ASSIGNMENT

JANUARY 2022 SEMESTER

SUBJECT CODE : EPE 642

SUBJECT TITLE : CURRICULLUM DESIGN AND DEVELOPMENT

PROGRAMME : MASTER OF EDUCATION

STUDENT’S NAME : KAVITHA A/P BUNASILAM

MATRIC NO. : E60105210136

ACADEMIC FACILITATOR : Prof Dr. Seloamoney Palaniandy

LEARNING CENTRE : SUBANG JAYA

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Part A

Introduction

An integrated curriculum that includes real-world education and symbolises a greater

spectrum of meaning. Everybody has their own interpretation of what constitutes an
integrated curriculum. Integrating, according to Malik & Malik (2011), is the structuring of
teaching material in order to bring disciplines that are generally taught differently together.
An integrated curriculum, according to Campbell and Henning (2010), is learning centred on
the students' concerns and issues. Aside from that, Shriner, Schlee, and Libler (2010)
believed that a curriculum examines a central issue using methods and language from other
subject areas. An incorporated curriculum, according to Beane (1997), "is based on
developing the possibilities for personal and social integration through the organisation of a
curriculum around critical problems and issues, collaboratively identified by teachers and
students, without regard to race, ethnicity, or gender." Integrated methods to science,
technology, engineering, and mathematics (STEM) are defined as a teaching technique and
teaching methodology that connects two or more STEM disciplines.

A student-centered curriculum that engages students, promotes learning outcomes, and raises
student interest is the goal of an integrated curriculum. Throughout the curriculum, higher
level thinking abilities, collaborative knowledge, and concern of other students' values are
emphasised. Students and teachers collaborate to create classes that address societal and
student issues. Students can notice the meaning and purpose of the material using an
integrated curriculum. Aside from that, pupils gain a better comprehension of the content.
They're on the go. Students can learn in a real-world setting with an integrated curriculum.
Students apply what they learn in the classroom to real-life situations and create real life
experiences in their own lives.

In all educational environments, an integrated curriculum is practical and effective. Integrated

the curriculum encourages students to participate in courses and develops their critical
reasoning skills. Students can also connect multiple specific topics and their own life with an
integrated curriculum. The teaching process becomes more beneficial for pupils when they
discover these connections and understand why they need to learn specific skills. Meaning is
linked to the development and abilities that students receive while learning in the integrated
curriculum for senior-level pupils. Curriculum integration is a critical cause in the field of
education. Today's learning knowledge is becoming more interdisciplinary and integrated,

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which calls for more interdisciplinary and integrated learning in schools. Teachers are
continually looking for ways to engage their students and deepen their understanding of the
content.

Advantages of an integrated curriculum.

There are numerous benefits to having an integrative approach. Because of integrated

teaching, students increase their enthusiasm for learning, gain self-confidence, gain a sense of
responsibility for democratic group learning, and improve their critical thinking skills and
empathy for others. When questioned about their experience with integrated curriculum and
development in language arts and social studies, students shared their thoughts. Students
stated that they were able to create a connection between the educational material and a real-
life situation. Students' thinking methods changed, and they began to connect what they
learned in class with their real lives. The students also see the importance of integrating the
education by focusing on each area. Students emphasise effects of integrative instruction in
the classroom on their learning. Students in integrated curriculum courses outperform
students in non-integrated courses. Learners also make connections between disciplines,
academic knowledge, and personal events. Learners gain critical thinking skills, self-
confidence, and a passion for learning while also advocating for the use of an integrated
program.

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The integrated curriculum and inquiry-oriented nature of design and learning develop the
perfect vehicle for applying math and science at the middle- and high-school levels. Inquiry-
based learning in science and mathematics requires students to do more exercise and watch
the educator. It also recommends that they combine both scientific processes with content
knowledge—they must use scientific reasoning and critical thinking to develop their
knowledge. Learners must implement multiple content exercises such as mathematics,
reading, writing, and speaking as they work through the many layers of learning activity.
Learners should be able to ask questions, make their observations, create and conduct
experiments, use appropriate technologies to produce and great analyze data, utilize high
order critical thinking skills, use some evidence to create explanations and predictions, and
communicate to transfer the information.

