The document proposes a project to teach kindergarten through second grade students alternative problem solving strategies through role-playing activities at recess in order to reduce conflicts on the playground. It analyzes the instructional needs and learner characteristics, and outlines objectives and assessments to teach students to recognize cues leading to conflicts and demonstrate walking away or breathing techniques in response. The project aims to help students control impulses and seek help from staff when issues arise.

1. Portfolio Project
EDUC 765: Trends and Issues in Instructional Design
By: Ann Lopez
Submitted 10/8//2017

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Project Proposal – Module 2
PROJECT TITLE
Utilizing various problem solving strategies in the playground
SPONSORING ORGANIZATION
LEARN 10 Charter School Network
To provide children with the academic foundation and ambition to earn a college
degree.
PROJECT DESCRIPTION
Problem solving is a crucial skill that all young learners should be familiar with. Once
outside of classroom, learners often have difficulties identifying or solving a problem
such as bullying or fighting.
AIM
To promote problem solving strategies through role-playing activities.
TARGET AUDIENCE
Kindergarten to second graders.
DELIVERY OPTIONS
Face-to-face since visual and hands-on are often the preferred method of learning for
young learners.

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Front-End Analysis: Instructional Need – Module 3
INSTRUCTIONAL NEED
Through observations and interviews, majority of the instructional assistants, who were
in charge of overseeing the recess period, agreed that conflicts usually arise on the
playground. Physical altercations or verbal arguments happened when students did not
know how to solve their problems using other means.
[Expectation: The instructional need is for young learners to control their impulses
when conflicts arise and the expectation is for him/her to come up with an alternative
coping strategy aside from having a physical or verbal altercation. Another expectation
is for peers or other bystanders to act as mediators helping those who are directly
involved in the conflict. These mediators can suggest alternative means of coping
strategies that they have acquired through this instruction.

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Front-End Analysis: Learner Characteristics – Module 3
LEARNER ANALYSIS
Primary Audience
● students from kindergarten to fourth grade
Secondary Audience
● instructional assistants
● classroom teachers
● other school staffs
General Learner Characteristics
● Age: 5-10
● Gender: 40% girls, 60% boys
● Language: About 50%-60% are ESL students (English as Second Language)
Entry Characteristics
● Most are familiar with the concept of “bully”
● Most are familiar with playground rules (no hitting, no pushing etc.)
● Most can recognize the consequence of breaking playground rules (no
recess, get sent to principal’s office, phone call home)
● Most can understand English in oral context
● Some are not motivated to participate and do not care much about the
consequences
● Some are not motivated to participate due to peer pressures

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CONTEXTUAL ANALYSIS
Orienting Context
● After this course, learners will have alternative problem resolution strategies
aside from physical or verbal altercations when confronted with playground
conflicts. Learners will also be able to recognize when conflict arises so that they
can become a mediator or know when to seek help from a staff member.
● Since majority of students have not been exclusively taught or trained in conflict
resolution strategies, learners would not have any perceived utility of instruction.
● Learners are expected to be accountable by practicing the strategies learned
(walking away from conflict, calming down through breathing exercises, going to
a “calm down corner,” seek out a staff member or play with another friend etc.).
● Learners’ potential misconceptions towards the subject of the instruction may be
that they do not feel the need to learn the presented strategies because they will
never get into any altercations or they can just notify the teacher. Another
misconception can be learners will choose not to step in and intervene when
witnessing a conflict since it does not concern them.
Instructional Context
● Once a week during school assembly
● School’s gym room
● Noise level can get loud with 200 students so will need a microphone
● Temperature will rise due to lack of air-condition
● Students can sit on the floor
● No transportation needed
Technology Inventory
● Learners do not need any technology for this instruction
Impact of a Global or Culturally Diverse Audience on Instruction

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● Strategies introduced during this training will be recorded and printed on poster
to use as visual cues for English as a Second Language(ESL) learners. The
poster will also include photos of learners (taken during role-playing activities).
Transfer Context
● Students will apply the strategies learned through various role-playing activities
● Instructional assistants will observe and report back any problem resolution
strategies that they notice during recess

