Course Profile   Hospitality and Tourism, Grade 11, Workplace Preparation, Catholic and Public

 

Unit 4:  Hospitality and Tourism Industry: Management and Promotion

Time:  20 hours

 

Activity 4.1 | Activity 4.2 | Activity 4.3 | Activity 4.4

Unit Description

Students further their knowledge of the hospitality and tourism industry through the exploration of marketing and publicity. Students identify the objectives and principles of advertising campaigns. They research current examples and assess the effectiveness of these campaigns. Principles learned are applied to student-designed advertising campaigns for school and community events. Students are given many opportunities to improve computer skills through research, reporting, and design. Students record time spent on marketing designs in daily logs. A friendly marketing team competition provides students with a sense of the competitive nature of the hospitality and tourism industry.

Unit Synopsis Chart

Activity

Time

Expectations

Assessment

Tasks

4.1. The Primary Goal of Marketing

150 min

SPV.03, SP3.01

Knowledge

- Engage in group brainstorm activity

- Complete worksheets (in pairs and individually)

4.2. Looking to the Community for Examples of Effective Marketing

150 min

SPV.03, SP3.03

Inquiry

Communication

- Engage in group brainstorm activity

- Perform Internet research

- Presentation in groups

4.3. A Community Event: Designing a Marketing Plan

420 min

SPV.03, SP3.04, SP3.05

Knowledge

Inquiry

Application

- Conduct Internet research

- Complete daily log

- Participate in field trip

- Design a marketing campaign
(print ad)

4.4. A School Event: Design and Application of Marketing Plan

480 min

SPV.03, SP3.02, SP3.05

Knowledge

Inquiry

Communication

Application

- Complete daily log

- Engage in group brainstorm activity

- Design marketing campaign

- Create brochure and poster

- Run food-oriented school event

- Compare and contrast activity

 

Activity 4.1:  The Primary Goal of Marketing

Time:  150 minutes

Description

Students are introduced to the concept of marketing through an introductory brainstorm activity that can also serve as a diagnostic assessment. The teacher leads a discussion on the primary goal of marketing, i.e., knowing the who, what, why, where, when, and how of consumer behaviour. Students examine sample print advertisements using the “5 Ws and How” to become familiar with the basic nature of advertising campaigns. Further discussion is directed at the reasons behind marketing and how products/businesses can be promoted.

Strand(s) & Learning Expectations

Strand(s):  Skills and Processes

Overall Expectations

SPV.03 - prepare effective publicity campaigns.

Specific Expectations

SP3.01 - identify the objectives of advertising campaigns.

Prior Knowledge & Skills

·         Effective verbal skills

·         Teamwork, time-management and communication skills

·         Critical thinking skills

·         Collaborative/cooperative learning skills

·         Familiarity with brainstorming techniques

·         Collaborative/cooperative group skills

Planning Notes

·         Prepare a definition of marketing on an overhead transparency.

·         Prepare copies of Appendix A – The Primary Goal of Marketing (The 5 Ws and How) for distribution to the class.

·         Prepare an overhead transparency of Appendix B – Taking a Closer Look at Event Marketing (Promotion).

·         Prepare copies of Appendix B – Taking a Closer Look at Event Marketing (Promotion) for distribution to the class.

·         Collect samples of print advertisements of local events currently being promoted.

·         Prepare lecture on reasons why we market and how we can market.

·         Prepare copies of Appendix D – Cooperative Brainstorming Self- and Peer Assessment Checklist for distribution to the class.

Teaching/Learning Strategies

·         In small groups, the students brainstorm a definition of marketing. The teacher compares the group definitions to the actual definition presented on an overhead to the class.

·         Students complete Appendix D – Cooperative Brainstorming Self- and Peer Assessment Checklist.

·         The teacher distributes copies of Appendix A – The Primary Goal of Marketing (The 5 Ws and How).

·         The teacher leads a discussion about the primary goal of marketing, i.e., The 5 Ws and How
(see Appendix A).

·         The teacher distributes copies of a sample print advertisement of an event currently being promoted in the local area to pairs of students. Each pair completes the Appendix B – Taking a Closer Look at Event Marketing (Promotion) Worksheet. The class engages in a discussion about what information was found. The teacher asks the class to grade the ad as a highly effective, effective, somewhat effective, or ineffective marketing tool.

