Marketing Model
Units:
- Orientation
- Career Research
- Employment Portfolio
- Interpersonal Communications and Leadership Skills
- The World of Marketing
- Selling
- Promotion
- Business and Society
- Distribution
- Skills for Marketing
- Pricing
- Marketing Information Management
- Product and Service Management
- Financial Services
- Financial Literacy / Marketing and Money
- Lesson Opener 1 - Managing limited resources
- Vocabulary Part 1 - Personal Budget
- Using Personal Log/Expense Report/Budget Template
- Walk about
- Lesson Opener 2 - Credit Suisse
- Cornel Notes Openers - Marketing Matter
- Vocabulary Part 2 - Marketing and Money
- Cornel Notes - Marketing and Money
- Team work Project - Breakdown of Expenses
- Projects - Marketing and Money
- Questions - Marketing Social Responsibility
- Check Understanding of Lesson - Marketing and Money
- Financial Literacy / Marketing and Money
- Economics
- Political and Economic Analysis
- Marketing Begins with Economics
- Lesson Opener - Morgan Stanley
- Thinking Map Vocabulary - Marketing and Economics
- Cornel Notes Openers - Marketing and Economics
- Cornel Notes - Marketing and Economics
- Team work Project - Buisness Competition
- Projects - Marketing and Economics
- Questions - Marketing and Economics
- Check Understanding of Lesson - Marketing and Economics
- Business Ethics and Social Responsibilities
- Will a decision making process help?
- Walking in Someone Else's Shoes
- Marketing-Socially Responsive
- Lesson Opener - Waste Management
- Lesson Opener - Key Concepts
- Vocabulary - Marketing Social Responsibility
- Thinking Map - Class Discussion/Notes
- Projects - Marketing Social Responsibility
- Teamwork Project - Marketing Social Responsibility
- Questions - Marketing Social Responsibility
- Check Understanding of Lesson - Marketing Social Responsibility
- Information Technologies
- Human Resource Essentials
- Public Speaking
Tags
Activity Originally Created By:
Mike Morris
Role playing
Part of Lesson Plan: Job Interviews
Activity Overview / Details
Students choose from three colors of paper strips, colored markers or other type of group division. Have them get into groups with one of each color. One color is then designated the interviewer, one color the interviewee, the other the recorder. Students will role play interviewing, the recorder jotting down the question and answers. Students have 5 minutes to role play, then 3 minutes to talk about the answers. You then call time and tell everyone to now get into a different group, again with the three colors. Go through process three times until all have had a chance to participate in all roles.
Example-1st time-Red interviewer, green interviewee, blue recorder
2nd time- green interviewer, blue interviewee, red recorder
3rd time- blue interviewer, red interviewee, green recorder
Talk as a large group after activity, about best answers to questions.