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Instructional Impact Based Upon Learner Characteristics
APPLICATION OF LEARNING THEORIES
To modify behavioral problems, applying the behavioral theory would be most relevant
for this instruction. In order to ensure learners understand that physical or verbal
altercation is an unacceptable form of behavior, those who break the rule will need to
face consequences such as loss of recess or get a phone call home. To increase
problem-solving skill, constructive and sociocognitive principles would also be relevant.
This instruction will utilize various experiential and cooperative learning opportunities
where learners will need to find alternate solutions in solving stimulated problems.
APPLICATION OF MOTIVATIONAL THEORIES
Following Malone’s theoretical framework, this instruction will include intrinsically
motivating activities which encompasses the three major components; challenge,
fantasy and curiosity. This activity will require learners to role-play and at the same time
problem-solve given scenarios without resulting to any physical or verbal altercations.
To extrinsically motivate learners, the group that can successfully complete the task will
get to have their photo taken and be included in the school-wide “reminder poster.” This
poster will be hang around the school and near the playgrounds to serve as a reminder
for learners. On the other hand, those learners who do not want to participate will be
required to listen and watch this session’s recording and submit a report.
IMPACT OF A DIVERSE AUDIENCE ON INSTRUCTION
The sociocognitve principle as well as the intrinsically motivating activity applied in this
instruction will provide opportunities for ESL learners to observe and take cues from
their peers.

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Task/Goal/Performance Analysis – Module 5
GOAL ANALYSIS
Step 1 - Write down the goal.
Learners will demonstrate alternate problem solving strategies through role-playing
activities.
Step 2 - Write down everything a learner would have to say or do for you to agree
that the learner has achieved the goal. This is not a list of what you will need to
do as the instructional designer or teacher.
Recognize cues that may lead to a verbal or physical conflict.
Identify what is a verbal conflict.
Identify what is a physical conflict.
Demonstrate the “walking away” and “breathing to calm down” problem solving
strategies when confronted with a conflict.
Name of at least two school staff members that can provide assistance as a witness to
a conflict.
Locate the place to get assistance as a witness to a conflict.
Step 3 - Sort the items Listed in step 2.
What?
Identify what is a verbal conflict.
Identify what is a physical conflict.
When?
Recognize cues that may lead to a verbal or physical conflict.
How?

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Demonstrate the “walking away” and “breathing to calm down” problem solving
strategies when confronted with a conflict.
Who?
Name at least two school staff members that can provide assistance as a witness to a
conflict.
Where?
Locate the place to get assistance after as a witness of a conflict.
Step 4 - Write a complete sentence to describe each of the items on your final list.
Learners will identify what is a verbal conflict.
Learners will identify what is a physical conflict.
Learners will recognize cues that may lead to a verbal or physical conflict.
Learners will demonstrate the “walking away” and “breathing to calm down” problem
solving strategies when confronted with a conflict.
Learners will say the name of at least two school staff members that can provide
assistance as a witness to a conflict.
Learners will locate the place to get assistance as a witness to a conflict.
CRITICAL INCIDENT ANALYSIS METHOD
According to Morrison, Ross, Kalman & Kemp (2013), a critical incident analysis method
can “provide a rich context in analyzing interpersonal skills” and “it’s well suited for
analyzing interpersonal skills and attitudes.” This method is used to analyze a process
and can provide different types of point of view (Morrison, Ross, Kalman & Kemp,
2013).

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CRITICAL INCIDENT ANALYSIS
Three learners (one from each grade level from K-2) have been chosen to participate in
an one-on-one interview. The chosen learners have either witnessed or have personally
experienced some sort of verbal or physical altercation at the school playground.
Following is the list of questions and responses,
Questions Learner's Response
Where did the incident occur? All learners: At the playground
When did the incident occur? All learners: Recess time
Who was involved? K: Me and Greggory
1st: Caleb and Demetrius
2nd: Me and Christian
What did you do? K: Greggory kicked me when I was
running.
1st: I saw Caleb and Demetrius punching
each other.
2nd: I pushed Christian because he
wouldn’t let me get on the tire swing.
What did you say and to whom? K: I told Gregory I will tell the teacher.
1st: I told my friends that I saw a fight.
2nd: I told Christian to get out of the way.
What were you thinking? K: I don’t know. I got hurt.
1st: I was thinking they are going to get in
trouble for fighting.
2nd: I was mad.
How did this incident help or prevent you
from spending the rest of your recess?
K: I didn’t get to play because the teacher
told me and Gregory to sit down.
1st: I kept playing.
2nd: We got into a fight so I didn’t get to
play for the rest of the day.

