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					Resolution- Conflict Model




         Taylor Bova
                     Conflict Model
                           Founded by: Hilda Taba




 Construct understandings of disciplinary
  knowledge
 Make inferences about the conflict, the
  participants in the conflict, and their response
  to the conflict
 Formulate interpretations of the feelings and
  perspectives of others involved in the conflict
 Think critically and analytically about a problem
 Draw conclusions about a problem based on
  discussions and fact finding
 Defend claims associated with personal
  perspective about the problem
         Step 1: List all the Facts
         Pertinent to the Conflict
1.   Students list all the facts pertinent to the
     conflict.
2.   These data should be written down and visible.
     These facts will form the basis for further
     deliberation. What happened? What did you see?
     What do you hear?

           Example of Step 1: Three Little Pigs
 •There is 3 pigs
 •There is 1 wolf
 •The pigs are building houses
 •The Wolf is hungry for the pigs
     Step 2: Identify Reasons for the
   Actions, the Feelings of Participants
      and Reasons for those Feelings
                      Why did this happen?
                       What caused this?
                    How were “they” feeling?

           Example of Step 2: The Three Little Pigs

       •Pigs needed a new home, they wanted to build it
  •Pigs are scared of the wolf, because he is going after them
       •Wolf is hungry, has no food, Pigs are easy target
•Wolf maybe angry at the pigs because they are building homes
     •Maybe the wolf has no home and is seeking revenge
Step 3: Propose Solutions and
 Review their Possible Effects

 Ask students to think of solutions to
  the conflict and to articulate the
  effects on the persons involved.

      Example of Step 2: Little Red Riding Hood

1. Wolf could get a job and make money for his own
   food. If he did this then he wouldn’t be going after
   the pigs.
2. Pigs should move out of State or somewhere that
   Wolves don’t live. If the pigs did this, then they
   wouldn’t have to worry about being eaten by a wolf.
              Step 4: Decide on Best
           Solution and Hypothesize
                       Consequences
  Students consider the proposed solutions and choose
    the one they think is best. They should give their
    reasons. How would that make everyone feel? Why
    would the people feel that way? Is it possible to be
    fair to everyone?

            Example of Step 4: Three Little Pigs
1. 1st Grade solution: Pigs should move out of State. Reason:
   Then they won’t be attacked by the big bad wolf.
   Consequence: Maybe they hate their new home. Maybe there
   is some other animal that will attack them. Wolf will prey on
   pigs even if these ones move away.
                Step 5: Discuss Similar
                             Situation
   Ask students: How did the participants feel
    and why? What other situations are similar to
    the one they are studying?


             Example of Step 5: The Three Pigs
1. Pigs must have felt scared and angry towards the wolf
   because he was attacking them.
2. Wolf was mad, starving and had no other choice but to
   attack pigs.
3. Story reminded us of Little Red Riding Hood.
     Step 6: Evaluate the Decision
          and look for Alternative
                         Solutions
     Students try to imagine the effects of the
       action chosen, and they look for other
       solutions and their impact.
            Example of Step 6: Little Red Riding Hood

1. The wolf attacked the pigs. This could have made their community,
   friends and family very sad and even scared for themselves. If the pigs
   did not live near the wolf this would have never happened.
2. But, wolves will always attack pigs for food. NO matter where they live.
3. So, Pigs always need to be aware of this problem. If pigs are more
   aware of wolves they can help themselves from this type of danger.
Step 7: Arrive at Generalizations
          How might people in similar
           situations behave? Why would they
           behave that way?

         Example of Step 7: The Three Little Pigs

1. The pigs trusted in the home they were building (wood,
   straw) because they bought the material from someone
   they trusted. (Children trust adults).
2. Sometimes people cannot afford food and are hungry.
   They might steal to get money for food. This does not
   make them bad people, because they are doing what
   they have to do to survive. (Children make mistakes).
                             Step 8: Evaluate
        Have the students improved in their
          ability to propose solutions that take
          everyone’s feelings into account?

            Example of Step 8: The Three Little Pigs
1.   Students thought about what is may have felt like to be a
     pig and to have been the wolf
2.   Students thought about solutions to both sides of the
     story
3.   Students used critical thinking skills to come up with
     various solutions
4.   Students were able to put themselves in the characters’
     shoes
             Discussion Questions

 What are the essential skills students learn
  while using this model?
 Do you think the resolution of conflict
  model could be used in all content areas?
  Why? Why Not?
 How do you think the resolution of conflict
  model will help students develop critical
  thinking skills and resolve conflicts?
                                              Web Resources
 http://www.conflict-resolution.org/
   The mission of the Center for Conflict Resolution is to foster peace building through
    the teaching and training of both conflict analysis techniques and conflict process
    skills. This requires the careful study of conflict process dynamics, introspection and
    practice all of which prepares an individual to effectively promote and foster
    nonviolent, collaborative and peaceful ways to resolve conflicts.

 http://www.teachervision.fen.com/classro
    om-discipline/resource/3038.html
   Educators for Social Responsibility's mission is to make teaching social responsibility a
    core practice in education so that young people develop the convictions and skills
    needed to shape a safe, sustainable, democratic, and just world.

   ESR is nationally recognized for their prominent role in social and emotional learning,
    conflict resolution, violence prevention, and intergroup relations. ESR offers
    comprehensive programs, resources, and training for adults who teach pre-school

    through high school aged children.

				
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posted:11/30/2011
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