Course Profile   Information Technology in Business (BTX4C), Grade 12, College Preparation, Catholic

 

Unit 2:  Teamwork

Time:  15 hours

 

Activity 2.1 | Activity 2.2 | Activity 2.3 | Activity 2.4 | Activity 2.5

 

Unit Description

In Unit 2, students become familiar with why teams are used so predominantly in business and discover what skills and characteristics facilitate efficient teamwork. They learn the importance of recognizing and resolving conflict in a work environment, work as a team to create shorter and longer business reports based on case study scenarios, and present their reports in an efficient and businesslike manner.

In Activity 1, students listen to an article containing many details and answer ten questions based on the story. They record the number of correct answers they received. Students are grouped and, as a team, answer the same ten questions based on the article. The number of correct answers is recorded. Students compare the number of correct responses from each situation and discuss reasons for their results. The benefits of project teams in business situations are discussed, as are roadblocks to group success. Students participate in another team activity, The Obelisk of Zin (Appendix 2.1.1), which promotes communication and cooperation. Students brainstorm why one team was more successful or quicker than another team. The teacher assists by giving observations gathered during the Obelisk activity. Using a word processor, students generate a table of characteristics of effective and ineffective teams. With teacher assistance, the class develops a checklist containing criteria for effective group work that will be used to assess their group activities in the remainder of the unit.

In Activity 2, students differentiate between the terms problem, dispute, and conflict. Conflict resolution principles are discussed, as are positive functions of conflict, negative effects of conflict, and common negative responses to conflict. Students participate in an activity designed to promote conflict analysis and resolution. Students are “debriefed” following the activity. Group work is evaluated using the checklist developed in Activity 1. Students describe the importance of resolving employee conflict to enhance business productivity and identify ways to promote effective project teamwork.

In Activity 3, students consider the following scenario: “You are a real estate agent. Your clients have $50 000 to put down on a house. They have two school aged children and want a three-bedroom house near a school. They can only afford a mortgage payment of $1200 a month. Shopping on-line, find the nicest house you can in your area and the best mortgage rate currently available. After you have found the best deals, write your client a letter and incorporate a spreadsheet showing the information. Use a picture of the house.”

In Activity 4, students, in groups of three to four, research and plan a two-week dream tour package designed to be offered to their tour company’s repeat clientele. Students, in their groups, use appropriate IT tools, e.g., spreadsheets, e-mail, shared directories, etc., to plan their proposals, set timelines and divide responsibilities in order to create their proposed tour packages. Students track their time using time sheets, so that management can compare the actual cost of the development of this project with the projected cost. Each group works effectively using the teamwork concepts taught earlier in this unit. Consensus must be reached in each group regarding the group’s final proposal. Decisions must be consistent with Catholic social principles, specifically, “the dignity of the Human Person” and commitment to the common good.

In Activity 5, students choose the appropriate software tools to create a multi-media presentation to highlight their final budget proposals and then present this to the class. The class is encouraged to critically, but sensitively, evaluate the work of their classmates by pointing out strengths and weaknesses of each proposal.

Unit Synopsis Chart

Activity

Learning Expectations

Assessment Categories

Focus

2.1

 

2.5 hours

PM1.01, PM1.02, PM1.04, ER1.04
CGE3c, CGE4b, CGE4f, CGE5a, CGE5e

Application
Thinking/Inquiry
Communication

Introductory Group Activities

2.2

 

1.25 hours

PMV.01, PM1.03
CGE2a, CGE2c, CGE3b, CGE3c, CGE3d, CGE4a, CGE5e

Application
Thinking/Inquiry
Communication

Conflict Resolution

2.3

 

1.25 hours

ERV.01, SBV.01, ER1.01, SB1.01
CGE4b, CGE4f, CGE7d, CGE7e, CGE7i, CGE7j

Application
Thinking/Inquiry
Knowledge/Understanding

Individual Business Simulation

2.4

 

5 hours

PMV.02, ERV.01, ER1.02, ER1.03, PM2.01, PM2.02
CGE1d, CGE3b, CGE3c, CGE3d, CGE4a, CGE4b, CGE4d, CGE4f, CGE4g, CGE5a, CGE5e

Thinking/Inquiry
Knowledge/Understanding
Communication

Group Costing Analysis

2.5

 

5 hours

ERV.01, SBV.01, PMV.02, ER1.02, ER1.03, PM2.02, SB1.01, SB1.02, SB1.03
CGE2c, CGE5g

Application
Knowledge/Understanding
Communication
Thinking/Inquiry

Multimedia Presentation

 

Activity 2.1:  Introductory Group Activities

Time:  2.5 hours

Description

Groups and individual students listen to an article containing many details and answer ten questions based on the article. They record the number of correct answers they received. Students are then grouped and, as a team, answer the same ten questions based on the article. The number of correct group answers is recorded. Students compare the number of correct responses from each situation and discuss reasons for their results. The benefits of project teams in business situations are discussed, as are roadblocks to group success. Students participate in another team activity, The Obelisk of Zin, which promotes communication and cooperation. Students brainstorm why one team was more successful or quicker than another team. The teacher assists by giving observations gathered during the Obelisk activity. Using a word processor, students generate a table of characteristics of effective and ineffective teams. With teacher assistance, the class develops a checklist containing criteria for effective group work that is used to assess their group activities in the remainder of the unit.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations:  CGE3c, CGE4b, CGE4f, CGE5a, CGE5e.

Strand(s):  Electronic Project Management and Teamwork, Electronic Research and Communication

Overall Expectations

PMV.01 - manage a multitask team project in an electronic environment.

Specific Expectations

PM1.01 - explain the concept of a project team as it applies to business;

PM1.02 - compare effective and ineffective teams and explain how they differ;

PM1.04 - demonstrate the appropriate use of an electronic tool for evaluating team process and productivity;

ER1.04 - demonstrate an understanding of the importance of classifying research results based upon relevance to the specific problem.

Planning Notes

·         Acquire a business IT article with a large number of details for reading to the class and prepare 10 questions to ask the class.