·         Each student finds a sample advertisement relating to the hospitality and tourism industry and completes Appendix B – Taking a Closer Look at Event Marketing (Promotion), identifying the “who, what, why, where, when, and how” information.

·         The teacher provides information on why we market, e.g., to create a need for the product, to create an awareness of the business, to create or increase product recognition, etc., and how we can market.

Assessment & Evaluation of Student Achievement

Task/Product

Tool

Purpose

Category of Achievement Chart

Brainstorming Activity

Checklist

Diagnostic

Knowledge

Analyse Sample Advertisement

Appendix B – Taking a Closer Look at Event Marketing (Promotion)

Formative

Knowledge

 

Accommodations

·         Consult students’ Individual Education Plans (IEPs) and meet with the appropriate special education teachers in order to be able to implement prescribed modifications and accommodations.

·         Provide a written copy of discussion notes on why we market and marketing definition.

·         Provide one-on-one assistance as required.

·         Monitor students’ progress frequently to identify need for remediation.

·         Allow for extended time to complete worksheet activity.

Resources

Harrison, Lynn C. and Winston Husbands, ed. Practising Responsible Tourism: International Case Studies in Tourism Planning, Policy, and Development. Toronto: John Wiley & Sons, Inc., 1996.
ISBN 0-471-12236-X

Marketing Practices and Principles. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill, 1995. Student Edition. ISBN 0-02-635601-5.

Marketing Practices and Principles. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill, 1995. Teacher’s Annotated Edition. ISBN 0-02-635602-3.

Marketing Essentials. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill, 1997. Student Edition.
ISBN 0-02-640601-2

Marketing Essentials. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill, 1997. Teacher’s Wraparound Edition. ISBN 0-02-640602-0

Marketing Essentials. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill, 1997. Teacher’s Classroom Resources. ISBN 0-02-640632-2

Websites

KnowThis.com www.knowthis.com/general/marketingbasics.htm
Information on the basics and principles of marketing (links to similar resources)

 

KnowThis.com www.knowthis.com/academic/marketinged.htm
Marketing education and teaching ideas; one link provides understanding the psychology behind customer behaviour as it relates to the food industry

 

Saskatchewan Internet Educational Services
http://www.sasked.gov.sk.ca/curr_inst/iru/bibs/paa/tourism30
Detailed course descriptions, lesson ideas and resources on hospitality and tourism

 

Activity 4.2:  Looking to the Community for Examples of Effective Marketing

Time:  150 minutes

Description

Students develop a rubric using the knowledge obtained about marketing in Activity 1: The Primary Goal of Marketing to assess a marketing campaign for a local tourism attraction in terms of its effectiveness in attracting customers. Students present their findings about effective marketing strategies from their researched community event. The student-developed rubric will be used in Activity 4.3: A Community Event: Designing a Market Plan and Activity 4.4: A School Event: Design and Application of Marketing Plan to assess the effectiveness of their own advertising campaigns.

Strand(s) & Learning Expectations

Strand(s):  Skills and Processes

Overall Expectations

SPV.03 - prepare effective publicity campaigns.

Specific Expectations

SP3.03 - assess a marketing campaign for a local tourism attraction in terms of its effectiveness in attracting customers.

Prior Knowledge & Skills

·         Effective verbal skills

·         Teamwork, time-management, and communication skills

·         Critical thinking skills

·         Collaborative/cooperative learning skills

·         Familiarity with brainstorming techniques

·         Collaborative/cooperative group skills

·         Computer/Internet skills

Planning Notes

·         Invite a guest speaker from a local tourism attraction.

·         Prepare a worksheet based on criteria outlined in Appendix C – Guest Speaker Preparation and provide a copy for each group.

·         Prepare copies of the Appendix D – Cooperative Brainstorming Self and Peer Assessment Checklist for distribution to the class.

·         Collect samples of rubrics with different “phrasing”.

·         Arrange access to the school computer resource centre to allow students to conduct an Internet search of local tourism attractions.

·         Prepare a rubric for group research and presentation.

·         Develop a checklist for the student-developed rubric.

Teaching/Learning Strategies

1.   The teacher reviews the primary goals of marketing. See Appendix A – The Primary Goal of Marketing (The 5 Ws and How).

2.   Using the worksheet based on criteria outlined in Appendix C – Guest Speaker Preparation, students work in small groups to prepare a list of questions about effective marketing strategies to ask a guest speaker from a local tourism attraction.

