LESSON INTEGRATING USING BLENDSPACE
IN CTE BUSINESS MANAGEMENT
Amongst others, this lesson contains this (essential) standard:
3.02 Recognize management’s role to understand its contribution to business success. (FOUNDATION)
(Public Schools of NC, 2011)
Explanation of Meeting the Standard Through this Blendspace Integration
I will meet this standard through the integration of Blendspace by showing how merging contributes to business success via the informative videos offered in one grouping by Blendspace, then having the students then use the Blendspace to show their understanding of the concepts presented with the instructional Blendspace. Blendspace is used to signify the unity and completion that is met when the three videos are viewed in sequential order. The media and tech will be integrated into this lesson because media engages the learner and an engaged learner is then self-motivated for achievement (Miller et al, 2006, p.142) because “learning from television is directly linked to [students’] amount of mental effort” (Hobbs, 2006, p.42). Why not just play video? Because the longer the student is able to view the video, theoretically (deriving from Hobbs), the more engaged they will become, so theoretically, watching three videos instead of one will reinforce the points that are being made (that are enhanced due to video) and increase engagement (due to the lengthened amount of time that three videos has as opposed to one per sitting/interlude). Hood (2012) found that flipping the classroom leads to better test scores (and a drop in behavioral disorders) with this being highly applicable to at-risk students.
The students will use negotiating skills in order to trigger alliances. This triggers the creative thought processes required to meet the management type functions presented in the required core (Public Schools of NC, 2011). This group merging will create an atmosphere strongly similar to one in the business environment of acquiring and combining businesses.
If this video will not load, please see the video on Blendspace (https://www.blendspace.com/lessons/_Vax-VkcDOaufw/2-corporate-mergers).
The Blendspace will be watched, and the subsequent questions answered (Blendspace block 3), and then the students will be asked individually to take the company they had chosen on the first day and to find out from everyone else what they are doing, which may be able to be written on the board. From this grouping, each student will then write out two businesses from those chosen by others and describe how it will be in the best interest of their business (fictitious and the model real business that they’re comparing it to) and come up with an ideal merger with two other students. Then, all students will be allowed to merge their businesses with others in the classroom to form three to a group, and then to come up with one additional idea for a merger of some type that they could do with their group if they were able to with a member of another group, and then write why and why not the potential merger would be beneficial. This can be something that a Ted-Ed can be used to describe as well.
How does this integration assist the lesson?
Integration of the Blendspace into this lesson is a good idea because according to Hobbs (2006), the video learning is “especially effective for reaching visual learners and special populations” (p.36) and “learning from television is directly linked to children’s amount of invested mental effort” (p.42). Miller (2006) noted this tool could potentially help “a wide range” (p.142), such as “weaker students” (Hobbs, 2006, p.45) that speak less to “participate [more] in the discussion” because “students retain…content [better] when it is placed in an engaging context and reinforced through multimedia” (Miller, 2006, p.142). Why not just show video? Why use Blendspace?
Blendspace organizes the thoughts and groups them in a manner that is sequential for learning. The order of the Blendspace video is as Hobbs (2006) put it, a “pedagogy of arrangement” (p.47) because the chronology I have placed on the video order (left to right, top, then bottom) is to engage the learner, because only through engagement can the learner be self-driven to excellence.
The first video is a cartoon, which is easy to pay attention to, and simple in nature. The second video is a stream of examples of bad mergers, which is still entertaining, but it is real. the third video is the technical video with arguably the best teachers in their area, and they are presenting very complex arenas for fathoming pertaining to the subject matter. If I would have started off with this video first, the students very well could have been disenfranchised from the very beginning, and therefore lost interest, and gone into small talk discussions aside from the video, tuning out the speakers and the important knowledge that they will have to recount later for the question section. If I would have started on the second video (the failures), there would have been no introduction to what is going on, and it would be as a floating segment, and possibly had similar results. The main grouping of students with such engagement tactics who stand to benefit from such care in linking into the assignment are the boys, because according to Gurian (2010), “Girls constitute only 20 percent of ADHD…and ADD diagnoses” (p.56). Taking great care to curb the behavior via engagement strategies will help to address the gender gap in achievement due to attention issues, since “boys are 90 percent of the discipline problems…as well as 80 percent of the dropouts” (pp.56-57).