·         Photocopy and cut up Obelisk of Zin clue sheets so that each clue exists on its own small piece of paper and each group of students has a complete set of clues.

·         The teacher should go over the clues and understand the problem.

Prior Knowledge & Skills

·         Knowledge of how to use a word processor to create tables.

Teaching/Learning Strategies

The teacher:

·         reads a short article containing many details and asks students ten short-answer questions based on the article;

·         groups students into teams and has them answer the same ten questions based on the article. The article is not reread. The group responses are checked and the number of correct group answers is recorded. The students’ individual answers are handed back and each student marks and records the number of correct answers he/she received;

·         leads a discussion based on the comparison of the number of correct responses from each situation and discusses reasons for the differing results;

·         leads a discussion on the benefits of project teams in business situations and the roadblocks to group work success;

·         distributes and explains the purpose of the second team activity called The Obelisk of Zin
(Appendix 2.1.1) which promotes communication and cooperation. Students are encouraged to use the knowledge learned in the discussions regarding group work to improve the efficiency of their group;

·         observes the groups and records any apparent positive and/or negative teamwork traits;

·         leads a student brainstorming session as to why some teams were more successful or quicker than others. The teacher assists by giving examples through the teacher observations gathered during the Obelisk activity;

·         instructs students to use a word processor to generate a table of characteristics of effective and ineffective teams. With teacher assistance, the class develops a checklist containing criteria for effective group work that is used to assess their group activities in the remainder of the unit.

Students:

·         listen to the teacher read the article, answer the ten multiple choice questions and submit the answers to the teacher;

·         work in groups of four to answer the same ten questions. The group answers are checked and recorded;

·         record and tabulate their original individual answers;

·         participate in a discussion regarding the value of group or team work and how to reduce the roadblocks to communication and creativity;

·         participate in the second team activity (Obelisk of Zin) trying to reduce those barriers to creative group work;

·         create a table of characteristics of an effective team;

·         assist the teacher in creating a suitable checklist containing criteria for evaluating their group work activity in the remainder of the unit.

Assessment & Evaluation of Student Achievement

·         Diagnostic assessment of students’ ability to create tables through word processor should be done prior to this activity using a checklist developed by the teacher and students.

Accommodations

The following are ways in which the activities can meet each student’s individual needs:

·         provide individual or small group support to students who lack the required background skills.

 

Activity 2.2:  Conflict Resolution

Time:  1.25 hours

Description

In Activity 2, students differentiate between the terms problem, dispute, and conflict. Students observe a conflict scenario role-play and are “debriefed” following the activity. Conflict resolution principles are discussed, as are positive functions of conflict, negative effects of conflict, and common negative responses to conflict. Student groups participate in an activity designed to promote conflict analysis and resolution. Group work is evaluated using the checklist developed in Activity 1. Student groups report their experiences to the class and participate in compiling a list of rules to resolve conflict and promote effective teamwork.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations:  CGE2a, CGE2c, CGE3b, CGE3c, CGE3d, CGE4a, CGE5e.

Strand(s):  Electronic Project Management and Teamwork

Overall Expectations

PMV.01 - manage a multitask team project in an electronic environment.

Specific Expectations

PM1.03 - describe how businesses resolve employee conflict to enhance productivity.

Planning Notes

The teacher:

·         photocopies Appendix 2.2.1 and cuts it up into portions with individual roles;

·         pre-selects (the period before Activity 2 begins) six students to participate in the introductory role-playing scenario;

·         gives the six selected students a photocopy of their part of Appendix 2.2.1 with only their role defined;

·         tells students to stick to their defined roles and not discuss the scenario with each other prior to the next class (maintenance of conflict is encouraged);

·         photocopies the evaluation sheets to be used during the activity (from Activity 1);

·         prepare whatever other handouts he/she selects upon from Appendices 2.2.2 and 2.2.3;

·         photocopy Appendix 2.2.4 and cut up into portions with individual roles;

·         prepares instructions for the activity.

Teaching/Learning Strategies

The teacher:

·         leads a group discussion to elicit synonyms for “conflict”;

·         helps students differentiate the terms problem, dispute, and conflict;

·         reviews school policies about Internet use and policies related to suspensions before the role play

·         asks pre-selected students to participate in a conflict role-play found in Appendix 2.2.1;

·         debriefs students following the activity by discussing that there is often no perfect solution and that participants in a conflict must be willing to consider a variety of solutions;

·         has students determine the roadblocks to resolving the conflict as shown in the role-playing scenario (suggestions found in Appendix 2.2.2);

·         encourages students to suggest solutions to the conflict (reactions of all parties involved must be considered, discussion of win/lose, lose/lose and win/win situations found in Appendix 2.2.3);

·         discusses conflict resolution principles, positive functions of conflict, negative effects of conflict, and common negative responses to conflict (see Resources – Tillett, Gregory. Resolving Conflict: A Practical Approach);

·         divides students into groups of four or five;

·         presents students with business conflict resolution case study found in Appendix 2.2.4;

·         directs students to divide up the roles in the group and then participate in the role-play with a view to resolving the conflict;

·         encourages students to represent his/her assigned character during the role play;

·         evaluates group work using the checklist developed in Activity 1

·         directs students to list five rules for resolving conflict that promotes teamwork and in turn helps to enhance business;

·         leads a class discussion where each group reports on their experiences with conflict and conflict resolution;

·         encourages students to identify how their Catholic faith can assist them in conflict situations;

·         synthesizes a list of top ways to address conflict resolution by eliciting each groups response (see Resources for suggestions).

Students:

·         participate in a class discussion to define problem, dispute, and conflict;

·         watch a conflict situation role-play;

·         discuss roadblocks to resolving conflicts;

·         participate in a group activity to identify roadblocks in resolving conflict;

·         brainstorm solutions to resolving conflicts;

·         discuss conflict resolution principles, negative effects, and negative responses to conflict;

·         assume one of the roles in the business conflict scenario;

·         role-play the conflict scenario and try to reach a win-win resolution to the conflict;

·         in groups, formulate five rules for conflict resolution;

·         share their role-playing experiences and their list of five rules with the class.

