Lesson plan I

Fall/2008

Marketing research process’s lesson plan I

Learner Demographics

Senior college Thai students (age 21-22 years old) majoring in Marketing at Siam University, Bangkok, Thailand. 
Course Structure: the course is Marketing research. The teacher uses a mixture of lectures, group discussions, classroom activities, questions and exercises from texts related to this lesson. This lesson title will be taught to the proper depth of understanding. It is designed to help students understand (cognitive knowledge) about marketing research process. The lesson will be introduced to students in one three-hour class.
Before taking this course, students had to complete the prerequisite courses: Principle Marketing and two fundamental Statistics in business. There are 20 students in this class. The ratio of female students to male students in class is 70% to 30%. They are required to pass this course to graduate.


Goal

Understand the concept of marketing research process and learn how to apply this process to the real world in marketing research project.


Behavioral objectives

Students understand, explain and describe each marketing process in general. They are able to describe at least 80% of the definition in each step. They also can give at least one good example in each step.
Students understand the purpose of and need for market research process. They are able to explain clearly at least 90 % of all purpose and need of marketing process that showed in the text.
Students  think creatively as well as to gain a greater understanding about how such companies use marketing research process in developing marketing research projects. They are able to give at least 2 examples that explain all 6 step from the real world of marketing research. 

Instructional Method, Media, and Materials

Instructional methods: lecture, present, guide, question, independent practice, group discussion.
Medias: text, video, audio, computer multimedia, internet, PowerPoint and Word processor programs, websites (updated cases to discuss), classroom website.


Materials: computer, printer, overhead projector, DVD player, printer.
 
Introductory Motivation & Lesson Introduction

·       Teacher starts lesson by showing a video clip to students about how to use the right marketing research process in different companies. The teacher also showing a video clip about how to use wrong marketing research process in a few companies.  After students finished watching a video clip, teacher asks them questions: what do they think about the ways people conducting research in video clips? What did students see in videos? Teacher asks students to create their own scenario about their own marketing companies by applying their knowledge of marketing research process. Teacher also asks them to develop a list of questions from it. Their ideas and questions can use for an efficient foundation for their new knowledge in marketing research process.

Lesson development

A.    Subject Matter Content-Key concepts: 

Marketer, Marketing Researcher, 6 steps of marketing research process:

Step1: Identifying and defining your problem

Step2: Developing your approach

Step3: Research design

Step4: Collecting of data

Step5: Performing data analysis

Step6: Reporting and presentation

 
B.    Questions & Activities:

The teacher gives cues and then asks many questions to recall, relate, describe or apply prior knowledge from students relevant past experience that can be used as a foundation for the new knowledge. Teacher gives cues and asks many questions to students about marketing research process. These questions can activate students’ prior knowledge about marketing or marketing research process. For example: what is the meaning of marketing process?  What is the meaning of process?
Ask students to look at websites and search for information listed in handout.
Group activities: teacher gives student task with a problem: problem scenario in marketing process.  The company plan to launch a new product in new competitive market. Teacher acts as facilitator and mentor. Students discuss the problem statement and list its significant parts. They have to gather information and knowledge about marketing process as they engage in the problem-solving process. Students analyze of what they know, and what they will need to know about marketing research process to solve this problem.


Lesson procedure

Teacher starts lesson by showing video clips to students about how to use the right and wrong marketing research process in different companies. After students finished watching video clips, teacher asks them questions:  what do they think about the ways people conducting research in video clip?  What did students see in videos? Teacher asks them to create their own scenario about their own marketing companies by applying their knowledge of marketing research process. Teacher asks them to develop a list of questions from it.
·       Teacher continues the lesson by introducing the topic “Marketing research process.”  Teacher shows many slides from PowerPoint that illustrates the role of marketing researcher in detail: how he conducts marketing research in each step. All slides demonstrate the knowledge of marketing research process clearly. The addition of a powerful visual image to this teaching strategy captures students’ interest and aids in their development of questions.

Teacher then activates students' prior knowledge by asking them what they already Know; then students (collaborating within small groups) set goals specifying what they Want to learn; and after reading students discuss what they have Learned. Teacher uses media/KWL: use a slide, video clip, or other form of media in combination with a KWL.
The last half an hour, the teacher provides chances for students to demonstrate their new knowledge finding the solutions from exercises and websites (teacher assigned these homework a week ahead) about marketing research process. They can work on group or individual. Teacher gives them other homework at the end of lesson.
Students submit their exercises and homework in class or through classroom website. They can also post their homework, questions and opinions on this website. Teacher provides students’ feedback in class or will post them on classroom’s website later.


