This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

• demonstrate Level II touch keyboarding on alphanumeric keyboards
• apply appropriate formatting techniques to create word-processed business documents
• describe communication skills and technologies used in business and the workplace
• create effective business communications by integrating a variety of technologies

To view the prescribed learning outcomes for Business Communication in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Assess students' entry-level keyboarding performance and have them set realistic objectives. Inform students of employment standards associated with keyboarding and related skills. Encourage them to work toward Level II proficiency of 30 to 40 wpm with accuracy on a timed test, using correct keying techniques in an ergonomically safe environment. Level II also requires the use of software in production activities (see Appendix D).
• Instruct students on how to perform a variety of word-processing tasks (e.g., formatting, proofreading, spell checking, managing electronic files). Have students create documents such as tables, manuals, rÈsumÈs, and business letters, using functions such as mail merges and file transfers when appropriate (see Appendix D).
• During a visit to a local business, ask students to identify business communication systems such as wide and local area networks, satellite, the Internet, e-mail, and multimedia. Invite a guest speaker, such as an office worker or independent business person, to discuss with students changes in workplace procedures and entrepreneurial communication due to technology.
• Suggest that students interview local business people on relevant topics (e.g., use of technology, marketing a product, hiring practices). Then have them give three- to five-minute presentations to the class, focussing on communication skills and technologies used in business.
• As a class, brainstorm forms of business communication (e.g., letters of complaint, fax messages). Work with students to establish criteria with which they can evaluate the effectiveness of each form of communication. Then ask students to role-play a variety of business communication situations, each integrating two or more technologies, and evaluate the role plays using the agreed-upon criteria.

SUGGESTED ASSESSMENT STRATEGIES

• Post a list of common business-communication practices (e.g., spell checking, proofreading, backing up data on a disk). Describe the purpose of each practice and show students how to perform them. Ask students to refer to the list as they work on projects and to ensure that they follow the practices when appropriate. Conduct periodic checks as they work, reviewing their completed projects for evidence that they know how and when to follow these practices.
• With the class, develop criteria to evaluate formatting in word-processed documents. Have students work together to develop formatting guidelines for their work. Use these guidelines as a checklist when reviewing all similar projects.
• Ask students to research and report on specific workplace systems (e.g., wireless, local area network, satellite office, the Internet, home-based business, distance education), using various technologies to prepare and produce their work. Review students' reports, noting evidence that they:
  • select technologies appropriate for the purposes, audiences, and types of information they are presenting
  • integrate technologies appropriately
  • use technology effectively to clarify their messages

RECOMMENDED LEARNING RESOURCES

• Database Applications and Exercises
• Media Messages

Video

• 10 Basics of Business Etiquette
• Ideas Into Action
• The Winning Look

Software

• All the Right Type
• Digital Chisel
• Type to Learn
• UltraKey

Games/Manipulatives

• The Real Game

Note: It is anticipated that existing classroom and school materials will also be used to support the prescribed learning outcomes until additional learning resources are identified.

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