Assessment & Evaluation of Student Achievement

The teacher and students gather assessment information based on the specific expectations, including:

·         formative assessment of student participation in class discussions based on observation;

·         formative assessment of student participation in debriefing based on role-playing scenario;

·         formative assessment of group work skills in the business conflict role-playing scenario (based on rubric developed in Activity 1.

Accommodations

The following are ways in which the activities can meet each student’s individual needs:

·         provide a glossary of conflict resolution terminology with definitions.

Resources

http://www.crnhq.org/
(The Conflict Resolution Network – Skills, Game, 12 Skill Summary, Fighting Fair Guide)

http://www.crinfo.org/ (Search and directory features – extensive lists of links to other CR sites)

http://www.teachervision.com/lesson-plans/lesson-3038.html (lesson plans available)

http://www.conflictresolver.com/ (set of links to other sites, articles and essays)

http://www.ncip.org/Key_Articles.html (links to articles on conflict resolution)

Lieber, C. M., L. Lantieri, and T. Roderick. Conflict Resolution in the High School: 36 Lessons. Cambridge, MA: Educators for Social Responsibility, 1998. ISBN 0-942349-07-5

Lieberman, David J. Make Peace With Anyone: Breakthrough Strategies to Quickly End Any Conflict, Feud, or Estrangement. New York: St. Martin’s Press, 2002. ISBN 0312281544

Guidance Teachers at school

Peer Mediation Teachers or Coordinators

Tillett, Gregory. Resolving Conflict: A Practical Approach, 2nd ed. South Melbourne, Australia: Oxford University Press, 1999. ISBN 0 105511514

Activity 2.3:  Individual Business Simulation

Time:  1.25 hours

Description

In Activity 3, students working in pairs undertake the following assignment: “You are a real estate agent. Your clients have $50 000 to put down on a house. They have two school aged children, want a three-bedroom house near a school, but can only afford a mortgage payment of $1200 a month. Shopping on-line, find the nicest house you can in your area and the best mortgage rate currently available. After you have found the best deals, write a letter replying to your client that incorporates a spreadsheet and includes a picture of the house.”

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations:  CGE4b, CGE4f.

Strand(s):  Electronic Research and Communication, Software Applications and Business Documents

Overall Expectations

ERV.01 - solve business problems by using electronic tools;

SBV.01 - create integrated customized documents using appropriate software.

Specific Expectations

ER1.01 - use electronic tools to collect information required to solve a specific business problem (e.g., investment decisions, mortgage rate choices, real estate purchases);

SB1.01 - determine how to produce suitable business documents for particular purposes (e.g., a multimedia document requiring text, flowcharts, images, sound, and tables).

Planning Notes

·         Make an overhead of the activity.

·         If Internet access is not available, use a local newspaper.

Prior Knowledge & Skills

·         Use of the windowed workstation environment and an Internet web browser.

·         Basic skills in word processing, spreadsheets, and software integration.

Teaching/Learning Strategies

The teacher:

·         introduces the activity;

·         reviews the payment (pmt) function;

·         reviews and establishes expectations for proper letter writing protocol (letterhead, dateline, salutation, body, complimentary closing, signature line.);

·         reviews and establishes expectations for the use of formulas in spreadsheet software;

·         reviews integration of spreadsheets into word processing documents;

·         discusses requirements of the assignment (appropriate pricing and location of real estate, etc.);

·         assists students as required.

Students:

·         use the spreadsheet payment function to determine an appropriate cost for the house;

·         use the Internet to search for a suitable home;

·         save a picture of the house from the Internet;

·         create a professional looking letter with proper formatting, integrated spreadsheet, and a graphic;

·         submit letter to the teacher for individual evaluation.

Assessment & Evaluation of Student Achievement

The teacher and students gather assessment information based on the specific expectations, including:

·         diagnostic assessment of word processing and Internet skills;

·         summative evaluation of the spread sheet and the letter using the rubric in Appendix 2.3.1.

Accommodations

The following are ways in which the activities can meet each student’s individual needs:

·         provide computer access outside of class time;

·         provide flexible timelines and allow for support as needed;

·         modify and expand ideas and existing guidelines with permission for students requiring enrichment.

Resources

http://www.MLS.ca (search for houses for sale)

 

Activity 2.4:  Group Costing Analysis

Time:  5 hours

Description

In Activity 4, student groups of three or four research and plan a two-week dream tour package designed to be offered to their tour company’s repeat clientele. Students, in their groups, use appropriate IT tools, e.g., spreadsheets, e-mail, shared directories, etc., to plan their proposals, set timelines and divide, responsibilities in order to create their proposed tour packages. Students track their time using time sheets so that management can compare the actual cost of the development of this project with the projected cost. Each group works effectively using the teamwork concepts taught earlier in this unit. Consensus must be reached in each group regarding the group’s final proposal. Decisions must be consistent with Catholic social principles, specifically, “the dignity of the human person” and commitment to the common good.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations:  CGE1d, CGE3b, CGE3c, CGE3d, CGE4a, CGE4b, CGE4d, CGE4f, CGE4g, CGE5a, CGE5e.

Strand(s):  Electronic Project Management and Teamwork, Electronic Research and Communication

Overall Expectations

PMV.02 - demonstrate the use of electronic tools to manage a multimedia team project;

ERV.01 - solve business problems by using electronic tools.

ERV.02 - assess data electronically to solve a specific business problem;

ERV.03 - communicate research results electronically.