3.   After the guest speaker has answered the group’s questions, the students assess themselves and their peers on their cooperative efforts during the guest speaker preparation. See Appendix D – Cooperative Brainstorming Self- and Peer Assessment Checklist.

4.   Students brainstorm ways to assess the effectiveness of an advertising campaign. The teacher discusses the rubric and provides examples as an excellent tool for measuring the effectiveness of advertising campaigns.

5.   The teacher divides class into six groups and assigns one of the following: who, what, why, where, when or how from Appendix E – Assessing the Effectiveness of an Advertising Campaign Checklist. The groups develop the “phrasing” for each level of their part of the rubric.

6.   In groups, students research on the Internet the marketing of a local tourism attraction. Using the previously developed rubric, the groups assess and evaluate the effectiveness of the marketing campaign and present their findings.

7.   Using the rubric, students re-evaluate the first sample print ad that they graded in Activity 4.1:  The Primary Goal of Marketing. Students re-assess the ad to see if their initial grade, made without an assessment tool, was justified.

Assessment & Evaluation of Student Achievement

Task/Product

Tool

Purpose

Category of Achievement Chart

Guest Speaker Preparation

Appendix D – Cooperative Brainstorming Self and Peer Assessment Checklist

Formative

Inquiry

Student-Developed Rubric

Checklist

Formative

Inquiry

Communication

Group Research And Presentation (use of student-developed rubric)

Rubric for Group Research And Presentation

Formative

Communication

Application

 

Accommodations

·         Provide one-on-one assistance as required.

·         Allow for extra time to complete computer activity.

·         Consult students’ Individual Education Plans (IEPs) and meet with the appropriate special education teachers in order to be able to implement prescribed modifications and accommodations.

·         Select groups to optimize success.

·         For enrichment, students may present their findings in a computer-generated report.

Resources

Marketing Practices and Principles. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill, 1995. Student Edition ISBN 0-02-635601-5

Marketing Practices and Principles. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill, 1995. Teacher’s Annotated Edition ISBN 0-02-635602-3

Impact! Inc.: Sports and Entertainment Marketing Simulation. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill. Student Text ISBN 0-02-640636-5

Impact! Inc.: Sports and Entertainment Marketing Simulation. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill. Teacher’s Manual with Template Disk ISBN 0-02-640637-3

Marketing Essentials. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill, 1997. Student Edition,
ISBN 0-02-640601-2

Marketing Essentials. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill, 1997. Teacher’s Wraparound Edition, ISBN 0-02-640602-0

Marketing Essentials. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill, 1997. Teacher’s Classroom Resources, ISBN 0-02-640632-2

Websites

KnowThis. - com www.knowthis.com/academic/marketinged.htm
Marketing education and teaching ideas; one link provides understanding the psychology behind customer behaviour as it relates to the food industry

Saskatchewan Internet Educational Services
http://www.sasked.gov.sk.ca/curr_inst/iru/bibs/paa/tourism30
Detailed course descriptions, lesson ideas and resources on hospitality and tourism

Human Resources

Guest speaker from an advertising firm;

Guest speaker from a local tourism attraction.

 

Activity 4.3:  A Community Event: Designing a Marketing Plan

Time:  420 minutes

Description

Students apply the primary goals of marketing to design a tourism campaign for a local event. Students use the student-developed rubric from Activity 4.2: Looking to the Community for Examples of Effective Marketing as a guideline for developing an excellent advertising campaign. Students use computer software to prepare a marketing design for the community event. Peer evaluation of marketing designs enhances student learning by introducing different marketing approaches for the same event.

Strand(s) & Learning Expectations

Strand(s):  Skills and Processes

Overall Expectations

SPV.03 - prepare effective publicity campaigns.

Specific Expectations

SP3.04 - apply the principles of marketing to design a tourism campaign for a local event;

SP3.05 - use computer software to prepare and present publicity and marketing documents.

Prior Knowledge & Skills

·         Cooperative teamwork, time-management, and communication skills

·         Critical thinking skills

·         Collaborative/cooperative learning skills

·         Collaborative/cooperative group skills

·         Computer/Internet skills

·         Understanding of design process

Planning Notes

·         Arrange access to the school computer resource centre to allow students to conduct an Internet search of http://www.tourism.gov.on.ca/english/calendar/ for current community events, and to research the chosen local community event.

·         Prepare copies of Appendix F – Daily Log of Time Spent on Marketing Plan for distribution to the class.