The Context for My Lesson
Prior to this particular class, there should be individual choices for an existent business and a hypothetical one. The hypothetical one is for inventing ideas about how to prosper and applying concepts as we go along. The real business that is similar should be one where there is a lot of information to research so all the topics may be covered as they come up and used as backing for the other hypothetical business.
After this lesson I will be covering some basic concepts with the class pertaining to volume distribution, dumping, and doing business in spread out ways such as WalMart’s extensive enterprise. This particular course is a great transition into international business issues and issues of law.
My CTE Business management students need to have an idea about what they would like to do, have a decent amount of English skills to explain that idea for their private business, and also be able to give me some numbers in relation to it, or some mathematical basis behind what they are doing that seems to make a lot of sense (such as showing some spreadsheets and being able to spot a trend or an example of extensive profit in such and such an area). My students will need to discover niche markets and how these may be exploited. What my students need to be doing in order to understand the content in this particular class is to be able to take what they are given during class (the concepts) and to present them in a knowing fashion, demonstrating comprehension. During this particular class the students will be learning about acquisition and mergers. The Blendspace is used as a method to show certain aspects that should be considered in these management decisions.
The Integration of the Media or Technology Into the Lesson
The class will open with a question about how many people can name some businesses that merged, or that bought out other companies. The students will give input if they have any, and then I will also be asking if there were any drawbacks to those examples, or if they could think of an example of a failure in these types of ventures. The Blendspace videos will then be viewed, the questions answered individually, and then perhaps the groups will take the questions and discuss them, and present some oral arguments they felt strongest to share with everyone. Other teams will be asked for input (if there is any). The elements learned in this lesson portion will be used in the individual projects (class time for research), then in the group projects in order to facilitate the cohesiveness of the fictitious companies and to evaluate what would be a strong group for organizing based upon the businesses that each individual has chosen. From all groups I will be asking for five ways that their group they have formed with their fictitious businesses are going to benefit, and five ways that such a grouping could potentially hurt their businesses. Then, I will ask that everyone go back to their seats and give five reasons their individual choices for group mergers and acquisitions will work, and five reasons they were perhaps poor choices.
My Evaluation of the Media or Technology Integration
I chose to integrate the media technology (Blendspace) into my lesson near the beginning of class as a way to settle my class down and to get them to begin to think about the subject manner in a fun way. If I would have started directly into the deeper thinking or the projects up front, I would not have such engagement because the classroom would not be ready. By plugging them in, getting their attention (starting at ground level), and then slowly escalating the thoughts required, the class is thereby engaged, and ready to do something with what they are learning instead of having a disconnect and not really wanting to work when they walk in. I chose to integrate the videos as informative lessons to build interest and to introduce them because this is the most difficult part of learning (the self-engagement aspect) that when done correctly is the most beneficial (from my experience).
I think my Blendspace may help my students to learn the specific content from the standard I have chosen because of the ‘fun’ aspect of cartoons, videos, and not necessarily having to sit there through one of my lectures. The level of engagement is higher due to the varied quality challenging the mind, as well as the comfort of television programming (suited for subtle intake, inherently). The content is learned by using my method because chronologically it is placed in a wise manner to begin simple and to escalate the engagement through placing the difficulty at the end instead of giving them a tough assignment and allowing them the option to revert back to rowdy hall-change behaviors up front. The class is not started at the proper level, but ends there, much like a course, or like life.
My particular Blendspace will help students learn the content because I give them a simple example up front in the form of a cartoon –the most simple of all ways to convey, and arguably the most interesting and engaging. The next video is a plethora of examples of failures, which is as much informative as it is entertaining. This is a real-life application for the concepts they were picking up in the very beginning with the cartoon. The blendspace video section concludes with a video about pointers when making such executive decisions. This is a video of mastery that they can use with their knowledge of the real-life that makes it that much more personal and empowers them to have the gift of enhanced discernment, which is the gift of learning, and also the point of the foundational NC standard aforementioned addressed by this particular lesson (Public Schools of NC, 2011) .
