identify people and resources that can support someone experiencing harassment

Apply a decision-making process to make informed choices regarding drug use

Demonstrate strategies (e.g., saying no, walking away) that can be used to counter pressures to smoke, drink, and take drugs, and identify healthy alternatives to drug use

Health and Physical Education: Active Participation

Apply living skills (e.g., basic problem-solving, decision-making, goal-setting, and interpersonal skills) through physical activities (e.g., games, gymnastics, dance, outdoor pursuits)

Transfer appropriate interpersonal skills (e.g., exhibiting etiquette, fair play, co-operations, and respectful behaviour) to new physical activities

Participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches)

History: Conflict and Change

Demonstrate an understanding of the nature of change and conflict, methods of creating change, and methods of resolving conflicts

Examine and communicate methods of conflict resolution employed in everyday life: at home, at school, in the community

Compare strategies of conflict resolution used at home and at school to strategies used historically

Catholic Education Religion and Family Life

Religion:

• moral decision-making

Family Life:

• self respect equals the respect of others
• changing relationships in adolescence
• changing human relationships
• freedom and responsible decision making
• exploring the social nature of humans in community

GRADE EIGHT

Language: Writing

Communicate ideas and information for a variety of purposes (to evaluate information, to compare points of view) and to specific audiences, using forms appropriate for their purpose (e.g., a survey soliciting opinions on an environmental issue) and features appropriate to the form (e.g., focused questions)

Produce media texts using writing and materials from other media

Language: Reading

Explain their interpretations of a written work, supporting it with evidence from the work and from their own knowledge and experience

Make judgments and draw conclusions about ideas in written materials on the basis of evidence

Clarify and broaden their own points of view by examining the ideas of others

Language: Oral and Visual Communication

Express and respond to a range of ideas and opinions concisely, clearly, and appropriately

Contribute and work constructively in groups

Analyse and interpret media works

Use tone of voice and body language to clarify meaning during conversations and presentations

Contribute collaboratively in group situations by asking questions and building on the ideas of others

Work with members of their group to establish clear purposes and procedures for solving problems and completing projects

Evaluate the effectiveness of various informational media networks (e.g., a website on the Internet, a documentary film, television or radio news programs, news magazines)

The Arts: Drama and Dance

Interpret and communicate ideas and feelings drawn from fictional accounts, documentaries, and other material from a wide variety of sources and cultures, selecting and combining complex drama and dance techniques (e.g., “forum theatre”)

Critique, orally and in writing, their own and others’ work in drama and dance, using criteria developed independently and in a group

Critique solutions to problems presented in drama and dance, make decisions in large and small groups, and defend their artistic choices

Demonstrate understanding of the appropriate use of the voice, gestures, and the level of language in different dramatic situations

Produce pieces that deal appropriately with youth problems

Produce pieces of writing in which they reflect on their experiences in drama and dance, and in which they show their ability to analyse and find solutions to problems in real life

Health and Physical Education: Healthy Living

Identify the physical, emotional, interpersonal, and spiritual aspects of healthy sexuality (e.g., respect for life, ethical questions in relationships, contraception)

Identify local support groups and community organizations (e.g., public health offices) that provide information or services related to health and well-being

Analyse situations that are potentially dangerous to personal safety (e.g., gang violence) and determine how to seek assistance

Apply living skills (e.g., decision-making, problem-solving, and refusal skills) to respond to matters related to sexuality, drug use, and healthy eating habits

Identify sources of support (e.g., parents/guardians, doctors) related to healthy sexuality issues

Analyse situations (e.g., hitchhiking, gang violence, violence in relationships) that are potentially dangerous to personal safety

Identify support services (e.g., the school guidance department, shelters, Kid’s Help Phone) that assist victims of violence, and explain how to access them

Identify those school and community resources that are involved in education about substance use and abuse, and those involved in preventing and treating substance abuse

Describe causes and symptoms of stress and positive ways (as opposed to substance use) to relieve stress

Apply the steps of decision-making process to address age-specific situations related to personal health and well-being in which substance use or abuse is one of the factors

Health and Physical Education: Active Participation

Apply living skills (e.g., basic problem-solving, decision-making, goal-setting, and interpersonal skills) through physical activities (e.g., games, gymnastics, dance, outdoor pursuits)

Transfer appropriate interpersonal skills (e.g., exhibiting etiquette, fair play, co-operations, and respectful behaviour) to new physical activities

Demonstrate respectful behaviour towards the feelings and ideas of others

Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control whether winning or losing)

Catholic Education Religion and Family Life

Religion:

• responsible choices, self respect, respect for others, service in the community

Family Life:

• developing our gifts
• conflict resolution
• building a loving, just community and exploring social issues

Learning Strategies 1: Skills for Success in Secondary School, Grade 9, Open (GLS1O/GLE1O/GLE2O)

Interpersonal Knowledge and Skills - Overall Expectations

• identify and describe the knowledge and skills necessary for successful interpersonal relations and teamwork;
• demonstrate the ability to apply appropriate interpersonal and teamwork skills in a variety of learning environments.