 Students benefit from an integrated curriculum since it allows them to put their
knowledge into practice.
 Information may be retrieved more quickly with an integrated knowledge base.
 Multiple viewpoints result in a more comprehensive knowledge base.
 The depth and breadth of learning are encouraged by an integrated curriculum.
 The integrated curriculum positively influences students' attitudes.
 More time is available for academic inquiry with an integrated curriculum.

Discussion and Recommendation

An integrated curriculum may not address a logical progression within a discipline. If

teachers are to consider the function of sequence in curriculum selection decisions, more
research into the effect will be required. Present sequencing decisions may result from
textbooks than a genuine need for comprehension. Students may learn knowledge radically
differently when the curriculum is built on broad concepts linked in thematic units, making
the usual sequencing less meaningful. This is an area of integrated curricular research that has
yet to be thoroughly investigated. Another implication is the evaluation of student learning.
Suppose student and instructor input is used to drive themes. There are a few things that all
implementation research findings have in common. Curriculum integration requires time, as
one issue comes across loud and clear. Teachers require standard planning time to choose
themes, research resources, discuss student learning styles and needs, and arrange teaching
schedules. Community, transformation, and systems are examples of broad strands that are

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excellent thematic organizers. Educators consider the following as crucial components of an
integrated curriculum based on an exhaustive literature assessment and consultations with
teachers. The study's findings highlight the inconsistencies between the curricular paradigms
identified in educational reform and school reality. Educators have a shortage of expertise
regarding multidisciplinary planning and an implicit lack of awareness of specific techniques.
Most subjects organize interdisciplinary learning situations at the level of a curricular domain
and only rarely integrate contents from various curricular fields. The exercise is employed
more frequently in small classes than in the grades when teachers are more reserved.

Actual curricular integration methods reveal a lack of a well-defined and well-coordinated

approach to planning and implementation. The lack of consistency in the operational
modalities of planning an integrated learning situation, in our opinion, is attributable to a
variety of planning models that circulate among practitioners, some of which lack a scientific
foundation. Another factor could be a scarcity of specific examples of good practice and
effective models from current practice. Teachers view the formative value of interdisciplinary
activities on pupils' cognitive and social development favorably due to their relatively
empirical understanding of the integrated curriculum. They considered educational practice
and the reality that integration activities are primarily found in the disciplines compared to
the school level and the teacher's didactic experience. The operational modalities of preparing
and implementing the integrated didactic scenario are different. The integrated approach is
limited, with isolated correlations formed across the contents of various disciplines, more
commonly within the same curricular domain, or with real-life circumstances, using
interactive strategies and tracking the development of integrative type learning results.

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Part B

Curriculum that Prepares Students for the Future

Whether in developed or developing countries, the entire world is predicted to undergo rapid
economic, political, and social development in the twenty-first century. 'The ignorant of the
twenty-first century are not those who cannot read or write, but those who cannot learn,
unlearn and relearn,' says Alvin Toffler, a well-known author. Teaching in the twenty-first
century will be more difficult since pupils would be expected to grasp more imaginatively
and innovatively, solve issues, and think critically. Therefore, teachers need to create new
program approaches, strategies, and teaching techniques in the twenty-first century of
coaching and facilitating so that students can better understand the guidance and learning
content supplied by the teacher. In today's society, things are changing.

We live in a media-saturated world that is purposefully distinct, multinational, and

complicated. As a result, this technological revolution will significantly impact education.
Our pupils face many challenges, including population growth, climate change, health
inequity, primary poverty, and other environmental changes. As a result, the technological
revolution and social, economic, and globalization developments have ushered in new
changes and improvements in the teaching age and culture of the twenty-first century.

Students are connected to other learners and resources throughout the world through this
21st-century learning channel, where they prepare themselves as problem solvers. In an ever-
evolving energetic, driven environment, they shape their learning around relevant topics and
collaborate through efficient communication. Students investigate how to be inventive and
fast adjust to shifting trends. They grow into masters of the task at hand and international
leaders. It's not just about technology or skills for the global economy when engaging pupils
for the twenty-first century. Teachers must be innovative thinkers, mentors, entrepreneurs,
motivators, illuminators, and catalysts in today's classrooms.

