Bsbcmm401 assessment answers

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BSBCMM401/BSBCMM401 Lesson Plan.docx

Lesson Plan: BSBCMM401 Make a presentation

Lesson Plan

BSBCMM401 Make a presentation

Table of Contents
Table of Contents 2

Overview 3

Resources 4

Preparation 5

Conducting Lessons 6

Induction 7

Session 1: Introduction 9

Session 1: Topic 1 - Prepare a presentation 10

Session 2: Topic 1 – Prepare a presentation 12

Session 3: Topic 2 – Deliver a presentation 15

Session 3: Topic 3 – Challenges 16

Session 4: Topic 4 – Review the presentation 17

Session 5, 6, 7 and 8: Review and Assessment 19

Overview
BSBCMM401 Make a presentation

Duration
4 weeks Content delivery: 2 weeks

Assessment: 2 weeks

Suggested Delivery
Week 1

Session 1: Introduction

Topic 1 - Prepare a presentation

Session 2: Topic 1 - Prepare a presentation

Week 2

Session 3: Topic 2 – Deliver a presentation

Topic 3 - Challenges

Session 4: Topic 4 – Review the presentation

Week 3

Session 5: Assessment

Session 6: Assessment

Week 4

Session 7: Assessment

Session 8: Assessment

Resources
Recommended texts
The Business Communication Handbook, Judith Dwyer, 10th Ed (2016)

Chapter 5: Presentations and Public Speaking

Links to sources of information on the Internet will also be given throughout the document. If the links are broken, copy and paste them into your web browser.

Web links:
Internet links to sources of information, videos or documents are also provided throughout the lesson plan.

If the links are broken, copy and paste them into your web browser.

Industry expertise
To enhance the industry relevance of this classroom-based training approach, we recommend that you identify an industry expert or experts, and invite them in to give short presentations to students.

These industry experts are not trainers, but are people who can provide expert industry information to students to assist them with their learning. Their presentation could last up to one hour, and be provided from week 2 onwards.

Preparation
Before you commence delivery of these lessons, take the time to undertake the following:

Read through this document from start to finish. If you have any queries about how an activity can best be carried out at your RTO, contact your supervisor for advice.

Read through the recommended texts.

Conduct further research on the Internet if any concepts are not clear for you.

Perform each of the activities and homework or self-study that you will give the students.

Before giving each session, read through each day’s plan, as some preparation may be required.

Sourcing videos

Checking web links

Preparing any technical resources required

Planning role-plays

Setting up activities such as presentations

General planning

Equipment
To carry out the Lesson Plan for this unit, the following equipment will be needed:

Computers with appropriate software and Internet access

Headsets

Whiteboard

Projector

Conducting Lessons
Lesson Context
A simulated work environment is to be used when carrying out these lessons.

Therefore, session activities:

Reflect real life work tasks.

Are required to be performed within industry standard timeframes as specified by assessors in relation to each task.

Are assessed using assessment criteria that relate to the quality of work expected by the industry.

Are performed to industry safety requirements as relevant.

Use authentic workplace documentation.

Require students to work with others as part of a team.

Require students to plan and prioritise competing work tasks.

Involve the use of standard, workplace equipment such as computers and software.

Ensure that students are required to consider workplace constraints such as time and budgets.

Written activities
Activities provided throughout the lesson plan can be undertaken as homework and submitted to the trainer/assessor and/or conducted within the lesson as an observed task.

Plagiarism, cheating and collusion
Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures regarding training and assessment for further information.”

Practical observations
Practical observations provide opportunities for students to demonstrate both knowledge and skills.

Observe performance from an appropriate position.

Record appropriate comments and use for feedback purposes.

Homework/Self-study
At the end of each session homework/self-study can be set at the discretion of the Assessor. Suggested activities are also provided.

Induction
The following slideshow outlines the induction information provided below for this unit:

Induction.pptx. The trainer/assessor can adapt the information as relevant.

