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  1. Unknown User (gdouglas)

    Sample Customer Survey to Better Develop Your Business Plan

    Business / Industry
    (Not sure if any Indiana Standards apply towards this Lesson Plan

    Business Applications of Survey Monkey Application)

    OVERVIEW
    Students will engage in the Survey Monkey free online application to poll their hypothetical customers about their hypothetical products to better comprehend formulating an effective Business Plan with the most efficiency and profit potential.
    OBJECTIVES
    Students will be able to access and understand and utilize the various survey options on Survey Monkey, and how to send the survey and collect feedback, and have statistical information then available to them for further business planning. 

    NOTE:  Businesses are like living things in that they fluxuate due to many variables.  Keeping pulse of your clientel is the best way to keep your business providing what the market demands.  By learning to utilize the Survey Monkey application, students will have the tools to keep a hypothetical or real business more in touch with the market and demands to STAY IN BUSINESS and even FLOURISH!

     

    MATERIALS
    1)  a computer with access to the internet.

    2)  15-20 emails of friends, fellow students or relatives whom could give their opinions on a hypothetical business survey.

    PROCEDURE
    1.      SIGN UP FOR A FREE SURVEY MONKEY.COM ACCT.

    2.      Go thru the tutorials and various information tabs to the left of the page to familurize yourself with all the tools available.
    3.      Use a hypothetical simple product business like a game company for example.  Make a survey on the SM application asking potential customers which game systems they prefer, (Wii, xbox, Ps2, etc), ask them what types of games they like, (sims, war games, action/adventure, puzzle games, board games, multiplayer, etc.  (whatever questions you can come up with about your hypothetical product lines).
    4.      Allow a few days for people to fill out the surveys and survey monkey to collect and organize the data.
    5.      Print the reports.
    6.      Brainstorm and write about how this application, and the information and reports provided from SM may help you in planning your biz direction and focus, based on the customers responses and statistics from the surveys.

    EVALUATION
    As inferred above, these interactions with the potential customers through Survey Monkey could prove the most vital front line information of the battle front of business competition.  As industries change and peoples appetites for products change, those businesses which are flexible and can maneuver the quickest to take advantage of those perceived changes are often the ones that are the most profitable.  This introduction to survey Monkey has better equipped the student with any possible interactions with future potential consumers.  They now know how to survey a sample client population for current attitudes and information to better plan business course for survival & profitability.
    by greg douglas

  2. Unknown User (gdouglas)

    we can cite MANY companies who are using it and their praise of it helping them stay in touch with consumer demands, and thus aiding in their direction and repeat business by supplying the cunsumer needs cited.  I saw a number of them from googling, and i havent even researched as much yet as the rest of you i am sure.

  3. Unknown User (gdouglas)

    * * * This was listed as a k-12, but with focus on students musical genre tastes, better suited for high school

    Lesson Plan Procedures - A Survey on Music Genres

    Using technology in Music Education classrooms is a great way to teach your Music students musical concepts while using something very familiar to them. After all, technology is the wave of the future!

    Here are the lesson details for the Music Genres Survey idea found in the first article in this series. Enjoy!

    Day 1

    1. Begin the lesson by asking the students their favorite music genres. Either using the board or overhead, write down 5 genres of music-Rock, Rap, Country, Jazz, and Dance/Pop. Next, take a "vote" by having the students raise their hands only for one choice. Then record the data on the chart on the board next to each genre. Explain to the class that this is an example of a survey.
    2. Pass out an example of a survey already done by another class on the sametopic. Ask the students "how would you show the results of the survey?" Hopefully someone will say "graphing", if not, then answer for them and have a short class discussion on graph review. Ask them what a bar and a pie graph look like. You could either demonstrate this on the board or select a student to draw them and then pass out the graphed results of the previously handed out survey to each student.
    3. Explain to the class that they are going to create their own surveys by using the computers, that is going to ask the public what their favorite music genres are and why.
    4. Have students use the computers/laptops that are available and show them how to register for survey monkey using a proxy projector in order for them to follow the instructions more easily.