Teaching and learning in the twenty-first century are advanced and fast-paced, and it is
frequently debated when the need for and desire for change arises. Education in the twenty-
first century is evolving rapidly, with students becoming more educated and empowered than
ever before. In the twenty-first century, this ongoing change in education is linked to

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globalisation and the many factors that impact social change. The distinctions between the
twentieth and twenty-first centuries will be discussed in depth throughout this article.

Developing the 21st Century Skills

The Partnership for 21st-Century Skills claims that 21st-century skills are required to manage
life in the twenty-first century and beyond successfully. All subjects and 21st-century themes,
according to the organization, are necessary foundations upon which the following 21st-
century skills are built communication and collaboration, critical thinking and problem
solving, creativity and entrepreneurial skills, technological literacy skills, and life and career
skills. These abilities are taught within the Partnership's framework, which emphasizes high
standards, balanced assessments, an integrated curriculum that utilizes all resources, teacher
advancement in a learning community, and the design of enabling learning environments that
support the desired objectives.

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Critical thinking

Critical thinking may sound sophisticated and mind-boggling, but it simply refers to pupils
applying what they learn in class in meaningful and innovative ways that go beyond the
surface level. It also entails the ability to gather information and generate rational thoughts
and conclusions. Two easy yet practical approaches to practise the critical-thinking method
are comparison and classification activities. If you're teaching younger children, you may
offer them a list of creatures and ask them to sort them into groups based on their size,
appeal, or scariness. Some of these are objective metrics; for example, an elephant is larger
than a mouse. However, the scarier of the two animals is a matter of opinion.

Besides that, asking students many hypothetical questions to engage their imagination,
especially when introducing a new topic, is an excellent technique to develop critical
thinking. Here are two of my favorites that never fail to get participation and a few smiles
from students: "You have three requests... First, "What exactly are they?" Second, "If you had
a superpower, what would it be?" and, maybe more apt in this situation's superhero-crazed
climate, "if you had a superpower, what would it be. When it comes to developing critical
thinking abilities in your students, the goal is to get to the "why" of things rather than just the
"what."

Collaboration
As the saying goes, it takes a village to make a dream come true. Collaboration is all about
honing a student's critical thinking skills so they can collaborate with others. Naturally,
organizing group activities is the most effective approach to accomplish this. However, it's
also important to change things up as much as possible so that students don't become
accustomed to working with the same person throughout the season. Consider having
students work in different-sized groups or enabling them to establish their groups. In
addition, their development and their own necessitates experimenting with hands-on activities
and grouping them with pupils of likeability and those of different abilities.

Collaboration has the potential to strengthen a student's dispute resolution skills, which are
often underestimated. Students will not always get along, especially when they leave the
classroom and enter the real world. Apart from that, while shouting at or worse, assaulting
each other in the school is inappropriate, doing so as an adult is far worse. They might not get
a time out, but they might lose their job. Collaboration regularly will inevitably result in

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conflict. Finally, this is arguably a good thing because it allows students to experience
interacting with a variety of people in various situations, all while under your supervision.
Also, don't forget that collaboration frequently leads to creativity. Students may benefit from
the opportunity to collaborate with their peers.

Creativity

The fascinating aspect is when we get to creativity, which refers to encouraging pupils to
utilize their imagination to express themselves in new ways and create new things. It wasn't
long ago that this meant pulling out the coloring pencils and having them draw a picture,
build a poster, or collect many popsicle sticks and glue them together to make a design. With
the widespread availability of computers and other devices and many, if not all, students
owning smartphones, the range of alternatives is virtually limitless. We can encourage our
students to develop in a variety of media formats. This may include video blogs, podcasts,
panel shows, infographics, slideshows, and anything else.