Specific Expectations

ER1.01 - use electronic tools to collect information required to solve a specific business problem (e.g., investment decisions, mortgage rate choices, real estate purchases);

ER1.02 - assess collected information in terms of its validity, bias, copyright protection, appropriateness, accuracy, and confidentiality;

ER1.03 - demonstrate an understanding of copyright and licensing rules and regulations;

ER3.02 - select appropriate electronic tools (e.g., multimedia, e-mail, web-based communication) to communicate information to a specific audience;

PM1.01 - explain the concept of a project team as it applies to business;

PM2.01 - identify and describe the electronic tools used by business to facilitate project team activities (e.g., e-mail, intranet, newsgroups, software features that enhance joint productivity, fax, video conference);

PM2.02 - summarize the appropriate use of electronic tools used by business to manage a multimedia team project.

Planning Notes

·         Hand out or electronically distribute Appendix 2.4.1, Appendix 2.4.2, and Appendix 2.4.3 to each student.

·         Inform students that in their next activity, student groups are required to: 1) create a multi-page report using an integrated software package that comprehensively describes the itinerary and gives the cost breakdown, and 2) create a multimedia presentation or webpage that includes sound, graphics, and video components. Students store and organize any appropriate resources that are valuable to facilitate these objectives.

Prior Knowledge & Skills

·         Use of the windowed workstation environment and an Internet web browser.

·         Knowledge of spreadsheets and spreadsheet formulas and word processing skills.

Teaching/Learning Strategies

The teacher:

·         has students form small groups of three or four people;

·         distributes and explains students’ assignment and rubric (Appendix 2.4.1 and Appendix 2.4.2) and reminds students to use effective teamwork concepts taught earlier in this unit;

·         stresses the importance of consensus being reached in each group’s final proposal;

·         reviews the methods of verifying data, confidentiality and copyright issues associated with researching using the Internet and informs students that they are required to maintain a research log (see Appendix 2.4.5);

·         discusses how IT tools, e.g., spreadsheets, e-mail, shared directories, etc., help project teams meet their deadlines and objectives;

·         instructs students on the use and importance of time sheets in a business environment and discusses what variances between actual and projected time allocations mean to a company;

·         directs students to set timelines and divide responsibilities in order to create their proposed tour packages;

·         discusses the types of events that would be appropriate and consistent with Catholic social principles;

·         circulates among the groups providing direction to ensure that students have considered all relevant expenses and are using formulas as much as possible;

·         ensures students continue to track time spent on activities using time sheets (see Appendix 2.4.4);

·         guides students through the group peer assessment process (see Appendix 2.4.3);

·         directs students to hand in spreadsheet information for evaluation.

Students:

·         work as a team to complete project;

·         set timelines and divide responsibilities within the group;

·         share ideas, use group consensus for making decisions, and work to meet timelines set;

·         use Internet for research purposes to investigate various destinations, events, transportation, etc.;

·         track time spent on tasks using a shared electronic time sheet (see Appendix 2.4.4 for set up);

·         maintain a shared electronic log of resource sites to facilitate citation under copyright laws
(see Appendix 2.4.5);

·         consolidate all research results and decide on a common pricing package;

·         hand in spreadsheet costing analysis for evaluation.

Assessment & Evaluation of Student Achievement

The teacher and students gather assessment information based on the specific expectations, including:

·         diagnostic assessment of student knowledge of spreadsheets;

·         summative evaluation of group members using rubric (Appendix 2.4.2); (an individual evaluation);

·         peer-assessment of contribution of group members to the project (Appendix 2.4.3) Discuss the criteria with the students as you distribute this appendix;

·         summative evaluation of costing analysis (Appendix 2.4.6).

Accommodations

The following are ways in which the activities can meet each student’s individual needs:

·         pair students to provide peer support for students with limited software and research skill development;

·         provide computer access outside of class time;

·         help students with mathematical difficulties with spreadsheet formulas;

·         extend the destinations to U.S. or international tours where students requiring enrichment would need to consider exchange rates and other considerations, e.g., passports.

Resources

http://www.westjet.ca (Travel providers)

http://www.aircanada.ca (Travel providers)

http://www.viarail.com (Travel providers)

http://www.greyhound.ca (Travel providers)

http://www.all-hotels.com/canada/home.htm (Accommodation providers)

http://www.ticketmaster.ca (Event providers)

 

Activity 2.5:  Multimedia Presentation

Time:  5 hours

Description

In Activity 5, students choose the appropriate integrated software tools to present the tour proposals created during Activity 4 to the class. Required elements for the proposals are: 1) a multi-page report detailing the daily itinerary to be followed during the tour as well as a detailed cost breakdown, and 2) a multi-media slide presentation or webpage promoting their tour and destinations. Reports are to be professionally formatted, printed, and bound. Each group’s slide presentation or webpage is to be “unveiled” at a mock travel exposition with other students in the class representing the agency’s preferred clients. The class is encouraged to critically, but sensitively give feedback on the work of classmates by pointing out strengths and weaknesses of each proposal.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations:  CGE2c, CGE5g.

Strand(s):  Electronic Research and Communication, Software Applications and Business Documents,
                        Electronic Project Management and Teamwork

Overall Expectations

ERV.01 - solve business problems by using electronic tools;

SBV.01 - create integrated customized documents using appropriate software;

PMV.02 - demonstrate the use of electronic tools to manage a multimedia team project.

Specific Expectations

ER1.02 - assess collected information in terms of its validity, bias, copyright protection, appropriateness, accuracy, and confidentiality;

ER1.03 - demonstrate an understanding of copyright and licensing rules and regulations;

PM2.02 - summarize the appropriate use of electronic tools used by business to manage a multimedia team project;

SB1.01 - determine how to produce suitable business documents for particular purposes (e.g., a multimedia document requiring text, flowcharts, images, sound, and tables);

SB1.02 - determine the most appropriate software application for creating customized business documents;

SB1.03 - create customized business documents (e.g., formatted and integrated documents, original graphics, multimedia documents).

Prior Knowledge & Skills

Students have:

·         keyboarding skills, experience with the use of a mouse;

·         knowledge of word processing, spreadsheet, graphics, slide presentation, and webpage programs;

·         oral presentation skills.

Planning Notes

·         Draw for order of presentations and ensure availability of appropriate equipment for presentations.

·         Photocopy Appendix 2.5.1.

