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Starting with a Standard and taking away a Lesson Tianda Gay, Marketing and Arthur Close, Marketing Management

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Presentation on theme: "Starting with a Standard and taking away a Lesson Tianda Gay, Marketing and Arthur Close, Marketing Management"— Presentation transcript:

1 Starting with a Standard and taking away a Lesson Tianda Gay, Marketing and Arthur Close, Marketing Management

2 Housekeeping for Tuesday General registration will be available beginning at 7:30 a.m. in the Third Floor Lobby. Participants must participate in the general registration. Please discuss your needs for on-site registration with me separately. FYI from Delores P. Ali Got-ta have one

3 Understand key terms that relate to the new version of curriculum Develop a pacing guide based on school calendar Start with a Standard and develop lesson plans Ask questions, discuss, and receive help when I look or seem confused.

4 MBA Research and Curriculum Center Curriculum Blueprint Essential Standard Indicator (aka) Performance element Performance Indicator Objective Pacing Guide Lesson Plan

5 “Standards are the centerpiece of a strong academic program. They are your roadmap and provide the what as teachers build curriculum, instruction, and assessments” “ Lesson Plans bring the standards and benchmarks to life - identifies how certain content and skills will be taught.”

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7 READ me first! Page MBA Research and Curriculum Center adapted curriculum is designed for students to learn content in context. The sequence of indicators listed on the course blueprints supports students learning the relationship among the content within context. Students are expected to obtain knowledge and apply skills through performance activities or projects. Students are encouraged to maintain portfolios of all their work to be used as reference material during final stages of a capstone project. The portfolio format will vary. The Moodle PLC is delivered through LearnNC and managed by the respective program area Consultant at the North Carolina Department of Public Instruction. It provides access to curriculum guides, announcements, resources, updates and collaboration. Teachers may exchange activities, instructional strategies, and resources. Please see acceptable use policy for more information. The curriculum guides include a cover, a blueprint, introductions from the North Carolina Department of Public Instruction and MBA Research and Curriculum Center and the below listed sections.

8 Continued from READ ME FIRST Course Philosophy, Purpose, and Goals……… —1 Course Description and Learning Outcomes…… —1 Course Outline —1 Planning Guide Sheets —1 Using Project-Based Learning and Projects —1 Appendix A: Sample Semester Exams for Grand Slam A—1 The exam items are included in Elements as classroom items. Appendix B: SCANS Competencies and Skills B—1 Appendix C: 21st Century Skills C—1 READ ME

9 MBA Research and Curriculum Center Overview Business and Industry Input Curriculum Guide (Framework) –Adapted Pedagogy –Adapted to teaching and learning styles

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11 Essential Std # Units, Essential Standards, and Indicators (The Learner will be able to:) Course Weight RBT Design ation Total Course Weight100% ABUSINESS OF MARKETING, CAREERS IN MARKETING, FOUNDATION OF MARKET PLANNING, CUSTOMER RELATIONS, AND SELLING 40% 1.00 Understand marketing, career opportunities, market planning, and foundation of marketing- information management. 15% B2 1.Understand marketing’s role and functions in business to facilitate economic exchanges with customers. (MK:001), (MK:002) 2.Understand career opportunities in marketing to make career decisions. (PD:024) 3.Read to acquire meaning from written material and to apply the information to a task. (CO:057) (SUPPLEMENTAL) 4.Employ marketing-information to develop a marketing plan. (MP:001), (MP:003) 5.Acquire foundational knowledge of marketing-information management to understand its nature and scope. (IM:012), (IM:184) 6.Write internal and external business correspondence to convey and obtain information effectively. (CO:133) (SUPPLEMENTAL) 4% 3% 0% 4% 4% 0%

12 Unit ACourse weight 40% 1.00 Understand marketing, career opportunities, market planning, and foundation of marketing-information management. 15% 2.00 Understand selling, customer relations and product management. 25% Unit BCourse weight 60% 3.00 Understand product/service management, pricing and channel management. 29% 4.00 Understand product/service management, pricing and channel management. 31%