Communication

In a twenty-first-century connection, communication means communicating successfully

vocally, in writing, and using a combination of digital technologies and listening skills.
Information and digital literacy are included in the idea of knowledge in many international
frameworks. Furthermore, distinct information, media, and technical abilities are required by
different frameworks. Information and communications technology (ICT) skills, as well as
literacy and numeracy, are included in certain commands. Digital technologies and resources
have opened up a new world of communicative interaction, one in which good navigation is
critical for 21st-century success. Each appliance has its own method for creating a good blog
post, whether it's through a clever tweet or a persuasive article. The issue is not just learning
to use new communication tools but mastering many forms of approach and taking more
challenging task in future

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Conclusion

Teachers in the twenty-first century are dedicated to serving as a guide or mentor to their
students, rather than an all-knowing sage who provides them with all of their knowledge.
Furthermore, with access to a variety of materials, children will invariably know more than
teachers on various topics and will be one step ahead of technical expertise. Therefore,
teachers must be able to act as facilitators and motivators for learners to empower their
students. For educators, this is fantastic news. Instead of providing students with all of the
information they need to succeed in areas where the teacher has limited knowledge, teachers
can mentor students as they take their first steps into new professions. Again, it's about
teaching children to think beyond their parents' expectations.

This necessitates teachers who are forward-thinking, inquiring, and adaptable. Teachers must
be specialists at picking up new teaching strategies and learning with their students. Simply
posing questions such as "what will my pupils require in twenty or fifty years?" How can
teachers assist in developing those skills?" may help you alter your perspective, become a
leader, and bring about change in your classroom, school, and country. Situation: One of the
most significant concerns facing young people is mental health and welfare; yet, 21st-century
education can provide them with the skills they require now and in the future.
Communication, critical thinking, and emotional intelligence (EQ) are transferable skills that
can help people through difficult moments in their lives. Finding your passion, doing it well,
having a sense of purpose and focus, and governing your workload and life are all important
aspects of a patient's journey.

A mentor who can think critically and creatively, interact with others, and communicate
prepares kids for future success and helps them live healthier lives. Bringing your school into
the twenty-first century necessitates taking the initiative rather than following suit, actively
searching out new ways of doing things, and maintaining contact with students outside of the
educational system. Change on a large scale necessitates leadership in the classroom and
throughout the school community, but every teacher can make an instant difference to help
kids achieve.

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I hear and I forget

I see and I believe

I do and I understand

Creativity in teaching methods is a great approach to make positive changes in students'

behavior and attitude towards learning, to improve their motivation and engagement. The
outcomes of the change have bilateral nature. They can affect students' results and
understanding of the educational content and create conditions for an effective online
learning process. Creativity teaching strategies will lead to a better learning society in which
students' creative and intellectual abilities will allow them to achieve their goals of
transformation and development fast.

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References

 Website

(2022). Retrieved 7 February 2022, from

https://www.moe.gov.my/index.php/en/dasarmenu/kurikulum-kebangsaan

(2022). Retrieved 9 February 2022, from

https://www.trueeducationpartnerships.com/schools/future-curriculum-creativity-and-

innovation/

(2022) Retrieved 20 February 2022, from

https://www.forbes.com/sites/forbestechcouncil/2021/03/15/the-future-of-work-why-we-
needcurriculum-innovation-more-urgently-than-ever/?sh=46c45ae136ad

 Journal

Alter, S., Drobnick, R., & Enzer, S. (1982). A modeling structure for studying the future
report, M-33. Center for Futures

Kress, G. (2000). A Curriculum for the Future. Cambridge Journal Of Education, 30(1),
133145. doi: 10.1080/03057640050005825

Grey, S. (2020). World class: how to build a 21st-century school system: strong performers
and successful reformers in education. Comparative Education, 56(2), 305-307. doi:
10.1080/03050068.2020.1741792

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Part C

Develop a Course

Title of the Course – Power of Consumers

Objective: • Practice speaking about consumerism

• Practice reading and reciting a short book

• Practice offering comments and suggestions

• Practice analyzing product information

Course Description

Shopping is one thing that people from Malaysia have in common. We are all consumers,
whether we like it or not. Thus, this is a subject that students of all ages and ethnicities should
be able to relate to everyone. The first task is to engage pupils in the topic by asking them to
examine the labels on their clothing and school supplies to see where they came from where.
Next, students should consider the most significant variables when purchasing for various
things in Task 2. Task 3 is a reading assignment that examines the rise of fair trade items in
the shopping mall. The next challenge asks students to discuss moral shopping dilemmas.
Coffee, bananas, and chocolate are Malaysia's most well-known fair-trade products. Still,
other products, such as pet food, toothpaste, and even MP3 players, are also being
scrutinized by consumers for their environmental impact and the ethnicity of the companies
that make them. In addition, the growing popularity of ethical shopping is putting pressure on
shops to expand their ethical product offerings.

