Dolores Alexander EPSY 5220 - December 12/12/2011 Design and plan for extended lesson for actual adult

learner Lesson Plan Summary and Design The Context ! This lesson was designed specically for the students of Drive Responsibly, an online educational site. Originally the school was designed with 3 lessons and other exercises. After starting EPSY 5220 and learning about the lesson design plan, I decided to add another lesson - Lesson 4 Managing Emotions. Road rage and other emotional problems account for many of the accidents that take place in the US. Driving responsibly means that we need to have our emotions under control. As such the school would be lacking if it did not prepare students adequately for the emotional aspect of driving. So this lesson is an extension of the learning material that was already written. ! The course is designed for online use in keeping with some of the factors that was learned in the The Adult Learner by Robin Fogarty and Brian Pete. Adult learners, want control of their learning, they want immediate utility, they want to focus on issues that concerns them, they need to be able to test their learning as they go, anticipate how they will use their learning, expect performance improvement and maximize available resources. This lesson plan incorporates all these aspects of adult learning and more. Students can login at their own convenience to complete a lesson and explore the materials further if they so desire. Objective Successful completion of this lesson would increase students knowledge and raise awareness that would give the ability to ... - Understand the connection between our emotional state and our reality. - Identify positive and negative roles that emotions play in ones life. - Apply techniques to manage emotions on the road, at work and in relationships. - Control anger and minimize aggressive behaviors. - Reduce stress and impulsive reactions. - Identify habits that produce emotional rage in oneself and others. ! Overall it will increase students understanding of the role our emotions play in our lives, how it transfers to our driving and how it can be managed. The student will be able to take practical steps to manage their emotions on the road and in general when they see the connection between our emotional state and our reality. ! The lesson consist of 6 sections and goes into depth about how our emotions affect everything about us including our driving. Section 3, which covers the introduction, readings, video and other exercises, gives a 6 step plan to help students navigate and work towards expanding their knowledge on the subject. It gives a comprehensive examination of the emotional situation that comes into play while on the

road. Some of the titles may overlap slightly, but the material is covered in different way. It outlines the mental and physical ways it can affect us and offers practical steps we can take to endure that our emotions does not take over our driving. ! Each section of the lesson outline what is required for that section and the instructions for successful completion on the exercise. Observable or Measurable Outcomes ! There are 2 exercises that help students to think about their own experience to identify the dynamics already at work in their lives. The 1st is, What Comes to Mind and Assessing Myself as a Driver. The Emotional awareness Assessment Quiz, would test the students understanding and comprehension of the reading material and video. Feedback is provided on students responses that shows where the information is discussed in the materials covered. Students can retake the quiz up to 5 times. ---------------------------------------------------------------------------------------------------------------------

Lesson Plan

Pre-Lesson Learning Style Assessment Complete the Ice Breaker/Warmup activity. Listen to lessons 4 introduction podcast. Complete the Emotional Assessment Survey. Complete readings 1 & 2. Complete readings 3 & 4. Watch Video 1 Do lesson 4 Assessment Quiz.

Pre-Lesson Learning Style Assessment

This is an assessment to help students determine what their learning style is so that they would know what would come easy for them and where they would need to focus a little more. In addition, it would enable the lesson designer to tweek the lesson to cater for student needs. This lesson was created to meet all learning styles so that each person can benefit from the learning materials presented. However, if they do not all fit your style still press on another style is coming. There is not material needed for this assessment. The student is required to click the URL below and follow the instructions as outlined. Total the results from each column based on your selections to discover your primary style. The primary style is the one with the highest total.

What's Your Learning Style?

www.agelesslearner.com/assess/learningstyle.html
Lesson 4

Ice Breaker/Warmup activity - What comes to mind

The Purpose of this activity is to draw the learners attention to aspects of the lesson on emotions without them knowing the details of what is coming. In so doing they begin to bring their own ideas from experience. The will enable them to relate to the lesson and be more focused. For this activity you would need a blank sheet of paper and a pen or pencil to write with. Draw a line straight down the middle. On the left side of the line, write the heading "Positive" and the right side write the heading "Negative". Now take a moment to jot down 3 positive things that come to mind when you are driving. Did you have a hard time doing so? Why do you think that was difficult? Now think of 3 negative things that comes to mind when you are driving. Was it difficult to find 3 things? Why do you think so?

Introduction Podcast

STEP 1 Reading 1 - Your emotional state affects your whole reality

This reading shows the connection between our emotional state and how it affects our reality. Once the student learns this connection, they will understand why they do the things they do, and be able to visualize outcomes in a more comprehensive manner. They would also be able to use this idea to construct their own emotional state to achieve better outcomes. The knowledge gained from this excerpt can be easily applied in ones situation.Students will be able to immediately see the applicability of this in their lives and begin to act upon this knowledge. www.mindreality.com/your-emotional-state-affects-your-whole-reality STEP 2

Reading 2- How emotions affect driving

Our emotions determine what we do at any given time and they go with us where ever we go. It is therefore important that we learn how to control and or manage these feelings. Follow the dmv link to learn what we can do to control our emotions and why it is important to do so. As you read this material, see what application of the material can be made in your life.

www.dmv.org/how-to-guides/driving-and-emotions.php
STEP 3

Readings 3 - Emotions and Driving

This is a comprehensive coverage on emotions and driving. I looks at the mental and physical effects and well as give statistics on the percentage of accidents that are related to negative emotions.

cms.westport.k12.ct.us/drivered/ppts/week03/302roadrage.pdf
STEP 4

Reading 4 - Are your emotions in the drivers seat?

This article looks at what our feeling communicates to us positively or negatively and as such who is actually driving our communications car. The student will acquire a consciousness of how these feelings can be translated and be meaning making forces in our lives. The only requirement is an undivided attention and an openess to what Dr. O'Grady - a communications trainer and relationship coach have to say. www.drogrady.com/295/are-your-emotions-in-the-drivers-seat/ STEP 5

Video 1 - How to keep your emotions from talking over your drive
This video offers a few simple and practical way to prevent your emotions from dominating your driving experience. The clip is under 8 minutes long and requires your undivided attention to see and hear what is being broadcast. It supports all styles of learning. www.youtube.com/watch STEP 6 This exercise will enable students to see what habits they have that might produce emotional rage in self or others. Once they are aware of their tendency they will be better able to recognize situations and take the proper steps to neutralize it.
Exercise: Assessing Myself as a Driver Step 1: Think about your driving over the past few weeks. Make a list of your best traits and another list of your worst traits as a driver.

My best driving traits According to Myself

My worst driver traits According to Myself

1 2 3 4 5 6 etc.

1 2 3 4 5 6 etc.

Step 2: Talk to people who have driven with you recently. Ask them to tell you what they consider to be your best and worst qualities as a driver. Record the passengers' comments exactly as they were intended without re-interpreting, sugar-coating, exaggerating, etc. It's useful to repeat this step with several passengers to get a variety of perspectives on your driving personality.

My Best Driving Traits According to My Passenger 1 2 3 4 5 6 etc.

My Worst Driving Traits According to My Passenger

1 2 3 4 5 6 etc.

Step 3: Compare your lists of best and worst driving behavior with those of your passenger(s). Identify the areas of the greatest difference in perception. What are your worst traits according to your passenger(s)? (Source: Dr. Leon Jameshttp://www.drdriving.org/articles/three_step.htm)
Emotional Awareness Assessment Quiz

Emotional Awareness Assessment quiz

This quiz is to test the level of awareness of the students after completing the assigned readings and video. Note: Invite to join Drive Responsibly will be sent separately.