    Day 2

    1. Have students sign in to www.surveymonkey.com and guide/help them to create their surveys. Each student should have a survey that contains at least five musical genres that we have previously studied. They also need to ask why the person does/does not like a particular genre.
    2. Students will then print their surveys and they will be given a week to collect their data.

    Day 3

    1. After a week of collecting their data, each student will then create a graph of their results by using either a pie or bar graph, whichever they prefer. They will use graph paper for this activity and will need to label their graphs appropriately as well as using various colors.
    2. The class will then hand in their completed graphs.
    3. You should then create a class graph based on the results from the students to show them for the next class.

    Day 4

    1. Show the class their survey results by displaying the class graph on the overhead.
    2. Using the computers again, have the class go to www.blogger.com and help them to set up a classroom blog.
    3. Have the students use the blog to share their personal results of their surveys and their experiences during the process with their friends/classmates.

    Day 5-Closing

    1. Have students write a short summary/reflection on what they have learned about society's taste in music and why they feel this way.
    2. Have the students share their graphs with their peers.
    3. Have the students complete a crossword in small groups on musical genres created by you athttp://www.halfbakedsoftware.com/pot.phpwww.halfbakedsoftware.com/hot_pot.php

    Possible Problems and Solutions

    • Malfunctioning computers*-*it would be good to have a few extra laptops/desktops available in case a battery dies or there is not enough
    • If proxy projector or overhead do not work-blackboard or chart paper can be used
    • Surveys are too long to graph or too much information-closely monitor students when creating their surveys and check their results before they graph.
    • Absent students-have them pair up with someone else on the survey and graph

    material taken from website:  http://www.brighthub.com/education/k-12/articles/14355.aspx

  4. Unknown User (gdouglas)

    * * * HERE'S ANOTHER, SEEMS LIKE HIGH SCHOOL OR COLLEGE, DID NOT SPECIFY ON WEBSITE...

    Session 1- LIB 490- CUESTE

    Focus: Setting Objectives, Providing feedback, Providing Recognition 
     

    Goal(s)---CCG, Standard, or Benchmark

    Students will be able to use technology resources to collect and analyze data, interpret results and communicate finding to improve instructional practice 

    Specific Purpose (Instructional Objective)

    To use technology to set objectives, provide feedback, and provide recognition.  

    Assessment

    • Construct a Pageflakes page with relevant material on a content theme of the student's choice
    • Construct and write at least three blog entries based on classroom news and themes

     
     

    Materials Needed 

          Teacher:

    http://www.readwritethink.org/materials/doodle/index.html

      • Meet a Musician from the Jazz website form PBSKids

    http://pbskids.org/jazz/meet_a_musician_flash.html

      • Fact Fragment Frenzy- isolating keywords in a paragraph

    http://www.readwritethink.org/materials/factfrenzy/mosquito_word_mover.htm

      • Bio-Cube - collect facts about someone in history or the family

    http://readwritethink.org/materials/bio_cube/

      • Data collection tool site: Survey Monkey- sporter323, bbop323

    http://www.surveymonkey.com/

      • Creating rubrics with Rubistar-

          http://rubistar.4teachers.org/index.php

      • Creating blogs with blogger instructions

          http://www.onepine.info/lcc/Bloggercom.pdf

      • eInstruction demo site-play from less than halfway through-

    http://www.einstruction.com/Solutions/K12/

    eouedtech and goeou

    Language arts segment from African Story Journal: The Knee-High Man (in My Content at the site)

          Students: Textbook 

    Getting Started (Opener) Technology does not solve all our problems and will not fix poor lesson design and unclear educational objectives. Jamie McKenzie, futurist, educator, tgechnologist, guru in educational design and technology tools-Read from his book How Teachers Learn Technology Best- p. 1-2 and stop after "Technology in not an end to itself" passage. 