13 Essential standard blueprint # Number of indicators each standard Number of objectives each indicator a-h

14 Essential Std # Units, Essential Standards, and Indicators (The Learner will be able to:) Course Weight Total Course Weight100% UNIT A BUSINESS OF MARKETING, CAREERS IN MARKETING, FOUNDATION OF MARKET PLANNING, CUSTOMER RELATIONS, AND SELLING 40% Essential Std # 1.00 Understand marketing, career opportunities, market planning, and foundation of marketing-information management. 15% Indicator 1.01 Understand marketing’s role and functions in business to facilitate economic exchanges with customers. (MK:001), (MK:002) 1.02 Understand career opportunities in marketing to make career decisions. (PD:024) 1.03 Read to acquire meaning from written material and to apply the information to a task. (CO:057) (SUPPLEMENTAL) 1.04 Employ marketing-information to develop a marketing plan. (MP:001), (MP:003) 1.05 Acquire foundational knowledge of marketing-information management to understand its nature and scope. (IM:012), (IM:184)IM: Write internal and external business correspondence to convey and obtain information effectively. (CO:133) (SUPPLEMENTAL) 4% 3% 0% 4% 4% 0%

15 Indicator1.03 Read to acquire meaning from written material and to apply the information to a task. (CO:057) (SUPPLEMENTAL) Course weight 0% Supplemental will not be tested, so keep moving. Counts as 0% course weight. Tip: make them part of your substitute lesson plan packet.

16 UnitEssential Std # IndicatorCourse weight RBT A %B2 Understand marketing’s role and functions in business to facilitate economic exchanges with customers. (MK:001), (MK:002)

17 Assessment codes Section 3 covers the abbreviations such as CO- communication, CR-Customer Relations, and MK-Marketing. The numbers are part of a number system that MBA Research uses. A number identifies a performance indicator which makes up the blueprint indicators/guide performance elements. Delores P. Ali

18 UnitEssential Std # IndicatorCourse weight RBT A %B2 Revised Bloom’s Taxonomy

19 TIP: Teach as though you have 170 to 175 days or 34 to 35 weeks. I call it leverage.  Year ◦ 36 weeks ◦ 180 days ◦ Course Outline Section 4. Course Outline Section 4. TIP: Teach as though you have 80 to 85 days or 16 to 17 weeks  Semester  18 weeks ◦ 90 days

20 UnitEssential Std # IndicatorCourse weight RBT A %B2 What exactly does this % mean?  Hours  Days  Time to spend on indicator

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22 Semester (90 – 5 leverage) = 85 days Based on 85 days Unit A (40%) 40% of 85 = 34 days % of 85 days = or 13 days % of 85 days = or 21 days From blueprint

23 Blueprint indicator # Course Weight (%)Unit 1.00 has to equal to 13 days 1.014%85 x 4% = 3.4 or 3 days 1.023%85 x 3% = 2.5 or 3 days 1.030% Supplemental 1.044%85 x 4% = 3.4 or 4 days 1.054%85 x 4% = 3.4 or 3 days 1.060% Supplemental

24 1.01 (4%) or 3.4 days …would give this 3 days Objectives: a. Define the following terms: marketing and marketing concept. b. Identify marketing activities. c. Categorize items that are marketed. d. Explain where marketing occurs. e. Explain the elements of the marketing concept. f. Explain the role of marketing in a private enterprise system. g. Describe ways in which consumers and businesses would be affected if marketing did not exist. h. Explain how marketing benefits our society.

25  Develop your pacing guide ( see section 4 from Curriculum)  It is your pacing guide that helps develop your lesson plans.  Might I suggest developing your own pacing guide (while staying in line with MBA). When we use MBA we feel it is concrete thus added pressure should you not follow it.

26 At a minimum a lesson plan includes: Title Introduction/Review Teacher input Guided practice Time Materials Assessment

27  /how-to-write-lesson-plans /how-to-write-lesson-plans  NC Learn Lesson plan NC Learn Lesson plan  Sample lesson plan formats Sample lesson plan formats  What works for me What works for me  Lesson Plan Template posted 12/1/10 - ROBERT MANRIQUEZ  Stanley High School  Hwy 84, Logansport, LA  Lesson Plan Template Unrevised.doc  la.schoolloop.com/cms/resources?d=x&folder_group_id= &group_id= & id=

28 Resources to aid in lesson plan development Resource List: –Textbooks –Online Member Pricing –LAPS Moodle PLCs –Courses –Program

29 Best Practices Student-Centric Classroom –Performance activities –Projects

30 Moodle PLC Account Active participation Etiquette

31 Test Items 3 rd Party Provider –Written at essential standard level Classroom Bank –Elements and curriculum guide Secure Bank

32 Let’s get started

33 Monday Day 1 Tuesday Day 2 Wednesday Day 3 Thursday Day 4 Friday Day Explain goals of course, classroom procedures, expectations, forms to be completed, bullying, harassment, 1.00 CTSO’s to include NTHS, DECA video, Cooperative education, walk through fire drill and tornado drill, bus safety Objectives: (a) (b) (c) Objectives: (d) (e) (f) Objectives: (g) (h) TEST Week One: Sample

34 Thank-you and have a School


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