Career Studies, Grade 10, Open (GLC2O)

Personal Management - Overall Expectations

• demonstrate effective use of interpersonal skills within a variety of settings.

Discovering the Workplace, Grade 10, Open (GLD2O)

Personal Management - Overall Expectations

• identify and use effectively the strategies required to manage their behaviour in school and in the community;
• identify and use effectively the interpersonal and teamwork skills and strategies required when working with others in school or in the community;

Healthy Active Living Education, Grade 9, Open (PPL1O)

Healthy Living - Overall Expectations

• identify the factors that contribute to positive relationships with others;
• identify strategies to minimize potentially dangerous situations (e.g., violence prevention, injury prevention).

Living Skills - Overall Expectations

• explain the effectiveness of various conflict resolution processes in daily situations;
• use appropriate social skills when working collaboratively with others.

Healthy Active Living Education, Grade 10, Open (PPL2O)

Living Skills - Overall Expectations

• identify ways of taking appropriate action in new situations based on knowledge of positive decisions related to healthy active living;
• demonstrate understanding of conflict resolution, anger management, and mediation;
• use appropriate social skills and positive attitudes when interacting with others.

Individual and Family Living, Grade 9 or 10, Open (HIF1O/HIF2O)

Self and Others - Overall Expectations

• analyse strategies to develop and maintain effective relationships;

Personal and Social Responsibilities - Overall Expectations

• demonstrate an understanding of their growing rights and responsibilities in relation to their family, as well as their emerging independence from their family;
• demonstrate communication and conflict-resolution skills in the context of family and social relationships;
• demonstrate practical skills that contribute to the proper functioning of families and that are transferable to the workplace and to the community.

Social Science Skills - Overall Expectations

• demonstrate effective collaborative group skills.

English, Grade 9, Academic (ENG1D)

Literature Studies and Reading - Overall Expectations

• demonstrate an understanding of the elements of a variety of literary and informational forms, with a focus on plays, short stories, and short essays;

Writing - Overall Expectations

• identify the literary and informational forms suited to various purposes and audiences and use the forms appropriately in their own writing, with an emphasis on supporting opinions or interpretations with specific information;

Language - Overall Expectations

• use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience;
• use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences.

English, Grade 10, Academic (ENG2D)

Literature Studies and Reading - Overall Expectations

• demonstrate an understanding of the elements of a range of literary and informational forms, with a focus on novels, poems, plays, and opinion pieces;

Writing - Overall Expectations

• identify the literary and informational forms suited to various purposes and audiences and use the forms appropriately in their own writing, with an emphasis on adopting a suitable voice;

Language - Overall Expectations

• use knowledge of vocabulary and language conventions to speak, write, and read competently and effectively for a variety of purposes and audiences, using a level of language appropriate to the context;
• use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as dramatizing, presenting, and debating, for a variety of purposes and audiences.

(where noted: Consistently (C)   Often (O))

Exploring Well-Being Through Relationships

Knowledge

• Personal growth in and through relationships C
• How healthy relationships support a healthy sense of well-being C
• Differentiate between healthy/equal relationships and relationships that are negative/unequal C (session 9)
• Increase awareness of how actions and choices impact the well being of others C
• Increase awareness of how actions/choices of others impact personal well-being C (a lot of role-playing allows for personal expression)

Skills

• Explore relationships from personal perspectives and experiences C (p.115)
• Define values of healthy, supportive and caring relationships C
• Develop personal self-awareness and understanding of well-being C
• Develop and practice mutual empathy C
• Identify and practice values of mutual respect C
• Express personal feelings, thoughts, and experiences C
• Opportunity for classmates to respond empathetically and respectfully C

Exploring Social Relations of Violence, Oppression and Equality

Knowledge

• Develop understanding of multiple forms and contexts of violence C
• Recognize and make connections of varied forms of violence in different contexts (i.e., home, school, community, media etc.) C
• Critical understanding of the concept of power by exploring relations of violence and relations of empowerment O (indirectly)
• Develop understanding of the difference between “power over” and “power with” O (indirectly)
• Knowledge about the social relations of equality, inclusion, acceptance and empowerment C

Skills

• Explore multiple and different forms of violence/vulnerability and experiences of exclusion in their lives C (different verbal conflicts a student may encounter)
• Opportunity to personalize knowledge of social relations of oppression and empowerment O
• Engage in gaining a sense of social responsibility for addressing social oppressions/exclusions and for participating in achieving positive social change C