·         Arrange a field trip to the local community event being researched, if possible.

·         Prepare copies of the student-developed rubric. See Appendix E – Assessing the Effectiveness of an Advertising Campaign Checklist.

Teaching/Learning Strategies

·         As a class, students search the Internet for community events currently happening in the local community. Go to http://www.tourism.gov.on.ca/english/calendar/ to search.

·         As a class, students choose one community event for their marketing plan design.

·         Students keep a daily log of time spent on the research and design of their marketing plan. See Appendix F – Daily Log of Time Spent on Marketing Plan. Note: the assigned project cannot be completed within class time, therefore students are expected to work on the project outside of class.

·         In pairs, students search the Internet for information about the chosen community event.

·         The class attends the chosen community event. Students further their research and interview people directly involved with the event.

·         Using the information gained from Activity 4.1: The Primary Goal of Marketing and Activity and Activity 4.2: Looking to the Community for Examples of Effective Marketing, student pairs design a marketing campaign (print advertisement) for the community event.

Assessment & Evaluation of Student Achievement

Task/Product

Tool

Purpose

Category of Achievement Chart

Daily Log

Student/Teacher Conference

Formative

Knowledge

Pair Research On Community Event (rough notes)

Student/Teacher Conference

Formative

Inquiry

Marketing Campaign Design (Print Ad)

Student-Developed Rubric

Summative

Application

 

Accommodations

·         Arrange for peer tutoring.

·         Provide the option of an oral or written presentation of the marketing plan.

·         Provide one-on-one assistance as required.

·         Allow for extra time to complete the computer activity.

·         Consult students’ Individual Education Plans (IEPs) and meet with the appropriate special education teachers in order to be able to implement prescribed modifications and accommodations.

·         For enrichment, students may submit a copy of an interview with a person from the local community event.

Resources

Harrison, Lynn C. and Winston Husbands, ed. Practising Responsible Tourism: International Case Studies in Tourism Planning, Policy, and Development. Toronto: John Wiley & Sons, Inc., 1996.
ISBN 0-471-12236-X

Marketing Practices and Principles. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill, 1995. Student Edition, ISBN 0-02-635601-5

Marketing Practices and Principles. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill, 1995. Teacher’s Annotated Edition, ISBN 0-02-635602-3

Impact! Inc.: Sports and Entertainment Marketing Simulation. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill. Student Text, ISBN 0-02-640636-5

Impact! Inc.: Sports and Entertainment Marketing Simulation. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill. Teacher’s Manual with Template Disk, ISBN 0-02-640637-3

Marketing Essentials. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill, 1997. Student Edition,
ISBN 0-02-640601-2

Marketing Essentials. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill, 1997. Teacher’s Wraparound Edition, ISBN 0-02-640602-0

Marketing Essentials. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill, 1997. Teacher’s Classroom Resources, ISBN 0-02-640632-2

Websites

KnowThis.com
www.knowthis.com/general/marketingbasics.htm
Information on the basics and principles of marketing (links to similar resources).

KnowThis.com
www.knowthis.com/academic/marketinged.htm
Marketing education and teaching ideas. One link provides understanding the psychology behind customer behaviour as it relates to the food industry.

Saskatchewan Internet Educational Services
http://www.sasked.gov.sk.ca/curr_inst/iru/bibs/paa/tourism30

Detailed course descriptions, lesson ideas and resources on hospitality and tourism.

Human Resources

Guest speaker from an advertising firm

Guest speaker from a local tourism attraction

 

Activity 4.4:  A School Event: Design and Application of Marketing Plan

Time:  480 minutes

Description

Theory is put into practice with the design and implementation of a food-oriented school event. Students are placed into marketing teams and are challenged to produce the most effective marketing strategy, i.e., the most successful school event. This activity gives the student a glimpse into the competitive working world of hospitality and tourism as they consider what can be done to make the event more appealing or desirable than the competitor’s event. This unit culminates in a final report to be handed in by each marketing team that includes their marketing plan, brochure design, poster design, copy of announcement, and a team reflection page on the effectiveness of their marketing design.

Strand(s) & Learning Expectations

Strand(s):  Skills and Processes

Overall Expectations

SPV.03 - prepare effective publicity campaigns.

Specific Expectations

SP3.02 - apply principles of advertising for school and special events;

SP3.05 - use computer software to prepare and present publicity and marketing documents.