Rationale

Customer satisfaction (commonly abbreviated as CSAT) is a metric for determining how

pleased or dissatisfied customers are with a company's goods, services, or experience.
Customer Power refers to a customer's perception of your organization and what you have to
offer in terms of quality, value, and expectations. This information can reveal how customers
feel about your brand and how they will interact with it in the future. Customer satisfaction
should be a top priority for any company looking to expand. You'll need to measure and
analyse client satisfaction ratings to see if they're satisfied. Customers that are happy with

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your service are vital since they will stay loyal and refer others. You can build customer
advocacy programmes for these consumers to entice them to bring in more referrals and
promote your company. Customer power is an important and natural part of mapping the
customer experience, but it faces challenges. The role originated as a phone center, which
mainly was transactional and responsible for only one touchpoint. In an omnichannel world,
customer service is gradually becoming a significant contributor to customer satisfaction
across many customer channels, from chat and social media to service applications and self-
service channels. However, in some organizations, the job is still focused on addressing low-
value requests rather than being strategic. Many tops and leading firms have a code of
conduct and ethics guide that new workers must sign. This handbook is a formal and worded
document that informs every employee of the kind of acts and conduct required of them and
that failure to do so will result in serious consequences. Everyone is asked to read and sign
the code of conduct and ethics again in the middle of the year. It is not an exaggeration to
state that the top line must lead by example if they expect everyone else to follow suit. People
in the firm hold their leaders in high regard and act appropriately. Companies with unethical
executives are more likely to fail.

Creating and adhering to a customer power code of ethics provides personnel with a set of
principles to follow while engaging with customers, but it also sets the tone for each
customer's relationship with the organization. Customers who feel valued by the companies
they support are more likely to stay loyal for years, if not decades. Loyal customers often
speak well of the firms they support online and in person, advising their friends and loved
ones to do the same. Developing successful customer power principles is an investment in
future profitability and growth for many businesses. Consumer purchasing power is
frequently mixed up with consumer purchasing power. These elements are similar, but they
are not identical. Consumer purchasing power relates to how much money a consumer has to
spend instead of how far that money will stretch. According to Saylor Academy, consumer
purchasing power is the number of products or services that may be purchased with a given
unit of currency.

The rate of inflation and price variations directly impact consumer purchasing power.
However, a consumer's purchasing power is also determined by their net income. If net
income rises with prices, purchasing power may rise or remain unchanged. If net income
stays the same but prices rise, buying power will dwindle. As a result, businesses must
determine their target audience, what vocations they hold, and how much money they make.

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This will allow them to price items and services that consumers can purchase more
effectively.

1. Age group 13 years old

2. Duration of course ( 20 hours)

4 hours per day
3. Learning Outcome
1. An Analysis of Customer Power Students will
learn about customer service basics and how it
influences consumers and businesses.

2. Developing Client Loyalty teaches children how

to spot the traits of a loyal customer and why
customer loyalty is so important to a business's
success.

3. Criteria and Wants teaches students how to look

at customer demographics to figure out what they
want and need.

4. Handling with Difficult Customer Personalities

instructs students on how to recognise and deal with
the many personality types they may encounter
when working with clients. They'll also learn how to
apply that knowledge to provide good service.

4. Pre-Requisite Malaysian Nationality

1.