Exploring Identity, Gender, and Diversity

Knowledge

• Knowledge to examine social identities relationships and experiences within the context of multiple social relationships and structure of inequality (vulnerability vs. privilege) (example: case studies about bullying in the school yard) C
• Knowledge about how values and biases are (can be) used to exclude and cause harm to individuals and groups of individuals (example: session 4 “fights are about choices”) C

Skills

• Opportunity for students to identify, explore, and name their own identities, experiences, and values (example; personal experiences with conflict/p.47, session 3)
• Opportunity for students to develop an understanding and respect for the identities, experiences, and values of their classmates/peers O
• Opportunity for students to express, learn from, and build multiple perspectives on social experiences and diversity (example: presented with many different scenarios and case studies) O

Developing Connections, Creative Thinking and Participation

Knowledge

• Validation of students’ perspective and knowledge in understanding violence and healthy relationships (example: session 3 ‘examining beliefs about conflict and violence) O
• Strategies for personal and/or social change are offered to students for the promotion of healthy and equal relationships. C
• Engagement in learning conflict resolution and anti-violence strategies (example: session 6 and 7 ‘sizing up the situation/sizing up the situation again) C
• Gain in knowledge about choices and actions that promote mutual empowerment and respect (teaches about appropriate actions/choices to make when a conflict arises in order to be respectful and non-violent/aggressive/confrontational) O

Skills

• Opportunities to develop and practice their capacity for healthy interactions and connections within the context of the classroom/school O
• Opportunities to work collaboratively with peers to discuss and develop strategies for healthy and equal relationships C
• Experience and practice how to resolve conflict positively C

Structure and Format:

• Research-based introduction
• Evaluation of the resource (e.g., formal research on the effectiveness of the program
• Information guide or scope and sequence of lessons (i.e. how to strategies)
• Ready to use scripted format
• Sequential guide or lessons that are user friendly
• Accommodations for exceptional students indirectly identified

Teaching/Learning Strategies:

Direct Instruction: whole class and small group

• Explicit Teaching
• Demonstration
• Explicit teaching and use of thinking skills and strategies
• Explicit teaching and using self-assessment and reflection

Interactive Learning

• Small-group cooperative learning
• Small group discussion/debriefing
• Presentations
• brainstorming

Indirect Instruction

• Guided teacher-directed inquiry
• Guided student-directed inquiry
• Reflective discussions

Experiential Learning

• Simulation, role play
• Case studies/scenarios

Teaching and Learning Activities/Lessons Include:

• Multiple opportunities for practice and feedback.
• Use of graphic organizers (e.g. Venn diagrams, mind maps, tables)
• Opportunities for students to use their learning styles to learn and demonstrate learning
• Integration of Multiple Intelligences theory to learn and demonstrate their learning.

Assessment Methods:

Pencil and Paper:

• Quizzes
• Tests

Demonstration/Performance:

• Class
• Skills demonstrations
• Role playing
• Simulations

Personal Communication:

• Students assess their own learning and set specific goals

This resource is based on the idea of breaking down the process of being confronted with a conflict and examining the thought processes involved in solving a problem appropriately. It emphasises that violence is not necessary. This resource is teacher friendly. It contains handouts, tests, quizzes, case studies, activities which are all prepared for the teacher to photocopy and hand out to the class. The resource also offers teachers knowledge about the topic that is being discussed and guides them on how to approach each lesson. This resource, although designed for use with grades 7 through 12, is more geared towards the younger end of this spectrum (Grades 7 and 8).

In terms of ‘Well Being through Relationships’ this resource contains multiple scenarios/case studies/ role plays which allow students to critically evaluate and experience conflict resolution from various perspectives. It also gives students knowledge and skills practice in how to approach a friend about a disagreement, conflict, or difference of opinion. It also emphasizes choosing to make the right choice in a group of friends when you are afraid that they will make fun of you for thinking differently, or for recognizing that what they are doing is wrong.

In terms of ‘Social Relations of Violence, Oppression and Equality’ this resource demonstrates the various roles people can play in a conflict situation: aggressors, victims, and bystanders. This program encourages students to reflect on how they would react in a conflict situation and encourages them to take on the social responsibility to act appropriately, even in uncomfortable situations.

In terms of ‘Identity, Gender, and Diversity’ this resource contains activities which encourage students to reflect on their own values and beliefs about violence and emphasizes that these will have an impact on the manner in which they approach a situation. It also encourages students to look at what other students would do in a conflict situation and consider this in their own reactions. The program illustrates for students many different encounters/conflict scenarios they might experience.

In terms of ‘Developing Connections, Creative Thinking and Participation’ the activities within this program require students to reflect on their own perspectives/opinions on violence. The resource also explains the importance of being aware of personal actions as well as the manner in which they present themselves in a conflict, and how this awareness can influence the outcome of the conflict, either provoking a fight or avoiding a fight.