Prior Knowledge & Skills

·         Effective verbal skills

·         Teamwork, time-management and communication skills

·         Familiarity with brainstorming techniques

·         Critical thinking skills

·         Collaborative/cooperative learning skills

·         Collaborative/cooperative group skills

·         Computer/Internet skills

·         Understanding of design process

Planning Notes

·         Collect samples of marketing brochures and posters to show to the class as examples of marketing designs.

·         Arrange access to a lab/resource centre for word processing and desktop publishing.

·         Arrange with administration for students to make announcements about the school events run by the marketing teams.

·         Arrange for the use of a room or area for each marketing teams event, e.g., classroom, cafeteria, front foyer, etc.

·         Prepare copies of the student-developed rubric from Activity 4.3:  A Community Event: Designing a Market Plan for assessment and evaluation of the print ads designed for their school event.

·         Prepare a checklist for the assessment and evaluation of the school events run by the marketing teams.

·         Prepare a rubric for the final report on the marketing design for a school event.

Teaching/Learning Strategies

·         As a class, students brainstorm ideas about marketing and running a food-oriented school event, e.g., bake sale, staff luncheon, ethnic/holiday/theme food sale, etc. Note: the class may decide to market and run an event with revenue-generating possibilities. In this case, the number of sales made may be included as part of the assessment.

·         Students are grouped into marketing teams made up of four to six students using Appendix G – Puzzle Piece Activity.

·         Students keep a daily log of time spent on the research and design of their marketing plan. See Appendix F – Daily Log of Time Spent on Marketing Plan.

·         The marketing teams design a marketing plan for the school event chosen by the class and develop an announcement, brochure, and poster about the event.

·         Each marketing team runs their event on a separate day.

·         The teacher discusses the purpose of a “compare and contrast” activity.

·         After all teams have run their event, the teams participate in a “compare and contrast exercise,” i.e., compare the effectiveness of their marketing design to that of the other marketing teams using the student-developed rubric from Activity 4.2: Looking to the Community for Examples of Effective Marketing.

·         Each marketing team submits a written report of their marketing, including a marketing plan, brochure design, poster design, copy of announcement, and a team reflection page on the effectiveness of their marketing design.

Assessment & Evaluation of Student Achievement

Task/Product

Tool

Purpose

Category of Achievement Chart

Daily Log

Student/Teacher Conference

Formative

Knowledge/Inquiry

Marketing Campaign (print ad)

Student-Developed Rubric

Formative

Communication

School Event Run By Marketing Team

Checklist (Self-/Peer/Teacher Assessment)

Summative

Application

Report on Marketing Design

Rubric

Summative

Application

 

Accommodations

·         Provide one-on-one assistance as required.

·         Allow for extra time to complete computer activity.

·         Consult students’ Individual Education Plans (IEPs) and meet with the appropriate special education teachers in order to be able to implement prescribed modifications and accommodations.

·         Organize puzzle piece activity so that teams are organized to optimize success in each group of students. See Appendix G – Puzzle Piece Activity.

·         Arrange for a peer tutor or Special Education Assistant, as required.

·         Modify the requirements of the written report.

·         Allow for extra time to complete the research and reporting.

Resources

Harrison, Lynn C. and Winston Husbands, eds. Practising Responsible Tourism: International Case Studies in Tourism Planning, Policy, and Development. Toronto: John Wiley & Sons, Inc., 1996.
ISBN 0-471-12236-X

Marketing Practices and Principles. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill, 1995. Student Edition, ISBN 0-02-635601-5

Marketing Practices and Principles. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill, 1995. Teacher's Annotated Edition, ISBN 0-02-635602-3

Impact! Inc.: Sports and Entertainment Marketing Simulation. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill. Student Text, ISBN 0-02-640636-5

Impact! Inc.: Sports and Entertainment Marketing Simulation. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill. Teacher’s Manual with Template Disk, ISBN 0-02-640637-3

Marketing Essentials. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill, 1997. Student Edition,
ISBN 0-02-640601-2

Marketing Essentials. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill, 1997. Teacher’s Wraparound Edition, ISBN 0-02-640602-0

Marketing Essentials. Blacklick, Ohio, U.S.A.: Glencoe/McGraw Hill, 1997. Teacher’s Classroom Resources, ISBN 0-02-640632-2

Websites

KnowThis.com
www.knowthis.com/general/marketingbasics.htm
Information on the basics and principles of marketing (links to similar resources)

KnowThis.com
www.knowthis.com/academic/marketinged.htm
Marketing education and teaching ideas. One link provides understanding the psychology behind customer behaviour as it relates to the food industry.