·         Photocopy Appendix 2.5.2 and Appendix 2.5.3 for student use.

Teaching/Learning Strategies

The teacher:

·         directs student groups to create a multi-page report using an integrated software package that comprehensively describes the itinerary and gives the cost breakdown for the proposed tour;

·         directs students to create and monitors each group’s creation of a multi-media slide presentation or webpage that includes sound, graphics, and video components that will be used at a mock travel exposition;

·         offers suggestions for improvement of slide presentations or webpages and encourages professional presentation of project work;

·         reminds students to follow copyright laws discussed in Activity 4;

·         reviews the rubric criteria with students;

·         facilitates the printing and binding of group reports;

·         establishes order of presentations;

·         makes students aware of multi-media equipment resources available;

·         explains the process for reserving multi-media resources to each group;

·         reviews effective oral presentation skills found in Appendix 2.5.2;

·         plans the travel exposition event, e.g., invitation of other students or staff to view presentations;

·         ensures presentation process moves along smoothly;

·         ensures sensitivity of suggestions during presentation critique process;

·         evaluates presentations;

·         explains procedures for peer evaluation of group work within individual groups using
Appendix 2.5.3.

Students:

·         choose appropriate integrated software and prepare the multi-page report;

·         professionally print, bind, and hand in their reports (evaluated using Appendix 2.5.1);

·         reserve multi-media resources for their presentation;

·         prepare, rehearse, and present a multi-media slide presentation or webpage based on their proposals and destinations;

·         participate in peer-assessment and sensitive critiquing of other group’s proposals;

·         participate in peer-assessment within own groups.

Assessment & Evaluation of Student Achievement

The teacher and students gather assessment information based on the specific expectations, including:

·         peer-assessment of group work within individual groups using Appendix 2.5.3;

·         summative evaluation of multi-page proposals using Appendix 2.5.1;

·         summative evaluation of oral multi-media presentation.

Accommodations

The following are ways in which the activities can meet each student’s individual needs:

·         provide peer support for students requiring additional assistance with multi-media presentation software;

·         provide students requiring enrichment opportunities the opportunity to create a flyer or brochure promoting their tour;

·         allow students requiring enrichment opportunities to use video editing, sound recording, or advanced HTML editing tools, e.g., Flash, Dreamweaver, etc.

Resources

Rubrics

http://school.discovery.com/schrockguide/assess.html (multiple links to samples of rubrics)

http://intranet.cps.k12.il.us/Assessments/?Ideas_and_Rubrics/ideas_and_rubrics.html (Rubric bank available)

Presentation Skills

http://www.kumc.edu/SAH/OTEd/jradel/Preparing_talks/103.html (tutorial on effective presentations)

http://www.presentersonline.com/ (resources and downloads available)

http://208.152.64.46/training/ (delivery techniques, message, visual aids discussed)

Endicott, Jim and Scott W. Lee. The Presentation Survival Skills Guide. Distinction Publishing, 2001.
ISBN 0970672705

Kroehnert, Gary. Basic Presentation Skills. McGraw-Hill, 1999. ISBN 0074706063

Appendix 2.1.1

 

Note to teacher:

The purpose of this activity is to observe how effectively students have implemented the teamwork skills discussed and to give students a chance to practise them. Student groups should be encouraged to delineate their respective responsibilities in the group but this may be difficult until they understand the activity. This activity attempts to put all students on a theoretically even plane by using a topic that they have no familiarity with. The foreign nature of the project often makes more evident those poor teamwork characteristics. It is important to record these and any other teamwork observations. All groups are directed to record their impressions of the activity and their perception of the strengths and weaknesses that were exhibited by their group.

The Obelisk Of Zin

Group Instruction Sheet

In the ancient city of Atlantis, a solid rectangular Obelisk, called a Zin, was built in honour of the goddess, Tina. The structure took less than two weeks to complete.

The task of your team is to determine on which day of the week the Obelisk was completed. You will be given clues containing information related to the task. You may share this information orally in your groups, but you may not show or give your cards to the other participants.

 

Note: Remember to use constructive teamwork habits when working on the assignment to make the most effective use of your team members.

Obelisk Clues

1.   There are five days in an Atlantian Week

2.   Green has special religious significance on Mermaidday

3.   There are eight gold scales in a gold fin.

4.   What is a cubitt?

5.   Any time when work is taking place there is a gang of nine people on site.

6.   Day Four in the Atlantian week is called Mermaidday

7.   There are eight ponks in a schlib.

8.   Day Three in the Atlantian week is called Sharkday.

9.   Each worker takes rest periods during the working day totalling sixteen ponks.

10.  Only one gang is working on the construction of the Zin.

11.  Work starts at daybreak on Aquaday.

12.  The length of the Zin is fifty feet.

13.  No Work takes place on Daydoldrum.

14.  The height of the Zin is one hundred feet.

15.  Day five in the Atlantian week is called Daydoldrum.

16.  Workers each lay 150 blocks per schlib.

17.  What is a Zin?

18.  Does work take place on Sunday?

19.  There are three and one half feet in a megalithic yard.

20.  An Atlantian day is divided into schlibs and ponks.

Appendix 2.1.1  (Continued)

 

21.  Each block is one cubic foot.

22.  The width of the Zin is ten feet.

23.  Each gang includes two women.

24.  The Zin is built of stone blocks.

25.  Day one of the Atlantian week is called Aquaday.

26.  The Zin is made of green blocks.

27.  One member of each gang has religious duties and does not lay blocks.

28.  Day two in the Atlantian week is called Neptimus.

29.  The basic measurement of time in Atlantis is a day.

30.  The working day has nine schlibs.

31.  A cubitt is a cube, all sides of which measure one megalithic yard.

32.  Which way up does the Zin stand?

 

The Obelisk Of Zin (Answers)

1.   The dimensions of the Zin indicate that it contained 50 000 cubic feet of stone blocks (50 × 10 × 100)

2.   The blocks are one cubic foot each; therefore, 50 000 blocks are required.

3.   Each worker works seven schlibs in a day (two schlibs are devoted to rest).

4.   Each worker lays 150 blocks per schlib; therefore, each worker lays 1050 blocks per day. (150 × 7)

5.   There are eight workers per day; therefore, 8400 blocks are laid per working day. (8 × 1050)

6.   Therefore work on the Obelisk would be completed on the sixth day. (50 000 divided by 8400 goes 5 times with 8000 remainder).