Lesson Clinching:

Teacher provides corrective feedback and an indication of progress: students’ learning enhance after they have learned from their corrective feedback. Teacher gives them corrective feedback so they know their performances.

Assessment:

Teacher gives students information sheet contains several open-ended questions about marketing research process. For example, describe the marketing research process used in real world (make up your product & company). Students need to apply their knowledge in marketing research to answer these questions.
Students answer the questions in class about marketing research process.
Quiz to assess students' knowledge.


Reminders & Homework:

·       Weekly reading in chapters related to each step in marketing research process: teacher gives students homework to practice by answering the chapters’ exercises. Students have their own choices to answer the questions.

·       Encourage students to search more useful websites and share in class.


RAT Analysis:

Technology as Replacement: using PowerPoint for slides shows that illustrate the role of marketing researcher; how he conducts marketing research in each step. This technology can replace or summarize the teacher’s speed. The students can print out all material used in class without taking a note. The overall goal remains unchanged.

Technology as Amplification: Students uses classroom website to submit their works. The teacher updates his/her class information. He posts students grades and feedbacks in this site also. The teacher uses the marketing research websites and video clips in class so the students can see many update marketing research projects in the real world. By using this technology, teacher can increase the efficiency of his teaching method. This technology can bring the update information about marketing research process used around the world.





Lesson plan II

Fall/2008

Primary and secondary market research’s lesson plan II

Learner Demographics

Senior college Thai students (age 21-22 years old) majoring in Marketing at Siam University, Bangkok, Thailand. 
Course Structure: the course is Marketing research. The teacher uses a mixture of lectures, group discussions, classroom activities, multimedia tools, classroom social network, classroom website, questions and exercises from texts related to this lesson. This lesson title will be taught to the proper depth of understanding. It is designed to help students understand (cognitive knowledge) about primary and secondary market research. This lesson will be introduced to students in one three-hour class.
Before taking this course, students had to complete the prerequisite courses: Principle Marketing and two fundamental Statistics in business. There are 20 students in this class. The ratio of female students to male students in class is 70% to 30%. They are required to pass this course to graduate.


Goal

·       Students think creatively as well as to gain a greater understanding about how such companies might use secondary information in developing marketing research strategies.

Behavioral objectives

At the end of this lesson, students should be able to understand:

·       Students understand, explain and describe the difference between primary and secondary market research. They areable to describe at least 80% of the definition in each research. They also can give at least three good examples in each research.

Students understand how secondary research may be used by a business to help inform its marketing decisions by giving at least 2 examples from the real word companies. Their answers should be grade at least 80% correctly.  


Students understand, explain and describe the importance of having other information on which to base marketing decisions. They are able to explain clearly at least 90 % of all purpose and need of marketing information that showed in the text.

Instructional Method, Media, and Materials

Instructional methods: lecture, present, guide, question, independent practice, brainstorm, group discussion, discussion online, use multimedia tools, such as video clips, classroom social network and classroom website.

Medias: text, video, audio, computer with access to internet, PowerPoint presentation, classroom website, social network site.

Materials: computer, printer, overhead projector, DVD player, printer, text books, and a selection of magazine adverts.

Introductory Motivation & Lesson Introduction (30 minutes)

Teacher introduces the concept of market research by using brainstorming methods by which companies gather market information.

·       Teacher uses market research mind mapwhichhave been produced to introduce topics and give students an overview of key topics being studied. Teacher shows this website to students on the classroom’s projector.Teacher also uses the students' own knowledge and textbook as the starting point for the lesson.    http://www.bized.co.uk/educators/16-19/business/marketing/presentation/research_map.htm
After the students have learned mind map from the website, the teacher will: 

1. Introduce a question, problem, or topic on primary and secondary market research.
2. Invite students to respond with as many ideas or suggestions as possible, ideally in single words or short phrases. Encourage everyone to participate but do not proceed in any set order.
3. Explain that until the brainstorm is complete, no one may repeat or comment on any response;
4. Record responses on classroom social network. Often, the most creative or outrageous suggestions are the most useful and interesting;
5. Afterward, prioritize, analyze, or use the list to generate discussion or problem solving. Teacher posts all the discussion or problem solving on classroom social network.

