Career, Technical and Agricultural Education Differentiated Instructional
Resource Lesson Plan
Course: Intro to Consumer Relations
Unit: Title Unit 5: Consumer Services and Satisfaction__
Industry Big Ideas: Customer Service is a major requirement of any company. Without
customers, and more importantly returning customers, it is hard to be a successful business.
This unit will introduce a basic way to help students understand what is involved in providing
consumers with the services and satisfactions to be happy with the work, service, and/or
product provided by the company.
Learning Objectives
CTAE
GPS:
HUM–ICR–5
Identify concepts of quality service to assure consumer satisfaction.
5.1 Discuss industry standards for service methods that meet expectations of
consumers.
5.2 Analyze the relationship between employee attitude, appearance, and
actions on consumer satisfaction.
5.3 Investigate ways to develop a rapport with different consumers.
5.4 Describe behaviors and attitudes that create barriers which limit rapport
with consumers.
5.5 Demonstrate the ability to empathize with a consumer.
5.6 Differentiate between good and bad customer service.
5.7 Identify different types of customer service: corrupt interaction, detached
interaction, high interaction, ideal interaction, low interaction, no
interaction, transparent interaction and unfulfilling interaction.
5.8 Develop customer service goals and create a personalized customer
service program including mission, vision and goals.
5.9 Analyze effects of positive consumer relations on success of the human
services industry.
Academic
GPS:
ELACC9-10SL1
Essential Question(s)
This task asks students to show their “know-how” on something important and challenging, not just their knowledge
Engaging/
Essential
Questions
Page 1 of 4
EQ 5.1- How does one satisfy his or her consumers? Why is customer satisfaction
important?
Authentic Learning
This task reflects what people might actually do in the real-world, including real life issues, themes, and problems
Pre-Assessment Tool:
5.1- Ask students what they think consumer satisfaction means? What does it entail? Teacher can write
these ideas on the board for reference throughout the unit. Teacher should have the students work
together to put their ideas into categories best they can or in a graphic organizer.
•
Teacher should then introduce what “Qualtrics” means and then explains as the 7 Types of
Customer Expectations (from https://www.qualtrics.com/blog/customer-expectations/ ) listed below
with students coming up with specific examples.
1. Explicit Expectations
2. Implicit Expectations
3. Static Performance Expectations
4. Dynamic Performance Expectations
5. Technological Expectations
6. Interpersonal Expectations
7. Situational Expectations
Student Outcomes
Direct Instruction
What do the
students need to
learn? Clarify the
learning goals.
Explanations,
examples, check for
understanding student
practice, cooperative
learning, individual
practice, independent
activity
What do I want students to know, understand, and be able to do?
Know: Students will know…
5.1- Students will know the different types of customer service.
Understand: Students will understand…
5.1- Students will understand how to develop a rapport with different consumers.
Be Able to Do: Students will be able to…
5.1- Students will be able to develop customer service goals and create a
personalized customer service program.
Differentiated Instruction
Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profiles of
students
Differentiation
Activities
__X__ Flexible grouping
_____ Tiered instruction
__X__ Interest-based investigation
_____ Learning centers
__X__ Product
Description of
Differentiation
Activities
Activity 5.1
 During Pre-assessment, the student can listen to the teacher explain
customer expectations or read online themselves at their own pace.
 Students will learn through “foldables”, discussion, and online activities
through Quizlet.
 During group work, the teacher can mix high achieving students with lower
achieving students to work together. The members can divide the tasks to
each other’s strengths to complete the assignment.
 Students can get creative with their customer service plan.
Page 2 of 4
_____ Personal agenda
_____ Graphic Organizer
_____ Exit card
__X__ Project
__X__ Presentation
Materials Needed:
Major Learning
Experiences and
Lesson Process:
Accompanying
Students will pick a desired profession and fold their paper into three sections
Resources:
(What will the
teacher and students
be doing? With
what? Be sure to
include learning
experiences and
assignments that are
clearly differentiated.)
labeled: attitude, appearance, and actions. In each section students will give
examples of what each element looks like in their chosen field.
Students will look at the relationship between employee attitude, appearance, and
actions on consumer satisfaction. How does each element complement one
another? What happens when you are missing one? What happens when you
only have one?
Students will learn vocabulary terms through the following Quizlet link:
https://quizlet.com/96084292/icr-unit-5-customer-satisfaction-flash-cards/ which
includes different types of customer service: corrupt interaction, detached
interaction, high interaction, ideal interaction, low interaction, no interaction,
transparent interaction and unfulfilling interaction.
•Students will watch the following video link provided below. At first, the teacher
will play the first 3 minutes of the video. During that part, students should write
down what they see that the employer is doing wrong or constitutes as bad
customer service. https://www.youtube.com/watch?v=VbkxFPXNoVc
After those 3 minutes, have students break up into groups of 3-4 to discuss what
they noticed in the video. The group should come up with a compiled list of
mistakes they noticed.
The teacher will then have each group read their list out loud to the rest of the
class. Each group will then re-write, generally, how they think that customer
service representative should have acted in the situation. The students should
expound on their general script as to why they feel the changes they made were
necessary. Each group can then pick two people to act out their new approach to
the customer’s situation. After these presentations, the teacher has the option to
show the other half of the video that shows an example of how a customer service
representative could have properly accommodated their customer. Investigate
ways to develop a rapport with different consumers.
Students will then write an informative essay on the effects of positive consumer
relations on success of the human services industry. Students should state
examples from the lesson and specific things they could incorporate when working
with a consumer in their chosen field.
Intervention:
Teacher can work individually with students or assign students with strong
leadership traits to help other students master standards and activity concepts
within each lesson and project.
Curriculum Connections:
Students will be able to write, edit, research, and use their presentation talents that
are included within the state-adopted Technical Literacy Performance Standards.
Page 3 of 4
Closure
(Review key points,
preview next lesson)
Activity 5.1- Students will end the unit with developing their own customer service
goals for their future career. Students will type up an initiative as if it
was going into an employee handbook. This initiative should have a
personalized customer service program including mission, vision and
goals. Students should explain why their program will satisfy and
benefit consumers.
Technology Applications
Technology (computers, EasiTeach Chalkboard, software applications, Internet) used to promote student learning
Technology
Applications
Computers
Internet
Web Resources
Assessment
This may be formal or informal
Assessments
ASSESSMENTS for the lesson, as appropriate:
Formative (written and/or teacher observations)
5.1
Summative (written, teacher observations, projects)
5.1
Student Self-Assessment and Reflection
5.1
Rubric/grading system for culminating assessment (explain and/or attach, as
appropriate):
Other Resources
Other
Resources
Textbook
Textbook, teacher
materials, etc.
Teacher Reflection/Notes
Self-reflection
Page 4 of 4
Teacher may choose to use additional online blogs, school-based Moodle
pages, or online classroom sites for students to post ideas, reflections, and
deeper thoughts on aspects of the unit for additional consideration and
rationale for class discussion or teacher conversation.
Teachers may take these activities and build additional web tools to
integrate effectively. Possible web tools to use can be found at
http://ctaeir.org/archive/clusters/resources.php