7.   The five days of the Atlantian Week are:

·         Aquaday

·         Neptimus

·         Sharkday

·         Mermaidday

·         Daydoldrum (No work done)

8.   Therefore the Obelisk would be finished on...

Neptimus

Appendix 2.2.1

Conflict Resolution Scenario

 

Character 1 – School Board Superintendent

You are the Catholic school board superintendent responsible for computers and technology. The father of a student who is to be suspended has contacted you because he disagrees with the decision to suspend his son/daughter and to remove his/her network privileges for one month. You support the principal’s decision because it is consistent with the school board’s Internet policy that prohibits the use of the Internet for inappropriate activities and because the school’s computer usage policy states that students are responsible for their user identification (ID).

 

Character 2 – High School Principal

You are the principal of a Catholic high school. The computer site administrator approached you with an incident where a student has accessed inappropriate sites and created shortcuts to inappropriate sites that he/she has subsequently made available to other students. In the past, such offences have been seen as a serious breach of protocol and have been dealt with severely to set an example for others and to discourage future occurrences. You question the student who tells you he/she “lent” their user ID to a friend. The student will not divulge the name of the friend. You suspend the student from school for two days. You revoke his/her Internet privileges because he/she is in contravention of the school board’s Internet usage agreement, which was signed by the student and his/her parents. You also suspend the student’s right to use the school computer network for one month.

 

Character 3 – Computer Site Administrator

A teacher approached you with a report that a student made a shortcut to an inappropriate Internet site available to other students. Upon investigation of the origin of the shortcut, you were able to determine the user ID of the student who created the file, the time the shortcut was created and the time the shortcut was made available to other students. You documented this information and sent the evidence to the school’s principal so that appropriate disciplinary action could be taken against the student. You were subsequently told to remove the student’s Internet rights and to remove the student’s school computer access (for one month), which you did.

 

Character 4 – Mother of Student

Your child tells you he/she has been suspended for two days because a friend used his/her school user ID to visit inappropriate sites and to create a shortcut to one of these sites, which the friend then made available to other students. Your child has been suspended for two days for not following the school board’s Internet policy, his/her Internet rights have been terminated, and his/her school computer usage has been suspended for one month. You are concerned that the other student did not receive any consequences. You feel the other student should have been punished, not your child. You feel your child has done nothing wrong, other than being a good friend. In your opinion, this is fundamentally unfair; your child should not be punished, but the other student should.

 

Appendix 2.2.1  (Continued)

 

Character 5 – Father of Student

Your child tells you he/she has been suspended for two days because a friend used his/her school user ID to visit inappropriate sites and to create a shortcut to one of these sites, which the friend then made available to other students. Your child has been suspended for two days for not following the school board’s Internet policy, his/her Internet rights have been terminated, and his/her school computer usage has been suspended for one month. You are concerned that this will affect the status of your child’s college application since it will mean your son/daughter cannot complete work for the computer course in which they are currently enrolled. You feel the suspension is unwarranted as the school cannot “prove” your son/daughter did anything wrong, even though his/her user ID may have. You also feel the revocation of Internet privileges and school computer usage is excessive. This is your child’s first offence and you feel that a warning would have been sufficient.

 

Character 6 – Student

You shared your network password with a “friend” who could not access the school computers. The friend said that since his/her home computer was broken, he/she needed to do some Internet research for a class and needed to type up an essay and print it at school. While logged on with your user ID, your friend created some shortcuts to inappropriate Internet sites. These shortcuts were stored in your user ID and one was made available to other students. A teacher discovered the shortcut and turned the matter over to the computer site administrator who found proof that the shortcut came from your file. The principal called you down to his/her office and questioned you. You refused to “rat” on your friend, but told the principal that it was not your fault that this happened. Upon conclusion of questioning, he/she decided upon the following course of action: you would be suspended for two days because your friend visited inappropriate Internet sites which was a contravention of the school board’s Internet usage agreement, which you and your parents signed. Your Internet privileges were also revoked and you were removed from the school network for a period of one month. You will be unable to complete work for the BTX4C computer course in which you are enrolled, which might result in your not being accepted for the college program you have applied for. You feel this is unfair. Even though you knew it was wrong to “share” your User ID, you were just trying to be a good friend. You do not feel it is necessary to “rat” on your friend and you feel the punishment is excessive.

Appendix 2.2.2

Roadblocks to Conflict Resolution

Antagonizing

Blaming

Boasting

Coercing

Commanding

Criticizing

Delaying

Diagnosing

Digressing

Directing

Distracting

Diverting

Exhorting

Fixating

Interpreting

Interrogating

Interrupting

Judging

Lecturing

Moralizing

Name-calling

One-way solutions

Over-analyzing

Preaching

Probing

Put-downs

Ridiculing

Shaming

Stereotyping

Suppressing

Threatening

Withdrawing

 

 

 

 

Appendix 2.2.3

Three Methods Of Conflict Resolution

 

1.   Win-Lose Strategies

·         Legitimate Power – “I am the boss” – can reward/punish

·         Mental or Physical Power – threatening with dismissal

·         Failure to Respond – give up participating due to prior negative experiences

·         Majority Rule – Voting (can create a losing side)

·         Minority Rule – silence = consent or “railroading” an issue

 

2.   Lose-Lose Strategies

·         Compromise – settling conflict by mutual concessions

·         Side Payments – bribery to do disagreeable tasks

·         Neutral Third Party Intervention – (like arbitration – some middle ground chosen)

·         Rules – used to avoid confrontation

 

3.   Win-Win Strategies (focus on ends or goals)

·         Consensus – focus on defeating the problem, not each other, avoid voting, trading or averaging, seek facts, accept conflict as helpful

Appendix 2.2.4

Business Conflict Resolution Scenario

 

Task: In groups of four or five, students are asked to role-play the following business conflict scenario. Students are encouraged to see all sides of the problem. Students are encouraged to represent his/her assigned character during the role-play. A list of five rules for resolution of conflicts is generated.