Saskatchewan Internet Educational Services
http://www.sasked.gov.sk.ca/curr_inst/iru/bibs/paa/tourism30
Detailed course descriptions, lesson ideas and resources on hospitality and tourism.

Appendix A

The Primary Goal of Marketing (The 5 Ws and How)

The primary goal of marketing is to identify consumer wants and needs and then to meet those wants and needs so well that the product almost “sells itself.” This is true whether the product is a physical good, a service, an idea or in our case, an event. If something has been marketed effectively, customers don’t need much persuading, just friendly service!

Effective marketing is especially difficult when you think about the variety of goods and services that a highly-developed economy can produce and the many kinds of goods and services that consumers want. Before marketers can achieve success, they must become familiar with the who, what, why, where, when, and how of consumer behaviour.

·         WHO is the target market?

·         WHAT is the target market wanting/needing?

·         WHY is the target market wanting/needing?

·         WHERE is the target market?

·         WHEN is the target market wanting/needing?

·         HOW can we meet the target market wants/needs?

We can also use the who, what, why, where, when, and how philosophy to assess the effectiveness of a marketing plan, or for our purpose, the effectiveness of event promotion.

Every ad and every advertising campaign should have clearly defined objectives. These should grow out of the marketing plan. When designing a print ad, keep in mind that the following information should be obvious to the consumer in order for your advertisement to be effective:

 

WHO is the target market?

·         Age

·         Sex

·         Income

·         Class

·         Interests

·         Habits

·         Geographical location

·         Ethnic origin

 

WHAT is being marketed at the event?

·         Description of the event

·         specific activities

·         facilities

·         features

 

Appendix A  (Continued)

WHY is the event being marketed?

·         For what reason or purpose?

·         fundraiser

·         issue awareness

·         special interest

·         continuing education

·         community building

·         personal growth and development

WHERE is the event located?

·         Location

·         Clear directions provided

·         Web address, if applicable

·         Other communications, e.g., phone, fax, or e-mail

WHEN is the event?

·         Date

·         Time

HOW does this promotion increase desire to attend this event?

·         Design

·         font

·         colour

·         images

·         Page Layout

·         Sponsorship

·         do you identify with any of them?

Appendix B

Taking a Closer Look at Event Marketing (Promotion)

 

WHO is the target market for the event?

 

WHAT is being marketed at the event?

 

WHY is the event being marketed?

 

WHERE is the event located?

 

WHEN is the event?

 

HOW does this promotion increase your desire to attend this event?

Appendix C

Guest Speaker Preparation

This activity can be used to help students deliver thought-provoking questions on the day of the guest speaker’s presentation. Students brainstorm in groups to plan what they want to learn from the speaker.

Objectives

Each student group prepares three to four questions that they have agreed upon concerning the guest speaker’s topic.

Each question requires more than a yes/no answer.

Lesson Preparation

Divide students into groups of three.

Cluster desks so that group members face one another.

Provide each group with one master sheet.

Assign the following roles to the group members: Recorder, Summarizer, Praiser.

Lesson Set

Task

Produce pertinent questions for the speaker that require more than a yes/no answer using previously taught and reviewed brainstorming techniques.

Positive Interdependence

Each group member has an assigned role. Additionally, each must be able to restate the questions, and understand the meaning of the questions.

Individual Accountability

A member from each group is selected at random to read one of the group’s questions and explain what it means. Each group member records the group’s final questions in their own notebook.

Criteria for Success

Every group member must be able to restate the questions and explain what they mean. If each group member is successful they each receive a bonus of 5 points.

Specific Behaviours Expected

Students are expected to produce ideas for questions, encourage other group members, stay on task, and listen to others.

Monitoring and Processing

Evidence of Expected Behaviours

The group has written down the questions for the speaker.

Observation Form

The teacher is the observer.

Processing and Feedback

The teacher asks the group to name the three things they did really well and to suggest areas they could work on to improve the group process.

