Resolution- Conflict Model
Founded by: Hilda Taba
Construct understandings of disciplinary
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
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
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
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
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
3. Story reminded us of Little Red Riding Hood.
Step 6: Evaluate the Decision
and look for Alternative
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
3. Students used critical thinking skills to come up with
4. Students were able to put themselves in the characters’
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?
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.
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.