Conflict Situation: You are participating in a meeting to decide on action against an employee who “gave away” a large amount of fast-food restaurant receipts.

Character 1 – Franchise Owner

You own the franchise and intend to operate it at a profit. You are extremely upset that one of your employees “accidentally” gave away the nightly deposit (close to $12 000). You expect the employee to repay the amount with interest by working it off. You are also unconvinced that this was an “accidental” occurrence and are considering taking legal action (a civil suit) or asking the police to press charges against the employee.

Character 2 – Employee

You are an employee of a fast-food restaurant who works the drive-thru window. While working the late shift one evening, you were given the cash deposit (close to $12 000) by the Manager to take to the bank. In order to ward off would-be robbers, the night deposit is placed in one of the franchise’s paper bags rather than in a regular deposit bag that is too easily identifiable. One of the cooks handed you a drive-thru customer’s order while you were getting your coat on to leave. Instead of giving the customer the food, you accidentally gave him/her the bag containing the deposit. You discovered this too late; the customer had already paid in cash, driven off and not returned to complain about their missing food. You reported the loss of the deposit to the manager who immediately called the police. The police were unable to locate the deposit because the information you were able to provide was very vague. You were informed that you needed to attend at meeting the next morning to decide your fate.

Character 3 – Union or Employee Representative

An employee who works at the drive-thru window of a fast-food restaurant calls you to attend a meeting to support him/her. He/she accidentally gave away the nightly deposit of approximately $12 000. You go to the meeting to assure the employee is supported and not taken advantage of.

Character 4 – Manager of the Franchise

You gave the nightly deposit bag to the drive-thru employee to take to the bank. In order to ward off would-be robbers, the night deposit is placed in one of the franchise’s paper bags rather than in a regular deposit bag that is too easily identifiable. You returned to your office and shortly thereafter were informed by the employee that he/she “accidentally” gave the deposit bag to a drive-thru customer. You immediately called the police. The employee was very vague about details and the police were not able to locate the drive-thru customer. You have been asked to attend a meeting to decide on action to be taken.

Character 5 – Cook (Optional if 5th person is needed)

You gave an order to the drive-thru attendant, a friend of yours, to hand to a customer. The employee was putting on his/her coat at the time and you watched them place the order bag on the counter beside several other bags. He/she put on his/her coat, grabbed one of the bags and handed it to the drive-thru customer waiting at the window. You heard the manager call the police and when they arrived you discovered that the attendant had given away the deposit money. You have been asked to attend at meeting to give pertinent information. You are worried about yourself because you are on probation for a minor criminal conviction; you did not share this information with your employer when you were hired and are worried you might lose your job.

Appendix 2.3.1

Client Response Evaluation

 

Category/Criteria

Level 1
(50-59%)

Level 2
(60-69%)

Level 3
(70-79%)

Level 4
(80-100%)

Knowledge/ Understanding
- utilizes integrated software effectively to create customized documents

SBV.01

 

 

- demonstrates limited skills

 

 

- demonstrates moderate skills

 

 

- demonstrates considerable skills

 

 

- demonstrates high degree of skills

Thinking/Inquiry
- realtor’s report meets established requirements

SB1.01

 

- established requirements met with limited effectiveness

 

- established requirements met with moderate effectiveness

 

- established requirements met with considerable effectiveness

 

- established requirements met with a high degree of effectiveness

Communication
- letter meets professional business standards

SB1.01

 

- demonstrates limited effectiveness in using business communication skills

 

- demonstrates moderate effectiveness in using business communication skills

 

- demonstrates considerable effectiveness in using business communication skills

 

- demonstrates a high degree of effectiveness in using business communication skills

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 2.4.1

Canadian Dream Tour Assignment

 

You are an employee of a large tour company called Canadian Dream Tours and have been asked to come up with a plan for a two-week tour package that will be offered to preferred clients who have traveled with you before. Obviously, the intent is to give your preferred clients something that they will be interested in and look forward to. Your employer has determined that the proposed package should have the following characteristics.

 

Length of Trip:

two weeks

Destination:

Canada (two different provinces must be visited)

Date of Trip:

departure date to occur within the next three months

Target Market:

identified and defined by each group

Pricing:

based on single and/or double occupancy

 

Proposal Requirements and Expectations

Daily itinerary for the tour – times included

Breakdown of all costs using separate linked spreadsheets for:

1.   Transportation – choice of flights, car, train, bus, local travel

2.   Different events – concerts, sporting events, theatre, etc., minimum of two events

3.   Accommodations – Hotel, etc.

4.   Tourist Attraction Admission Fees – based on itinerary

Clients should be given an indication of expected additional expenses not included in tour price, e.g., food not included as part of events or accommodations, spending money for souvenirs, tipping, etc.

 

Students must:

·         fill out electronic time sheets accurately and on a daily basis;

·         add to Internet resource log sheets on a daily basis;

·         cooperate in the division of responsibilities to equitably allocate the workload to each group member;

·         plan and set appropriate timelines for completion of tasks;

·         cooperatively schedule formal meetings of the group;

·         attend and participate in all scheduled group meetings;

·         meet timelines set in the group meetings.

 

In the next activity, student groups are required to:

1.   create a multi-page report using an integrated software package that comprehensively describes the itinerary and gives the cost breakdown, and

2.   create a multimedia presentation or webpage that includes sound, graphics, and video components. Students store and organize any appropriate resources that are valuable to facilitate these objectives.