    We will be using technology to support research-based teaching strategies. Today, we will examine technology to assist us in: setting objectives, providing feedback, and providing recognition. We will also look at interactive websites for use in the classroom. 

    Summary of Lesson 

    What will teacher do?

    What will students do?

    1. Read poem for class.
    2. Outline the activities by reviewing the syllabus
    3. Explain Pageflakes and show tutorial
    4. Distribute rubric for this project. Due October 15th.
    5. Focus on page 17-setting objectives using Word to create KWHL chart
    6. p. 20-Organizing/brainstorming software-Inspiration: to share learning objectives, students can create their own in bubble form, use of templates (Goal setting in Planning folder)
    7. p. 26-data collection tools, use Survey Monkey for pre-tests, choosing objectives
    8. p. 30-creating rubrics with RubiStar
    9. p. 33- Blogs using Blogger (handout for directions)
    10. p. 44-student response systems (Imbler), show demo clip of eInstruction as an example...less than half-way through.
    11. Demonstrate SAGrader.
    12. Demonstrate interactive websites in language arts and the arts. Allow time to explore after demo-ing the three sites (see in materials)
    13. Show the tutor.com demo available at Public Libraries in the eastern Oregon very soon.
    14. Recognition through certificates, online galleries
      1. Education Oasis-language arts certificate
      2. Flickr demo
         
         
         
         
    1. Listen
    2. Formulate questions regarding activities, grading, etc.
    3. Go to Pageflakes and start an account.
    4. Review rubric and note elements and due date.
    5. Create chart in Word
    6. Using sample CD, look for templates.
    7. Go to Survey Monkey and try a sample survey
    8. Go to RubiStar and make a personalized rubric.
    9. Create blog from directions handout
    10. View
    11. View
    12. Navigate to Thinkfinity site and follow the searches.
    13. Suggest question for the tutor.
    14. Navigate or view Flickr

     

     


    Closure (Ending of lesson)

    Review due dates for the two assignments-

    1. Pageflakes is due October 15th
    2. Blog is due October 24th (next session)- focus is on math and science

       3.   Read "The Homework Machine" by Shel Silverstein. 

    Meeting all Learners' Needs (Modifications)

    Not aware of any modifications necessary 

    Reflection of Teacher

    Integrated approach tied to student learning objectives is the way to go---in my head and heart! Does it work? Integrating rather than stand alone without applications to classroom strategies?

    WEBSITE TAKEN FROM:  http://74.125.93.104/search?q=cache:i5kjlEBZZeMJ:www.eou.edu/~sporter/documents/LIB490-Session1.doc+%22lesson+plan%22+company+%22survey+monkey%22&cd=5&hl=en&ct=clnk&gl=us

  5. Unknown User (atielkin)

    Shot Shoot Out

    Lesson Focus

    -          Jump shot

    Objective

    -          Use a jump shot, and see how many you can hit out of ten.


    Game 1

    Setup:

    Groups of two, one shoots while other rebounds then switch.


    Goal:

    Score or hit as many shoots as possible out of ten.


    1                             

    All shots must be taken within 6 feet of the basket.

     

    2

    Most shoot ten shots and keep track of how many are made out of the ten.

    3

    Offensive team receives 1 when shot is made.

     


    Question

    Q: What are some ways to make all ten shots?

    A: More practice and you can better your chances of making all ten.

    Practice Task

    Setup:

    Arrange five or six spots around the perimeter of the basket, keeping with 6 feet. Player's will pair up and players beginning shooting. They will then shot ten shot from the different spots. Player rotates with other player; shooter goes to rebounder and rebounder to shooter.

    Goal:

    Score or make as many shoots as possible out of ten.


    Cues:

    Ø  Receive pass in triple threat.

    Ø  Square shoulders to the basket.

    Ø  Jump straight up.

    Ø  Shoot at peak of jump.


