Best Communication Outcome Debate

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Database Application Development & Programming

  Course Title:

  Database Programmer

  Course Number:

  CTS0062

  Career Cluster:

  Career Preparatory

  CIP Number:

  0511020315

  Course Type:

  Career Preparatory

  CTE Standard(s) or benchmarks

  36.03 Understand the importance of clear communication when discussing business informational requirements.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Intern Me?” See CPALMS resource ID# 209597.

• 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:

  • Collaborate to discuss the importance of clear communication when discussing business informational requirements.
  • Present and justify a solution to a business communication problem.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Oral presentation.
  • Group collaboration.
  • Basic concepts of an internship.

• Guiding Questions

  
  
  • Why is it important to have clear communication at a business?
  • What is the most important skill to have when communicating with others?
  • Why should a business include the required skills for a job in a job description?

• Procedure

  
  

  1. To introduce the lesson, ask students what they think clear communication means and how it looks at home, on the job, etc.

  • Students can share responses such as listening, giving specific instructions/details, using the right tone.
  • Pose the guiding question to students: Why is it important to have clear communication at a business?.

  2. Distribute the case study, “Intern Me?” and ask students to focus on the communication between Mr. Robert, David, and Dr. Mary.

  3. Ask students the suggested questions listed below after they read the case study “Intern Me?” to determine if they understand the importance of Mr. Robert, David, and Dr. Mary not having clear communication when discussing required job skills and business informational requirements needed for the project.

  • Suggested questions:
    • Why do you think David applied for the job?
    • What do you think Dr Mary considered in her decision to hire David?
    • What other information should Dr. Mary have considered before hiring David?
    • What is the most important skill to have when communicating with others?
    • Why should a business include the required skills for a job in a job description?
    • Should you apply for a job for which you have related skills but lack other skills? Why or why not?

  4. Organize students in groups of 3, one for each person in the case study (see Teacher Notes). Provide students with the debate template (see attachments) and review the handout (see attachments Part A) with students.

  • In the 1st column, students will read the question for each person in the case study.
  • In the 2^nd column: Students will go back to the case study to identify details about the communication displayed by each person.
  • In the 3^rd column, each group member will pick 1 of the people in the case study (Mr. Robert, David, and Dr. Mary). For their selected person, they will list a communication outcome that could have taken place to prevent misunderstandings in the workplace.
  • In the 4^th column, students will write why the outcome they chose is the best outcome for their person.

  5. After students complete the chart, students will share their idea with their group.

  • Each student will have one minute to share.
  • Groups will debate on which one is the best communication outcome and record it on the handout (see attachments Part B #1).
  • Once the outcomes for each group have been narrowed to one idea, students will then debate the best outcome as a whole group.

  6. As a class students will determine which communication outcome out of all groups best applies to the case study to ensure the project gets done for Dr. Mary.

  • Each small group will share their ideas and the class should debate, with one-minute proposals and time for rebuttals.
  • The class will debate on which one is the best communication outcome and record it on the handout (see attachments Part B #2).

  7. To bring the lesson to a close, students will write a summary about the importance of clear communication when discussing business informational requirements and the impacts it can have on a project.

  • Students may include information from the case study or their own work experience in their summary.

• Teacher Notes

  
  
  • Pace students to give them time to read the case study, think of a good outcome, then debate in a group.
  • Groups can be pre-assigned. The teacher can assign each student a person from the case study to complete the graphic organizer.

• Optional

  
  

  Extension Ideas:

  • Ask students to search the internet to find a business where they would want to do an internship and have students write a draft email to the business communicating their interest in an internship.