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Instructional Objectives – Module 5
PROJECT (INSTRUCTIONAL) GOAL
By the end of this project, learners will be able to recognize the cues that may lead up to
a verbal or physical conflict. Learners will have knowledge of two types of alternate
problem solving strategies that they can utilize and can call on at least two school staff
members if they witnessed a conflict.
TERMINAL OBJECTIVES AND ENABLING OBJECTIVES
Terminal Objective:
● Given two videotaped scenes depicting two children playing “patty cake” hand
clapping game and two children yelling at each other, be able to identify(point
out) which is a conflict verbal. Criterion: Point out the scene where the two
children were yelling and calling each other “stupid.”(Domain: Cognitive, Level:
Remembering)
Enabling Objectives:
● Learners will be able to distinguish between a verbal conflict versus a non-verbal
conflict situation.
● Learners will be able to recognize that the word “stupid” is disrespectful and can
lead to verbal conflicts.
Terminal Objective:
● Given two videotaped scenes depicting two children playing a game of tag and a
child roughly pushing another child down to the ground, be able to identify (point
out) which is a physical conflict. Criterion: Point out the second scene where one
child pushed the other child down to the ground. (Domain: Cognitive, Level:
Remembering)
Enabling Objectives:
● Learners will be able to distinguish between an acceptable and unacceptable
physical contact when playing a game at the playground.

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● Learners will be able to demonstrate the difference between gentle touches
versus pushing and shoving when playing a game at the playground.
Terminal Objective:
● Given a videotaped scene depicting a boy pulling a girl’s hair while calling her
“stupid,” be able to identify (point out) two cues that may lead up to a verbal or
physical conflict. Criteria: Point out hair pulling and name calling. (Domain:
Cognitive, Level: Understanding)
Enabling Objectives:
● Learners will be able to infer that pulling someone’s hair can lead to a physical
conflict.
● Learners will be able to infer that calling someone “stupid” can lead to a verbal
conflict.
Terminal Objective:
● Given a physical and verbal conflict role-playing scenario, be able to demonstrate
(act out) an alternate problem solving strategy. Criteria: Learner’s chosen
demonstration must either be the “walking away” or “breathing to calm down”
problem solving strategy. (Domain: Cognitive, Level: Applying)
Enabling Objectives:
● Learners will be able to solve a physical or verbal conflict using an alternate
problem solving strategy.
● Learner will be able to recall the two alternate problem solving strategies.
● Learners will be able to recall steps to performing the “walking away” problem
solving strategy.
● Learners will be able to recall the steps to performing “breathing to calm down”
problem solving strategy.
Terminal Objective:
● Given a physical or verbal conflict role-playing scenario, be able to demonstrate
(act out) the role of a witness to a conflict. (Domain: Cognitive, Level: Analyzing)

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● Criteria: Demonstration must include the following,
○ a) did not ignore the conflict
○ b)did not try to personally stop the conflict but seek help instead
○ c) help must be from an adult that is currently working at the school
Enabling Objectives:
● Learners will be able to recognize the cues that may lead up to a verbal or
physical conflict.
● Learners will be able to recognize a physical or verbal conflict.
● Learners will be able to recall steps to seeking help from an adult after witnessing
a conflict.
● Learners will be able to recall the names of school staff members that are
currently work at the school.
Enabling Objectives Matrix & Supporting Content – Module 6
[Paste your Enabling Objectives Matrix from Module 6 here]
Feel free to include your instructional content here or attach it as another document in
the dropbox, as appropriate. It could be a PowerPoint, Word doc, video, etc.

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References
Reference one – Please replace this text with the text of the first reference that use
outside of our course textbook.

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Final Project Rubric
Please see the final project rubric at: Portfolio Rubric and the reflection paper rubric at:
Portfolio Rubric Reflection