    Game 2


    Students will take a survey on how many shots they made out of ten. Scores will be compared, and then the class will receive an average. At the end of the basketball lesson, this test or the ten shots will be taken over and the class will be able to see if the total class average went up at all.

















    Adapted from: Teaching Sport Concepts and Skills (A Tactical Games Approach) pg.109

  6. Hi guys this is a lesson plan that i have completed. Dont know whether you want to use it? I have used survey monkey a little differently. I have used it in my lesson plan as a research tool for me as a teacher to gain a better understanding of what i am teaching my studnets and its affects on them pesonally. For example in my lesson plan about alcohol and tobacco i have asked my students to particpate in a annonymus survey about their personal experinces with these two drugs. I think that as an educator it is very important especially in health to know how the topics of what you are teaching have influenced or effected your students on a personal level.

    Lesson title:-  Alcohol and Tobacco  
    Lesson Details

    Year Level: Year 10

    Date: 06.04.09

    KLA: Healthy Practises

    Duration: 40 minutes

    Syllabus Outcome/Essential Learning
    The Broad Education goal of the lesson in terms of the syllabus and curriculum is to teach the students about general health and participating in healthy practises in their own lives. This is the curriculum for the semester in health. Alcohol and tobacco are both serious health problems in the world today and healthy practises need to be taught at a secondary school level on both these topics. Therefore the overall goal of this lesson is to promote healthy practises.

    Lesson Objective
    The lesson objective is to look in more detail what alcohol and tobacco drugs do to you body. What effects they have in the short term and what effects they have in the long term. The lesson will then look at the students taking part in a survey conducted by survey monkey. The survey will be anonymous and will ask students about their experience with alcohol and tobacco and what effects it has had on them personally.



    Know and Do

    I want the learners to KNOW...

    I want the learners to DO...

    • The effects of Alcohol and tobacco as a drug
    • To know what healthy practises are when it comes to alcohol and tobacco
    • To know what these two drugs do to your body over the short term and long term.
    • To complete a anonyms survey using survey monkey to illustrate their own experiences with these drugs and what effect it has had on them personally
    • To complete four mind maps to aid with their learning

    Assessment -

    Formative

    Summative

    Orientating:- Doing a mind map in my introduction to test the existing knowledge the students already have
    Enhancing:- In health booklet there are questions that need to be answered to complete booklet some are understanding and knowledge while others are Analytical and comparison work.
    Synthesising:-





    Get the students to do a mind map of their own in the conclusion of class to demonstrate how much they have learnt about the topic

    Prior Knowledge and Prerequisite skills
    Students need to be familiar with the term drug as well as the term healthy practises. Students need to be computer literate to complete the survey task


    Resources Required
    Include:

    • Computers/Computer lab
    • Homework sheets
    • Health Booklet (Distributed start of the semester)
    • White Board Markers
    • Whiteboard

    Lesson Phases

    Orientating Phase / Introduction

    Timing
    10 mins

    Teaching / Learning Strategies - (What are the students and I doing and how are we doing it?  What effective teaching and learning strategies will I employ?)

    Essential Questions - (What important questions do I need to ask to elicit higher order thinking and check understanding?)

    Classroom Management - (How will students, resources and learning activities be organised? e.g. movement in classroom, distribution of resources, formation of groups, etc)

    Construct a mind map where students come up and write on the whiteboard their knowledge of alcohol and tobacco as a drug and the effects it has on the body. The second mind map will be on healthy practises and what positives they have on the body






    By asking the students to construct the mind maps I am asking them to really think about the ways in which these drugs affect the body. Whether it is by what they see at home or in the media the students have to synthesise their experiences and make them relevant to the topic

    This task will have to be done one at a time; otherwise I will have students everywhere. I will stand at the back of the classroom and really let the students take charge of this exercise.

    Individual Learning Needs / Special Needs
    When I call out students names to apply their prior knowledge to the mind map I will call out the less gifted students first. This will make it easier for them to come up with some knowledge for a two mind maps. I will then call out the more gifted students at the end to make them think harder to get some knowledge into the mind map that know other student has come up with yet.


