Conducting an Action Analysis for Critical Thinking Discussion

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Career Cluster: Information Technology

  Program Name: Database Application Development & Programming

  CIP Number: 0511020315

  Course Name: Computer Programmer

  Course Number: CTS0044

  Course Type: Career Preparatory

  CTE Standard(s) or Benchmarks:

  32.04 Work with other team members to develop a project plan for a program.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Taking the lead.” See CPALMS resource ID# 209595.

• Career Connection

  
  

  This lesson supports the career building skills of critical thinking, teamwork, and problem solving, that are essential skills to students graduating and entering the workforce.

• Learning Objectives

  
  

  Students will be able to:

  • Conduct an action analysis for a critical thinking discussion.
  • Debate with peers to find the best solutions for a project plan scenario.
  • Work collaboratively to create a project plan based on action analysis solutions.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Oral presentation.
  • Collaborating with a partner.
  • The concept of teamwork.
  • The components of an effective project plan.

• Guiding Questions

  
  
  • How can providing input on a team positively or negatively impact an employee?
  • How can conflict in the workplace positively or negatively affect a business?
  • Why is it important to work as a team when creating project plans for programs?

• Procedure

  
  
  1. To introduce the lesson, use the following questions to guide discussion:
     • What has been your experience working on a team?
     • What does teamwork mean to you?
     • How can providing input on a team positively or negatively impact an employee?
     • Is it important to know more than just your job when working for an employer? Why or why not?
     • How can conflict in the workplace positively or negatively affect a business
     • Why should you participate in team meetings?
     • Why is it important to work as a team when creating project plans for programs?
  2. Distribute the case study, “Taking the Lead” CPALMS Resource ID# 209595.
  3. Ask the student these questions after they have read the case stud to see if they still hold the same thought process prior to reading the case study.
     • Why do you think Chance, senior designer did not want to work with, the junior database developer Eshae?
     • What should Mr. Mile, the new supervisor, have done to prevent Chance from skipping steps when working on the project?
     • Why do you think Chance chose not to test his web page to see if it connects to the database?
     • What other issues or solutions, both positive and negative, can you derive from this case study?
  4. Provide students with the Action Analysis handout. Students will conduct an action analysis based on the case study, their prior knowledge, and include their own thoughts into how the business and employees are affected. Students can complete the action analysis handout based on the different issues in the case study and possible solutions to each. Students should consider how solutions may have a positive or negative impact on the business.
  5. Students can then get into small groups to perform a debate.
     • Students should first discuss the problems and possible outcomes brainstormed on the action analysis handout.
     • Students should discuss why they agree or disagree with each other's action analysis and potential outcomes.
     • Each student should formally debate a possible solution to the project plan and teamwork issues presented in the case study.
     • As available, set a timer to allocate specific time for each student to present their solutions and then provide any needed rebuttal.
     • See Teacher Notes for additional suggestions.
  6. To bring the lesson to a close, have the students work in their small groups to create a revised project plan for Chance and Eshae that incorporates the solutions they discussed and debated from their action analyses.

• Teacher Notes

  
  
  • Teachers may choose to first conduct a large group discussion in which solutions are presented to the class. Students can then add to their claim/solution for the debate.
  • As time allows pair students to debate rather than small groups.
  • In small groups, to simulate a debate in which there are multiple solutions being presented, ensure that students are given time to present their claims without interruption. Provide time for each student to rebuttal their claim/solution or respond to the proposed solution of a group member.

• Optional

  
  

  Extension Ideas:

  • Students can write a summary to explain how an action analysis tool may be helpful in reflecting on the project planning process.