Induction and administrative procedures
Provide your RTO’s induction and housekeeping procedures, or follow the suggested outline:

Cover any general housekeeping such as:

· trainer/assessor administration

· emergency procedures

· location of toilets and fire exits

· WHS, security

· break times

· plagiarism and any other policies and procedures that the college requires the student to acknowledge or read and agree to, such as mobile phone policies or Internet usage policies.

Folder management and naming documents
Discuss and demonstrate where and how you would like students to save their work.

As a guide, students should keep all their work for this unit in a folder that has the unit code as its name, along with the student’s name.

Macintosh HD:Users:nicolehaggerty:Desktop:6.tiffFor example:

Any activities and assessment tasks should then be saved to this folder.

Students should name documents logically within the folder structure, it should include:

· Unit code

· Task number

· Task name

· Student last name (optional)

· The date or version number (optional)

For example:

Macintosh HD:Users:nicolehaggerty:Desktop:4.tiff

Back up
Students should always have a back up of their work on a different device. If the college has a network drive encourage students to use the drive and then back up to a USB or removable hard drive. If they are using a USB to save files then they should keep a back up on their laptop or home computer.

Lesson overview
Provide the students with an overview of the unit and how it will be structured and delivered.

An outline of the suggested delivery is provided on the slide.

Assessment
The assessment is provided in a separate document and should be made available to the students along with the deadlines and procedures for submission.

Session 1: Introduction
Recommended reading

The Business Communication Handbook, Judith Dwyer, 10th Ed (2016)

Chapter 5: Presentations and Public Speaking p118

Different types of presentation p119

Activity: Video

Show the video http://www.youtube.com/watch?v=i68a6M5FFBc

Also show students this video by J. D. Jefferys (from publicspeakingskills.com) on YouTube. Mr Jefferys demonstrates many of the points covered in this section through this presentation on skills: http://www.youtube.com/watch?v=whTwjG4ZIJg

Ask students to consider the following questions after watching the video. Discuss as a class their responses.

1. What was the most noticeable aspect of the presentation?

2. List three things that you think were effective.

3. How did the speaker engage the audience?

4. What would you like to be able to do as well as this speaker, if anything?

5. Are there any ways that you would like to change what you did in the first activity after watching this video?

Activity: Online presentational software
Students are to research one of the following online presentation software applications:

http://www.prezi.com

http://www.slideshare.net

http://www.visme.co
They will be using one of these later in the course so should look at the features of each and sign up/register for one of them.

They do not need to learn the software at this point.

Homework/Self-study - discussion

Allocate some time at the beginning of the session to discuss the questions/activities or project work that students undertook as part of their self-study.

Session 1: Topic 1 - Prepare a presentation
Recommended reading

The Business Communication Handbook, Judith Dwyer, 10th Edition (2016)

Chapter 5: Presentations and Public Speaking p118

Plan the presentation or speech p122

Activity: Planning a speech

Provide the students with the following scenario:

You have been given the task of developing an elevator talk – the talk is to be selling either a service or product (of your choice).

1. Undertake the following activities:

i) write down a structure for your talk – it will only be for 1 minute

ii) list the intended outcomes of giving the speech

iii) make some prompt notes

iv) practice your talk

2. Split the students into pairs.

Each should present their speech to the other as if they are in an elevator.

3. Each group is to present their meet and greet in front of the rest of the class. Each group can ‘perform’ their initial greeting then swap roles so that there will be two presentations per group. The meet and greet should last for at least 1 minute.

Feedback

Discuss feedback with the whole class, how can a presentation be evaluated?

provide feedback to each group and ask their peers to do the same.

Evaluation

Students should then write an evaluation on their role play:

· were they nervous

· did the meeting go as they planned

· did they prepare enough

· was the meet and greet a success

· what would they do differently

Activity - Video Clip

Show the following videos, which provide tips and inspiration for giving good presentations:

http://www.youtube.com/watch?v=2-ntLGOyHw4 Steve Jobs techniques