     

     

     

     

     

     

    Enhancing Phase / Lesson Body

    Timing
    20 mins

    Teaching / Learning Strategies - (What are the students and I doing and how are we doing it? What effective teaching and learning strategies will I employ?)

    Essential Questions - (What important questions do I need to ask to elicit higher order thinking and check understanding?)

    Classroom Management - (How will students, resources and learning activities be organised? e.g. movement in classroom, distribution of resources, formation of groups, etc)

    1. Have a certain amount of alcohol, tobacco and health practises knowledge to get through in the booklet. Will ask the students to take out their highlighters and tell me which parts of the stimulus are the most important. To get a better understanding of the subject
    2. Ask the students to take in turns of reading out an article in the booklet about alcohol and tobacco. Again will ask the students which parts of the article they feel are the most important to take out of it.
    3. To go to the computer labs and complete the online survey about alcohol and tobacco on the students experiences.






    1. Insure the question you are asking the students are one that makes them synthesis the information they have just read. It allows the students to analyse which information is more important.
    2. In the article ensure you ask question about the article that allows students to synthesis and analyse which information is more important
    3. When asking question ensure that you pause to allow time for students to think about their answer
    1. Ensure you are asking all students at one point to participate in the activity do no leave any students behind in the corner
    2. When taking students to the computer labs ensure you do so in a fashion that will not disturb any other classes around you all while you are walking to the labs. There should be no discussion in the labs at any time the students should be just reflecting on their own personal experiences

    Individual Learning Needs / Special Needs
    Ask the not so gifted students to read the information/article to the class so it is easier for them to digest the information. Ask you gifted students to synthesis the information for the class to ensure that they are learning at a high degree.


    Synthesising Phase / Conclusion

    Timing
    10 mins

    Teaching / Learning Strategies - (What are the students and I doing and how are we doing it? What effective teaching and learning strategies will I employ?)

    Essential Questions - (What important questions do I need to ask to elicit higher order thinking and check understanding?)

    Classroom Management - (How will students, resources and learning activities be organised? e.g. movement in classroom, distribution of resources, formation of groups, etc)

    1. After the survey in the computer labs ask the students to get into pairs. Hand out a sheet of paper to all pairs of students and ask them to complete another mind map on Alcohol and tobacco and healthy practises.  Get the students to discuss it amongst their groups and come up with new information on the topics
    2. Once this is completed ask the students to hand their mind maps in to be used in the next lesson
    3. Assign questions in the booklet to complete for homework







    1. Get the students in their groups to be asking each other questions about the topics to create higher order thinking
    1. Hand out the sheets to every group, to eliminate students running up form all directions to get a piece of paper.
    2. Try not to move to many students to create the pairs. This is time wasting and can lead to confusion

    Individual Learning Needs / Special Needs
    In the groups try and assign gifted students with non gifted student to ensure that the non gifted students are being challenged in their learning, and the gifted students are be challenged by teaching the non gifted students new information.



     

     

     

     

     

  7. Hey guys

    Have completed a draft of a bussiness/industry using survey Monkey dont know if this is what you are after. Please let me know so i can change it

    Many Thanks

    Mark Fancourt

  8. Business/Industry Plan using Survey Monkey

     

    Title:  Survey Monkey a new way to conduct surveys

    Introduction

    As the managing director of a multi million dollar banking cooperation my number one focus is my customers and my number two focus is my staff. Over the past year I have been conducting surveys through telephone phone calls to customers to evaluate my staff professionalism. This method is time consuming and costs the company a lot of money to deliver. It also annoys customers as we ring during working hours and require ten minutes of their time.

    Aim

    To have a method of conducting a survey that is not a burden on our customers and does not waste any time or extra money of the companies.

