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Aspect 1: The Syntax
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Learning Goals
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Instructional Strategies
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Instructor Actions
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Student Activities
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| Develop a foundation in the economic, financial and technical aspects of business management. |
Direct Instruction
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ShowAttention Getting Movie Clip from "What Women Want" Close Caption Title Active for Modifications
Hand the students a box with unrelated objects and gadgets, asking them to think of how the products might have been introduced to the public.
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Learn using Attention Getting Movie Clip from "What Women Want"
- Computer
- Books and periodicals
- Movie projection
group discussion
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Discussion
Questioning
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Review relevant concepts and skills
Review activity is to visit and study Small Business Administration tutorial on Product market analysis and Promotion
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Student participates by relating items in box to the steps listed in the tutorial. |
| Create and carry out parts of a business plan with time-sensitive activities. |
Inquiry
Constructive Learning
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a) Yes/No question: Would you buy this product by just seeing it on a shelf?
b) Project Definition: Identify a new product for your company.
Time Frame: One week
c) Procedures for activity:
- Form Flexible Groups
- Demonstrate/Discuss job roles and expectations
- Implementation includes: use of Computer to search for product similarities
Presentation format is :
Brochure
Student reflection format is :
Journal in Semester Notebook
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Data gathering
a) Establish job roles and explore group expectiations for each member. Achieve group consensus and approval
b) New test variables and procedures include reflecting about the thought processes of working with a flexible group, with deadlines and specific goals to accomplish.
Reporting conclusions and analysis
a) Data analysis would be advertising campaigns for previous products, for example Ben and Jerry Ice Cream new flavors in European Market
b) Attractively formatted Brochure with no spelling errors, Hook Phrase, appealing graphics and persuasive technical information.
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| Analyze the impact of technology on a global environment. |
Questioning
Inquiry
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a) New probing questions will be:
What kind of Advertising Catches your attention?
What forms of advertising do you see most often? Online or Print or Television?
b) Proposed additional guiding questions are:
What are the elements that make up any advertising campaign? ( answers should reflect textbook information on product life cycle and target markets)
What kinds of things reach out to the senses of the buying public?
What can you incorporate in your brochure to "hook" the buyer?
c) Anticipated misconceptions include:
- All buyers are the same.
- All information leads to the same conclusions.
- All products can be sold the same way.
New Probing Question would be:
How do you promote your product to those with disabilities?
What does the Americans with Disabilities Act provide for a guide to Web Access? To Television Access? Desired conclusion is that the needs and wants of the diverse buying public must be inspired by the Look of the brochure as well as the information in it.
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a) Compare Brochures Newspaper ads b) Compare print brochures to online ads c) Categorize buyers by gender, age, demographics, and other product relevant factors d) Brainstorm ways to promote the product through the various cycles. |
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Demonstration
Active Learning |
Demonstration steps include:
Opening MS Word - New Document
- General Templates
- Other Publications
- brochures
- Cut and Paste
- import graphics from Clip Art
- import graphics from file
- alignments
- Typography
- Drop Caps
- file saving/naming
- printable file extentions
- paint programs
- Adobe Products
- Print Preview
- Print Commands for Two sided Printing
Materials include:
Liteware projector
MS Office with Word or Publisher
Printer
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Students will practice the demo steps along with instructor
Multimedia presentation on file for step by step viewing at any time during project
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| Reflect integrity and ethical practices regarding acquisition and use of copyrighted material and intellectual property |
Inquiry
Active Learning |
a) Yes/No question: Do you have the freedom to use another product's advertising campaign?
b) Discrepant event is:
Have the learners reflect on when others cheated by using their ideas for projects.
c) Procedures for inquiry:
Question of Wonder is:
What would constitute copyright violation in the product?
Proposed response time is: one minute
d) New probing questions will be: What organizations exist to assist in new product market development?(marketing firms, advertising agencies, local print shops)
How can a new business benefit from using those organizations?(professional advertising agents)
What are the possible negative impacts to the use of outsourcing work?(high cost, time issues, etc)
What part of the Business Management process deals with these possiblilites? (correct answer is budgeting)
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Data gathering
a)Research Copyright.
b)Define Intellectual Propery
c)Outline research of similar products to reflect price, promotion, and target market Apply concepts to the brochure Product.
b) New test variables and procedures include reflecting about the thought processes of working with a flexible group, with deadlines and specific goals to accomplish.
