Enhancing Social Emotional Skills: Meta-Morphosis Performance Analysis Proposal
Explore the Meta-Morphosis project by KJ Beal focusing on bridging the gap in social-emotional skills for successful re-entry amongst offenders. The proposal involves task-centered strategies and peer interaction, aiming to enhance emotional understanding, anger management, conflict avoidance, and permission-seeking behaviors. Ethical considerations and evaluation methods are also outlined in the plan.
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Presentation Transcript
Meta-Morphosis 1 Performance Analysis Proposal A Proposed Unit of Instruction KJ Beal March 25, 2018
Project Design 2 Task-centered instructional strategies and peer- interaction Social Cognitive Approach Modified ADDIE process Pebble-in-the- Pond approach KJ Beal March 25, 2018
Analysis Summary 3 Learning Gap: Learner analysis: Goal analysis: Task analysis: A gap remains between the social emotional skills offenders need for successful re-entry and the skills offenders possess. Pre-class assigned self- assessment to determine current levels of social emotional skills. Apply social emotional skills more confidently in various settings such as school, community, work, peer- groups. Understand the emotions of others, deal with anger in others, avoid trouble situations, and ask for permission. KJ Beal March 25, 2018
Learning Objectives 4 Upon completion of the training, the learner will practice and demonstrate characteristics of necessary social emotional skills, including: Understand the emotions of others Deal with anger in others Avoid trouble situations Ask for permission KJ Beal March 25, 2018
Session Instruction Process Example 5 KJ Beal March 25, 2018
Ethical Considerations 6 Meta-Morphosis does not provide therapy or counseling, including behavior modification. Meta-Morphosis will refer the learner who has additional needs to the DYS facility social worker for further consultation. KJ Beal March 25, 2018
Evaluation 7 Evaluation Type When What Level 1 5 weeks post-training Reaction Sheet Level 2 30 days post-training Pen and Paper, Measure Change in Knowledge Level 3 6 months post-training Observation Checklist Level 4 1 year post-training Survey, Measure Changes in Behavior KJ Beal March 25, 2018
Questions? 8 References Allen, M. W., & Sites, R. (2012). Leaving ADDIE for SAM: An agile model for developing the best learning experiences. Alexandria, VA.: Association for Talent Development. ISBN 978-1-56286-711-9 ; ISBN-10: 1562867113 Branch, R. M. & Merrill, M. D. (2011). Characteristics of Instructional Design Models. In Raiser, R. A., & Dempsey, J. V. (2011). Trends and issues in instructional design and technology (3rd edition). Boston: Pearson. Chapman, B. (2010). How Long Does it Take to Create Learning? [Research Study]. Published by Chapman Alliance LLC. Retrieved from http://www.chapmanalliance.com/howlong/ Clark, D. (2015). Estimating costs and time in instructional design. Retrieved from: (http://nwlink.com/~donclark/hrd/costs.html Ertmer, P.A., & Newby, T.J. (1993). Behaviorism, cognitivism, constructivism: comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-72. DOI: 10.1111/j.1937-8327.1993.tb00605.x. Forehand, M. (2005). Bloom's taxonomy: Original and revised. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/ Kirkpatrick, D.L. & Kirkpatrick, J.D. (2007). Implementing the four levels: A practical guide for effective evaluation of training programs. San Francisco, CA: Berrett-Koehler Publishers, Inc. Mager, R. F. (1997). How to Turn Learners On... Without Turning Them Off: Ways to Ignite Interest in Learning (3rd edition). Atlanta, GA: Center for Effective Performance. Merrill, D. (2009). Chapter 3: First principles of instruction. Retrieved from: http://mdavidmerrill.com/Papers/FirstPrinciplesReigeluthCarr.pdf Schunk, D. H. (2012). Learning theories: An educational perspective. Boston, MA: Pearson. KJ Beal March 25, 2018