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 Monday
Content 2.00-6.00pm
1. An Overview of Customer Power
2. Developing Customer Knowledge
3. Customer Wants and Needs Tuesday
4. Dealing with Customers with Difficult 2.00-6.00pm
People
5. Issues with Customer Service in Person Wednesday
6. Phone Issues and How to Fix Them 2.00-6.00pm
7. Business Letters and Emails are the first Thursday
things that comes to mind while writing a 2.00-6.00pm
business letter.
8. Problem-Solving Techniques
9. Dealing with Customer Dissatisfaction Friday
10. Improving Customer Loyalty by Using 2.00-6.00pm
Dissatisfied Customers

Procedures

Task 1

This is an excellent way to get pupils to consider where their clothes and school supplies
originate. Request that they examine the labels on their belongings and complete the table.
Before you begin, show them a few examples of your clothing or items. If you have a class of
rowdy teenagers, make it plain that stripping off their clothes is not acceptable! You should
limit this practice to small groups of people you can trust to be responsible.

Task 2

Consumer criteria. Imagine you are going to buy some of the following items. What do you
consider before you decide which one to buy?

• Price?

• How it looks?

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• The quality?

• The brand?

• Anything else?

Task 3

Consumer Power

You will read a section of a text titled Consumer power – feel good about your shopping
experience by shopping ethically.

Before beginning to read the text, consider the following:

• Guess as to what it will be about.

• Now, read your part of the text attentively and double-check any new terminology with the
rest of the group. Then explain your paragraph to your classmates.

Task 4

The time bank

• Can you imagine a world without money?

• How did people manage in the past without money?

• Do you think money has become too important in our society?

• What is more important to you, time or money?

• What do you know about time banks?

Task 5

Campaign for clean clothes

Consider the price of a pair of trainers: Rm100. What percentage of that money do you
suppose the shoemaker gets?

Take a look at the data in the table below and the statistics in the box. Try to figure out how
much of the cost of a pair of designer sneakers is spent on each step. Check with your teacher
after that.

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• Material

• Production costs

• Worker's labour cost (paying the person who makes the shoe)

• Profit subcontractor

• Transport and tax

• Retailer's labour cost (paying the person who sells the shoe)

• Retailer's publicity

• Retailer's rent

Task 6
Now, have a discussion with your group about the following questions:
• Did any of this facts surprise you?
• Do you believe things will improve in the future? If so, how would you go about doing it?
• Is there anything you can do to make things better?

Evaluation and Grading procedures

Sample Assessment

1. Examine the labels on your clothing, luggage, and pencil cases. Then, please fill up
the table with the origins of five things by finding out where they were created.

Item Origin

1.

2.

3.

4.

5.

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 2. The time bank

• Can you imagine a world without money?

• How did people manage in the past without money?

• Do you think money has become too important in our society?

• What is more important to you, time or money?

• What do you know about time banks?

What could you offer to time bank? What would you like to take from time
bank?

3. Consumer criteria. Imagine you are going to buy some of the following items. What
do you consider before you decide which one to buy?
4. • Price?
5. • How it looks?
6. • The quality?
7. • The brand?
8. • Anything else?

A pair of A pair of pants A bar of

shoes chocolate

Most important
factor

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 Second
important
factor
Most important
factor

Third
important
factor

Fourth
important
factor

Teaching Methodology
a) Constructivism

Constructivism will enable students to create new knowledge and concepts based on what
they already know or their patterns. Through student-centered dynamic learning, the
teacher assists students in obtaining new material and addressing challenges regarding
Disaster and Crisis Management.

b) Learning that is rational

Rational Learning is a method for learning that connects the material being learned to the
students' daily routines, the environment around them, and the working setting. When
students can relate and apply what they've learned to their own life, they've learned.

c) Project-Based Learning (PBL)

PBL (Project-Focused Learning) is a creative, accurate teaching system based on learning

exercises and real-world projects that fosters student engagement via in-depth
investigations of a problem or challenge with really no predetermined solution. The PBL
method creates a constructivist learning environment in which students may develop their
own understanding. The students' performance is assessed in light of a single effort as
well as group activity. It takes into account the commitments made to a continuing course
of activity acknowledged, the depth of contents arrangement displayed, and the kind of

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 the item produced. PBL, at its best, connects students to real people, events, and problems
in the real world that are relevant to their lives and passions.

d) Identifying the Best Ways to Learn Skills

The skills in Figuring out How to Learn are organized in classroom scenarios with the
goal of empowering students to devote more time towards their own learning. These
talents combine to focus on abilities that aid students in gaining access to information
and, as a result, prepare them to become independent long-term intellectuals to solve
problems like disasters and world crisis.