Some reasons this media integration will help this specific grade level is because they are young adults, and they may still be watching cartoons, and the cartoon is not beneath anyone’s learning level, but a more fun way to present what may otherwise be dry or non-dynamic material. This particular class should be prepared to tackle anything, but the proper mindset is something to coach them in and may even be a skill they pick up on to use later in some contractual negotiations and business sense to create an atmosphere kosher for deals.
The reason this may not be the right way to approach this material will vary based upon class, behavior, location, and other variables that will be unforeseeable, but in general this particular approach would work from my experience, and already being present in the classroom that I have been placed in, I believe it will be effective for that reasonable group of high-achieving students in Providence High School as well. This aspect of differential does not support the broad statement of Khan (2011) that we’re trying to build a “global, one-world classroom.” According to Robinson (2013), we are already existing in a “culture of compliance [due to the] culture of standardization.”
Overall, using the media in this way helps me teach the content because it controls the attention level and engagement of the audience, and without any connection to the audience, there is not the proper environment for learning, and there will not be higher achievement (the gauge for student learning), and thus a failure on my behalf. While some will ‘get it’, that is not the point. My job is to try to instruct each learner by self-motivation in order to promote their self-driven engagement and work independent of my own prompting. This elevated level will promote going further and operating at a level that is able to be operated at for each individual’s talents and skills (working at the level that each individual is capable of working).
It meets the standard by showing the student ways to use strategic business management intelligently to make well-informed decisions that will effect the livelihood of their company, or within their position or role with a corporate entity. The exercise promotes a knowledge of what can go wrong, what we are in the business of doing (we’re supposed to be doing this to make money –the bottom line), and it allows an actual walk through of what will go on in real life in trying to approach people about their business and attempting to sell them on something that is good for your business, but in terms to have them accept it as good for theirs.
Change management for HR & Executives: The Case of the Mixed-Up Merger. (2010). Nakisainc. Retreived from https://www.youtube.com/watch?v=7C_z8UuCJ-Y
Dreamstime. (n.d.). [Untitled illustration of acquisition and merger]. Retrieved from http://www.dreamstime.com/royalty-free-stock-image-merger-acquisition-image2335336
Gurian, M. (2010). Boys and girls learn differently! A guide for teachers and parents. John Wiley & Sons. Retrieved from http://asulearn.appstate.edu/pluginfile.php/1253117/mod_page/content/22/boys_girls_learn_differently.pdf
Hobbs, R. (2006). Non‐optimal uses of video in the classroom. Learning, media and technology, 31(1), 35-50. Retrieved from http://asulearn.appstate.edu/pluginfile.php/1253124/mod_page/content/15/Non-optimal_uses_of_video_HOBBS.pdf
Hood, G. (2012). More teachers ‘flipping’ the school day upside down. NPR. Retrieved from http://www.npr.org/2012/12/07/166748835/more-teachers-flipping-the-school-day-upside-down
Khan, S. (2011). Let’s use video to reinvent education. Ted Talks, 2010. Retrieved from http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education
Mergers and acquisitions: The world’s best lecture tutorial in a nutshell. (2012). Ashridge. Retrieved from https://www.youtube.com/watch?v=sQ6xACl8hJk
Miller, L., Moreno, J., Willcockson, I., Smith, D., & Mayes, J. (2006). An online, interactive approach to teaching neuroscience to adolescents. CBE-Life Sciences Education, 5(2), 137-143. Retrieved from http://asulearn.appstate.edu/pluginfile.php/1253132/mod_page/content/9/Miller%20et%20al.pdf
Public Schools of North Carolina State Board of Education. (2011). Retrieved from http://dpi.state.nc.us/docs/cte/program-areas/business/programs/blueprint/businessmanagement.pdf
Robinson, K. (2013). How to escape education’s death valley. Conferências TED. Retrieved from http://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley?embed=true
Top 10 disastrous mergers & acquisitions (M&A). (2013). Watchmojo.com. Retrieved from https://www.youtube.com/watch?v=9dFvhq2sKfM