Reporting conclusions and analysis
a) Data analysis would be advertising campaigns for previous products, for example Ben and Jerry Ice Cream new flavors in European Market
b) Attractively formatted Brochure with no spelling errors, Hook Phrase, appealing graphics and persuasive technical information.
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| Facilitate guided practice through group project |
Collaborate/Communicate
Cooperative Learning
Authentic Learning
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a) Manage classroom with clear instructions and expectations
b) New probing question will be "What ideas have you considered?
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c) Proposed additional guiding question would be "what does a successful advertisement look like to you?"
d) Anticipated misconceptions include: That all audiences will perceive the message of the product from just the packaging.
That minimal research and thought are beneficial to the project.
Tell me what to put down for target market;
We can't think of anything to agree on.
Desired conclusion is a well designed promotional plan that is presented by the group as a marketing brochure which could be used at any stage of the product life cycle.
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Observable Student Compliance with Lab Policies Appropriate use of Internet and Printed Materials Groups will create and gain approval on Rough Draft of Brochure Proofread test print in black and white to verify brochure layout and accuracy Peer evaluation of Product using a Universal Design Survey based on student preferences and Brochure Checklist |
| Encourage student learning by promoting self-directed learning and problem solving Classroom Management: Promote Acceptable Personal and Group Work Habits | Demonstration
Intentional/Reflective Learning | a)Demonstrate daily participation grading system b)distribute rubric for daily student work habit grades
- On time
- on task
- effective and respectful communications with group members
- specific daily accomplishments noted in journal Note: Modifications for Special Populations include: tape recorded journal entries, spelling/grammar checker
- project timeline updated daily
c)discuss student job responsibilities in group project and elaborate on the group contract agreement for job responsibilities d)distribute and discuss project checklist for brochure. | Students will:
a)update project management timeline
b)use Internet for assigned material only
c)use computer and all related equipment with proper care
d)demonstrate ability to produce a printed brochure using two-sided printing techniques
e)apply multiple graphic and textual effects to the creation of the final product
f)complete the project on time
g)reflect learning experience in journal. |
| Aspect 2: The social system
Describe the interpersonal structure of the instructional experience.
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Trust amongst the group of learners is a work in progress. Throughout the semester, they have had many opportunities to do group projects and problem-solving. The success of the project will depend on their feeling of responsibility for the overall outcome. This will be aided by the group contract of expectations for each job responsibility. The students should view my role in the project as advisor or mediator in the event of personality conflicts or other serious unexpected occurances. |
| Aspect 3: The role of the instructor
Describe your general instructional role. For example, will you present material, guide students as they research their own issues, etc?
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I will need to open the lesson with a review of the previously learned material, asking knowledge and comprehension questions to gain understanding. I will also be demonstration modeling of the research techniques and desktop publishing. I will create the flexible groups to ensure that the skills and leadership in the room are maximized for the learners. I will also need to be a guide in the background as I observe the groups progress and solicit their daily progress with the project. I will in effect be offering the students a daily "paycheck" in the form of participation grades, daily work habit grades in the area of group work and completion grades for the project checkpoints along the way. The students will evaluate the products by analyzing each others work and completing a marketing survey. |
| Aspect 4: The support system
Describe the types and amount of instructional, technical, and other resource support required for the instruction (e.g., instructional materials, communication capabilities).
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For support I will need a working computer lab with MS Word, Color printer, scanner, Internet connection, Digital Camera and Firewire. The pictures and artwork can be done in the program of choice, but the students will have access to Photoshop and Illustrator and Paint. For teaching I will need a teaching computer station, Liteware Projector, VCR, and a display easel for showing the printed products. The students will need their textbooks and journals. As noted above, the video clip will have close caption titles, and the modifications for others will include tape recorded journals to assist with dysgraphia and spelling/grammar checkers in the word processing equipment. Additionally, all the demonstration of utilizing the templates for brochures will be recorded in a multimedia presentation with step by step instructions for use by any student during the course of the project. |