Lesson development

A.    Subject Matter Content-Key concepts:

Primary Research
Questionnaires
Focus Groups
User Groups
Postal Survey
Telephone Surveys
Customer Interviews
Test Markets
Technology - Internet feedback
Secondary Research
Internal Sources
Company Accounts
Internal Reports and Analysis
Stock Analysis
Retail Data - loyalty cards, till data, etc.
External Sources
Government Statistics
EU - Euro Statistics
Trade Publications
Commercial Data
Household Expenditure Survey


B.    Questions & Activities:

Ask students to look at websites and search for information listed in handout. Teacher then gives the following task for group of 4 students.


1.     Consider the extent to which this information might be useful to the following companies:
Frozen and convenience food manufacturers
Supermarket retailers
Soft drink manufacturers
Potato farmers
Health and beauty products retailers
2.     Select one of the companies above and explain what the impact of such information might be on their approach to their marketing strategy.
3.     What other information would a company wish to have before making any firm decisions on changing its marketing approach? 

(40 minutes)

Discussion in class: what students have learned from the real world companies?

Individual activity: teacher moves students to a computer lab. Students use computer to get to a social network site for this class: monatiger.ning.com 

Each student works on classroom social network. Students response to the discussion and forum that the teacher posted during the task period. Students also discuss what they have learned in the class.

They can also post many questions about this lesson.
Lesson Structure:

Lesson 1 Teacher Introduces the concept of market research by brainstorming methods by which companies gather market information - use the site, textbook, and the students' own knowledge as the starting point for the lesson and seek to develop understanding from this base. (30 minutes)


Teacher introduces a more formal approach to the subject through the PowerPoint Presentation. (15 minutes)


Students view the pre-recorded adverts by using video clips- ask students to note the company and the brand being considered in the advert and the message of the advert. (15 minutes)


Students discuss the reasons why companies might want to gather market information. Teacher encourages students to think of specific examples of products and services linked to websites or the TV adverts they have seen at home. (15 minutes)


Re-cap on the main points drawn from the last lesson (Marketing research process). (5 minutes)


Set the task and go over the questions outlining the main learning objectives of the exercise. (5 minutes)


Set students to work on the task (stated in B. Questions & Activities. (40 minutes)


Re-cap on the main findings by the students/collect in the written task. (5 minutes)


Students works on classroom social network: monatiger.ning.com for discussion, sharing their knowledge what they have learned from the class. They also can post their questions to ask the experts (marketers) about the real world marketing information. (50 minutes)
 
Lesson Clinching:

Teacher provides corrective feedback and an indication of progress by posting them on both classroom social network and website. Students’ learning enhance after they have learned from their corrective feedback. Teacher gives them corrective feedback so they know their performances.

Assessment:

Teacher gives students task about the data sources in marketing research. Students need to apply their knowledge they have learned in class, texts, and other sources to answer the questions.
 

Students’ questions, discussion, and answers posted on class website and social network.
 

Exercise and quiz to assess students' knowledge.
 

Reminders & Homework:

·       Weekly reading in chapters related to this lesson plan: teacher gives students homework to practice by answering the chapters’ exercises. Students have their own choices to answer the questions.

Encourage students to use classroom social network and class website. Students need to share their ideas by posting them in forum, lesson, and activities.  Students search more useful websites, related textbooks, marketing magazines and newspapers, and share in class website or social network.

Students submit their exercises and homework in class or through classroom website. They can also post their homework, questions and opinions on this website. Teacher provides students’ feedback in class or will post them on classroom’s website later.
 

RAT Analysis:

Technology as Replacement: teacher uses PowerPoint to illustrate the definition and the application of primary and secondary market research. This technology can replace or summarize the teacher’s speed. The students can print out all material used in class without taking a note or reviews the materials online over and over again. The overall goal remains unchanged.

Technology as Amplification: students uses classroom website to submit their works. The teacher updates class information. Teacher posts students grades and feedbacks in this site also. Teacher also use classroom social network for posting homework, class activities, forum, discussion, and lesson for each week. By using this technology, teacher can increase the efficiency of teaching method.

Technology as Transformation: teacher uses the websites, video clips, and classroom social network. The teacher uses the marketing websites and video clips in class so the students can see many update information about primary and secondary market from the real world. Classroom social network provides opportunity for all marketers (experts) around the world to join. Students get efficient information for their problem solving by asking experts or discuss with members through this classroom social network.

They gain more knowledge from the updated website, video clips, and social network. These multimedia technologies will help students to increase their knowledge and change their class content goals. Teacher uses this technology to give students new opportunities for different forms and types of learning through problem solving.

 

 

 

 

 

 







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