Appendix 2.4.2

Teacher Evaluation of Group Members Rubric

 

Category/ Criteria

Level 1
(50-59%)

Level 2
(60-69%)

Level 3
(70-79%)

Level 4
(80-100%)

Knowledge/Understanding
- uses electronic research tools effectively

ERV.01

 

- to a limited degree

 

- to some degree

 

- to a considerable degree

 

- to a high degree

- maintains reference log and time sheets

PM2.02

PM2.01

- to a limited degree

- to some degree

- to a considerable degree

- to a high degree

Thinking/Inquiry

- comprehensively analyses costs

ERV.02
ER1.01

 

- to a limited degree

 

- to a moderate degree

 

- to a considerable degree

 

- to a high degree

 

- to a limited degree

- to some degree

- to a considerable degree

- to a high degree

Communication
- demonstrates effective project management communication skills

PM1.01

ERV.03

ER3.02

 

- to a limited degree

 

- to some degree

 

- to a considerable degree

 

- to a high degree

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 2.4.3

Peer-Assessment of Group Members – a formative assessment

 

Instructions

Write the name of each of your team members in the top row (put your name in as #1).

Rate each team member as a percent of total effort for each criterion. The percentages must add up to 100 for each row.

Give each team member a rating (level 1, 2, 3 or 4) based on his or her overall contributions to the project.

Group ________

 

Member 1
rating

Member 2
rating

Member 3
rating

Member 4
rating

Contribution/Research
Contributing ideas, doing research

 

 

 

 

Cooperation
Enthusiasm, creativity, problem solving skills, working towards team’s goals

 

 

 

 

Technical Skills
Keeping time sheet updated and maintaining citation log

 

 

 

 

Leadership Skills and Initiative
Keeping group on task, meeting deadlines, using time (in and out of class)

 

 

 

 

Quality of Work
Professional, accurate work done

 

 

 

 

Overall Rating (0 to 100)

 

 

 

 

 

Appendix 2.4.4

Shared Electronic Time Sheet

Date

Member

Time

Description of Activity

Oct. 14

Chris R.

30 min.

Researched airfare to destination #1

Oct. 14

Jamie T.

45 min.

Researched major events during time period at destination #1

 

 

 

 

Appendix 2.4.5

Shared Electronic Resource Log

 

Date

Student Name

URL

Description

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 2.5.1

Multi-Page Proposal Rubric

 

Category/Criteria

Level 1
(50-59%)

Level 2
(60-69%)

Level 3
(70-79%)

Level 4
(80-100%)

Knowledge/Understanding
- cites and acknowledges resources used

 

- to a limited degree

 

- to some degree

 

- to a moderate degree

 

- to a high degree

Communication
- organizes information in a logical sequence

 

- demonstrates limited organization

 

- demonstrates some organization

 

- demonstrates considerable organization

 

- demonstrates strong organization

- communicates ideas in a clear, concise, accurate, and businesslike manner

- to a limited degree

- to some degree

- to a moderate degree

- to a high degree

Thinking/Inquiry
- depth and quality of information

 

- limited and superficial information

 

- some breadth and depth in information

 

- considerable depth and breadth in information

 

- insightful and thorough breadth and depth in information

- selects information that is valid, unbiased, appropriate, and accurate

- selects information with limited appropriateness

- selects information with some appropriateness

- selects information with considerable appropriateness

- selects information with strong appropriateness

Application
- demonstrates proficient use of integrated software tools to create customized documents

 

- demonstrates limited proficiency to create customized documents

 

- demonstrates some proficiency to create customized documents

 

- demonstrates considerable proficiency to create customized documents

 

- demonstrates a high degree of proficiency to create customized documents

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 2.5.2

Oral Presentation Skills Checklist

 

Yes

No

Ideas and Content:

 

 

Organization:

 

 

Are my ideas logically sequenced?

 

 

Is there a focus to the ideas?

 

 

Are ideas related to each other? (transitions)

 

 

Depth (Support & Elaboration):

 

 

Do I know my subject well? Is the information accurate?

 

 

Have I included good reasoning, clarification, and documentation?

 

 

Adaptation to Audience:

 

 

Do I choose appropriate words?

 

 

Oral Skills:

 

 

Oral Expression:

 

 

Do I pronounce my words clearly?

 

 

Do I speak loud enough to be heard clearly at the back of the room?

 

 

Do I avoid speaking too slowly or too quickly?

 

 

Is my tone enthusiastic?

 

 

Physical Expression:

 

 

Do I make eye contact with the audience and speak directly to them?

 

 

Do I stand up straight and avoid fidgeting while presenting?

 

 

Technical:

 

 

Use of Program Elements:

 

 

Is the multi-media used in creative or effective ways?

 

 

Technical Problems:

 

 

Does the presentation run without “glitches”?

 

 

Choice of Components:

 

 

Do all elements (animation, links, graphics, sound, etc.) contribute to the presentation?

 

 

Readability:

 

 

Is the text clear and concise?

 

 

Layout (or screen design):

 

 

Does the layout enhance the message rather than distract from it?

 

 

Integration of Components (Overall Effect):

 

 

Is the presentation free of spelling/grammar errors?

 

 

Is the presentation interesting to others?

 

 

Is the overall quality of the presentation the best I can make it?

 

 

Appendix 2.5.3

Peer-Assessment of Group Work – a formative tool

Instructions:

Write the name of each of your team members in the top row (put your name in as #1).

Rate each team member as a percent of total effort for each criterion. The percentages must add up to 100 for each row.

Give each team member a rating (level 1-4) based on his or her overall contributions to the project.

Group ________

 

 

Member 1
rating

Member 2
rating

Member 3
rating

Member 4
rating

Member 5
rating

Contribution to Group Effort
Equitable contribution of ideas, talents, and time

 

 

 

 

 

Cooperation
Enthusiasm, creativity, problem solving skills, working towards team’s goals

 

 

 

 

 

Technical Skills
Creating the presentation

 

 

 

 

 

Organizational Skills and Initiative
Keeping group on task, meeting deadlines, use of time (in and out of class)

 

 

 

 

 

Quality of Work
Professional, accurate work done

 

 

 

 

 

Overall Rating

 

 

 

 

 

 

 

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