e) Inquiry Based Learning

Inquiry Based Learning is a method of teaching and learning that puts students' inquiries,
thoughts, and perceptions at the school of the teachable moment. Analyzing dynamic
concepts, difficulties, or circumstances, as well as persuading students to approve
comprehension and stimulate subsequent inquiry, are all part of this process. Both
teachers and students share responsibility for the learning, and teachers play an important
role as facilitator in guiding students through the learning system. Students, as linked
students, must collaborate with others both within and outside the study hall in order to
encourage deep grasp of material knowledge and mental growth.

f) Information Gathering

Content is gathered from several topic areas within the educational plan in order to
demonstrate the Crisis plan. Students can also get information from a variety of sources to
remain up to speed on current projects.

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Recommendation
After that, students should think about their own experiences with good and terrible customer
service. You can encourage students to think by giving them a worksheet with questions like
Consider an instance when you received excellent or poor customer service. What went
wrong? What role does customer service play in your business? Name a location where you
have a strong sense of brand loyalty. What makes you feel this way? Students should do the
worksheets in small groups and discuss their answers. After a few minutes, select one student
from each group to share one of the shared scenarios. This can then lead to a more in-depth
discussion about customer service as a whole in the class.

You'll introduce students to the four basic characteristics of good customer service at this
stage in the lesson. Knowledge about the product and the industry Friendliness

 Understanding of consumer requirements

 Skills in problem-solving

After that, you'll lead a class activity called Don't Break the Chain. Students sit in a circle and
recite the four traits one by one. If a student forgets one of the traits, the chain is broken, and
the learner returns to the beginning. This is a fun approach to include a short game while also
reminding students of the important elements of good customer service. The use of a
worksheet from the Money Instructor Introduction to Customer Service lesson plan is
referenced in this section of the lesson. Students work in groups to solve the first question on
the sheet, then report their findings to the class.

After that, students will role-play one of the scenarios they generated in the previous section
of the class. Allow the groups to plan and rehearse their displays for a few minutes. Then
each group will act out a scenario of either good or bad customer service one at a time. This
hands-on approach will allow students to engage in "real-world" instances while also
expressing themselves creatively. Finally, it's time to check for student knowledge after
everyone has completed their role-play scenario. Instruct students to complete the second
question on Money Instructor's worksheet: "Consider a school or workplace." Within that
organization, who would be the customers? Students can then write their replies and

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participate in a class discussion led by the lecturer. This is a fantastic technique to assess
student understanding of service from the perspective of a client.ly.

It's now time to explain the difference between reactive and proactive customer service to
students. Reactive customer service entails dealing with a problem as soon as it arises. Taking
preventative action based on prior awareness of concerns is what proactive customer service
entails. Students will create examples of each category as part of this customer service
assignment. Then, to demonstrate each customer service, allow students to role-play or
explain a scenario they came up with.

Students will be tested on their knowledge after completing the four phases of learning in a
summative evaluation. The module test incorporates material from all of the module's lessons
and is graded automatically by the digital system. The Customer Service module contains
nine class hours of curriculum content to assist in teaching customer service skills. Overall,
because the context is based on experiences your students have in their daily lives, this
material is an excellent complement to any course that needs to address customer service.
The sole exception is that the module is only available as part of a larger curriculum for
career preparedness and business teachers and cannot be purchased separately.

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Reference
20th century. https://en.wikipedia.org/wiki/20th_century
21st century. https://en.wikipedia.org/wiki/21st_century
Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. Clearing
House, 83(2), 39-43. doi:10.1080/00098650903505415
Dunn, J. (2011). The evolution of classroom technology. Retrieved from
http://www.edudemic.com/classroom-technology/
Forbes, J. (n.d.). Tale of the one room school house. Retrieved from
http://www.oneroomschoolhouses.ca/

https://corp.yonyx.com/customer-service/importance-of-ethics-in-customer-dealings/
#:~:text=Ethics%20in%20customer%20dealings%20improves,benefits%20at%20least
%20short%20term.

https://www.oswego.edu/registrar/course-prerequisite-and-corequisite-information

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