Learning to Give, Curriculum Division of The LEAGUE
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Interviewing Procedures
Lesson 3:
From Unit Doing Our Share
Purpose:
Students will prepare to interview a business professional through role-playing.
Duration:
One Sixty-Minute Class Period
Objectives:
The learner will:
- generate interview questions.
- role play the interview process.
Materials:
- Pre-taped interview segment
- Video camera and video tape
- TV and VCR
- Interviewing Process Questions to Consider (Attachment One)
- Folder with paper and pencil
Notes for Teaching :
- Contact citizens of the community before the students call to set up the interviews. Explain to the citizens of the community what the students are trying to accomplish and that you appreciate their help.
- In groups of three, arrange for students to interview citizens of the community.
Instructional Procedure(s):
Anticipatory Set:
Show a short ten-minute video (pre-taped) of an interview (e.g., "20/20, 48 Hours, 60 Minutes"). Ask students to analyze the type of questions asked. (They are probably open-ended questions that require an answer other than yes or no.)
- Explain ways that questions can extend/expand the answers. Discuss the types of questions to ask by working backwards and asking what information they want to receive. Interviewing Process Questions to Consider (Attachment One) will assist.
- Divide students into groups of three. Have students within groups come up with at least five questions, written down. Pull the class back together and share the questions. Write them on the board. Allow each group to select the most appropriate questions and write them down.
- Each group may select the person who will interview a community member, the person role-playing the community member to be interviewed and the person who will tape the interview.
- Groups may practice role-playing the interview, working on skills that demonstrate professionalism. Practice asking the questions that were selected. Make sure each question is stated clearly.
- Tape the interview.
Assessment:
Use the following criteria to assess student learning:
- Student spoke loud enough to be heard.
- There was eye contact with the person being interviewed.
- Words were pronounced correctly.
- Student was poised (holding body correctly).
- Student was able to gain the information requested from the interviewee.
Lesson Developed and Piloted by:
Cheryl CarrBridgman Public Schools
Reed Middle School
Bridgman, MI 49106
Handouts:
Handout 1Print Handout 1
Interviewing Process Questions to Consider
- What is the name of your business and what are its purposes?
- What does your organization do that is considered philanthropy?
- Why do you participate in this activity?
- Who or what influenced you?
- How can individuals and organizations use a foundation for giving?
- What are the characteristics of someone who helps the community?
- What can we (students) do for this community?
- Why is this action necessary?
- What are the benefits to the foundation as a result of the action?
- What kinds of benefits do the people you help receive?
Unit Contents:
Overview:Doing Our Share Summary
Lessons:
- 1.
- Michigan History of Philanthropy
- 2.
- Grant-Making Foundation (A)
- 3.
- Interviewing Procedures
- 4.
- Community Philanthropists
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Comments
(The positive aspect of using this lesson was) the students begin to use their skills and philanthropy background to present their knowledge and background to others. They also see the positive aspects of learning the vocabulary of service.
This was a positive lesson as the students had the opportunity to develop interview questions and procedures and some expertise when asking questions of adults.