Reference

Joe Mauch, Sorocco Jr/Sr High School; Oak Creek, CO

www.col-ed.org/cur/misc/misc69.txt

Appendix D

Cooperative Brainstorming Self- and Peer Assessment Checklist

 

Self-Assessment

Peer Assessment

Group Participation

 

 

Did my fair share of the work

 

 

Did not try to dominate the group or interrupt

 

 

Participated in brainstorming activity

 

 

Staying on Topic

 

 

Paid attention, listened to what was being said and done

 

 

Made comments aimed at getting the group back on topic

 

 

Did not get off the topic or change the subject

 

 

Offering Useful Ideas

 

 

Gave ideas and suggestions that helped the group

 

 

Offered helpful criticism and comments

 

 

Influenced the group’s decisions and plans

 

 

Consideration

 

 

Made positive, encouraging remarks about group members and their ideas

 

 

Gave recognition and credit to others for their ideas

 

 

Was considerate of others

 

 

Involving Others

 

 

Got others involved by asking questions, requesting input or challenging others

 

 

Tried to get the group working together to reach group agreements

 

 

Seriously considered the ideas of others

 

 

Communicating

 

 

Spoke clearly, was easy to hear and understand

 

 

Expressed ideas clearly and effectively

 

 

Overall Experience

 

 

This group helped me improve my understanding of the topic/task more than if I had worked alone

 

 

Working with the group was an enjoyable experience

 

 

Appendix E

Assessing the Effectiveness of an Advertising Campaign Checklist

In your group, brainstorm about what an Highly Effective, Effective, Somewhat Effective, or Ineffective advertising campaign would look like in terms of your particular area, i.e., who, what, why, where, when, and how. Develop “phrases” that fit in each appropriate square for your part in the rubric. At the conclusion of this activity, a complete rubric will be developed and then used to assess your own campaigns to be developed in subsequent activities.

 

 

Ineffective Campaign

Somewhat Effective Campaign

Effective Campaign

Highly Effective Campaign

Who

Identity of Target Market

 

 

 

 

What

Description

 

 

 

 

 

Why

Purpose

 

 

 

 

 

Where

Location

Communication

 

 

 

 

When

Date

Time

 

 

 

 

How

Design

Layout

 

 

 

 

 

Example:

 

How

Design

No use of colour or fonts

Colours and fonts are present but their use is not very effective

Colours, fonts, and font size are used in a manner to attract customers

Colours, fonts, and font size are used in a manner to strongly attract customers

 

Appendix F

Daily Log Of Time Spent On Marketing Plan

 

Name:  __________________________________    Total Time:       ______________ minutes

 

Group Members: ____________  ____________  ___________  ___________  ___________

 

Date

What did you do?

How long did it take? (minutes)

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix G

Puzzle Piece Activity

 

The following activity can be used to divide students into marketing teams consisting of four to six students, i.e., groups of just four, five, or six; or combination groups of four, five, and six.

 

Instruction

Enlarge the puzzle or puzzles to be used and photocopy in amount of student need, i.e., for a classroom of 25 students one may use five copies of the five-member team or two copies of the six-member team, two copies of the four-member team and one copy of the five-member team.

Beginner Puzzle (less time required)

Photocopy each separate puzzle in a different colour. Hand out one puzzle piece to each student. Students locate the members of their group by the colour of their puzzle piece but they still must work together as a group to form the puzzle.

Advanced Puzzle (more time required)

Photocopy all puzzles in the same colour. Hand out one puzzle piece to each student. Students locate the members of their group by attempting to find a fit for their puzzle piece. This involves lots of mingling and trial and error. To reduce activity time, number each puzzle piece according to the amount of pieces in each puzzle, e.g., four-team puzzle, number 1-4, five-team puzzle, number 1-5, etc.

Additional Instruction

Place a time limit on the activity to limit time-wasting. Encourage more active participation by adding a prize to those groups who complete their puzzle.

To optimize success in each group of students, the teacher may want to organize the puzzle piece activity so that certain students inevitably end up in the same group. For example, in the beginner puzzle, hand out individual colour pieces of the puzzle to those students you feel will work well together. This activity allows the teacher to have some control over the groups that are formed without the students feeling the teacher had this intention.

Appendix G  (Continued)

 

If too much time is being taken to complete this activity or your students are getting too frustrated with finding their puzzle match, post a picture of the complete puzzle on the wall or chalkboard as a guideline. Alternatively, the teacher might want to do this secretly as the class is doing the activity, to see if any of the students get the hint.

Puzzle Piece Activity

Four-Member Team

Five-Member Team

Six-Member Team

 

 

 

 

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