    Procedure

    -          Use Survey Monkey to conduct  surveys to all our new and existing home loan customers through email

    -          In the email will be a brief description of what the survey is about and a link to survey monkey to complete the survey

    -          In the survey there will 20 question including:

    o   Who was your lender

    o   What branch to you get your mortgage

    o   Were you happy the service

    o   Was there anything that you didn't like

    o   Etc

    -          The survey should take a total of 5 minutes to complete

    -          On conclusion of the survey the customer must press the summit button to receive their $20 dollar fuel voucher from any @@@@ petrol station.  This is an incentive for customers to complete the survey. Cost is very low for the fuel voucher w have a deal with @@@@

    -          Customers must complete every question accurately to receive their $20 dollar fuel voucher

    -          Fuel Voucher will be sent out with the next bank statement to minimise cost with mailings

    -          Survey monkey will then analyse all the information from the survey to produce a report for senior management to compare and analyse

    Results

    -          After using Survey Monkey as a more efficient way of conducted surveys we have found as an cooperation that Survey Monkey is:

    o   More friendly for our customers

    o   Can be done at any time during the day benefiting our customer

    o   Outlay cost are very minimal

    o   From the survey, Survey Monkey generated one report on all the different questions involved in the survey, to give senior management a better understanding of our staffs professionalism

    o   From this report we have been able to change our methods in areas where the survey was negative

    Conclusion

    In conclusion Survey Monkey was more user friendly for our customers. Survey Monkey save us thousand of hours worth of time and a total of 1.6 million dollars.  It also helped us change our procedures to benefit our customers with more options for them. Survey Monkey allowed us to focus on our customer and staff in a more effective manner.

  9. Unknown User (gdouglas)

    REALLY GOOD PROFESSIONAL USE OF SURVEY MONKEY...

    MEDICAL INDUSTRY USING SURVEY MONKEY TO GET FRONT LINE ICU RESULTS...

    Assessment of Delirium in the Intensive Care Unit: Nursing Practices And Perceptions

    FROM WEBSITE:  http://ajcc.aacnjournals.org/cgi/content/full/17/6/555#ABS

    Background Despite practice guidelines promoting delirium assessment in intensive care, few data exist regarding current delirium assessment practices among nurses and how these practices compare with those for sedation assessment.

    Objectives To identify current practices and perceptions of intensive care nurses regarding delirium assessment and to compare practices for assessing delirium with practices for assessing sedation.

    Methods A paper/Web-based survey was administered to 601 staff nurses working in 16 intensive care units at 5 acute care hospitals with sedation guidelines specifying delirium assessment in the Boston, Massachusetts area.

    Results Overall, 331 nurses (55%) responded. Only 3% ranked delirium as the most important condition to evaluate, compared with altered level of consciousness (44%), presence of pain (23%), or improper placement of an invasive device (21%). Delirium assessment was less common than sedation assessment (47% vs 98%, P < .001) and was more common among nurses who worked in medical intensive care units (55% vs 40%, P = .03) and at academic centers (53% vs 13%, P < .001). Preferred methods for assessing delirium included assessing ability to follow commands (78%), checking for agitation-related events (71%), the Confusion Assessment Method for the Intensive Care Unit (36%), the Intensive Care Delirium Screening Checklist (11%), and psychiatric consultation (9%). Barriers to assessment included intubation (38%), complexity of the tool for assessing delirium (34%), and sedation level (13%).

    RESULTS / RESPONDANTS:  Of the 601 nurses who were sent surveys, 331 (55%) responded. Most respondents had a baccalaureate degree and worked in a medical or surgical ICU at a teaching hospital (Table 1http://wiki.itap.purdue.edu/#T1). The nurses who responded had a mean age of 40.2 (SD, 9.8) years, had worked in an ICU for a mean of 13.6 (SD, 9.1) years, and currently worked a mean of 35 (SD, 6.4) hours per week. More nurses who responded worked predominantly day shifts (78%) rather than night shifts (22%).