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Portfolio Project: Pitching Your Ideas

EDUC 765: Trends and Issues in Instructional Design

By: Megan Kappel

Submitted March 2, 2018


Project Proposal – Module 2

PROJECT TITLE
Pitching Your Idea

SPONSORING ORGANIZATION
The University of Pittsburgh, Public and Professional Writing Program

The Department of English’s Public and Professional Writing Program (PPW) prepares
students for professions or fields that use specific forms and genres of writing, including
law, medicine, the sciences, social work, public policy, international relations, business,
and communications. The PPW Program’s mission is to “allow students to undertake
rigorous intellectual work that will deepen their engagement with writing as a form of social
action and professional exchange that has consequences in the world.”

PROJECT DESCRIPTION
Students of the PPW Program regularly succeed in writing assignments with persuasive
components. However, these same students continue to be challenged in applying
persuasive techniques to the oral form. More specifically, they struggle to distinguish
pitching a concept to a specific audience from delivering an informative presentation.
Potential outcomes to be achieved include the learners’ ability to:
 Select and balance informative and persuasive content to fill a set time frame.
 Adapt industry-specific writing concepts/strategies to be effective in the oral form.
 Motivate a target audience toward a specific call to action.

AIM
Enable students to better understand and apply persuasive strategies in the oral form in
order for them to deliver efficient and effective pitches according to advertising industry
standards.

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TARGET AUDIENCE
Undergraduate students enrolled in the PPW Program (in such courses as Persuasive
Writing in Advertising, Writing for the Public, Writing for Change, Grant Writing, Proposal
Writing, Public Relations Writing, Writing for the Sciences, and Writing for Health
Professions). Typical demographics include: communications majors, minors, or
certificate pursuers, undergraduate and non-traditional students, students in the College
of General Studies.

DELIVERY OPTIONS
Instruction will be delivered in an on-ground, face-to-face learning environment with a
class size of up to 22 students. Course schedules range from meeting three times a week
for 50 minutes, two times a week for 75 minutes, or once a week for 2.5 evening hours.
This form of delivery may be supplemented with the Blackboard Learn learning
management system. This delivery option was determined by departmental and
programmatic needs and procedures.

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Front-End Analysis: Instructional Need – Module 3

INSTRUCTIONAL NEED
Students of the PPW Program regularly succeed in writing assignments with persuasive
components. However, these same students continue to be challenged in applying
persuasive techniques to the oral form. More specifically, they struggle to distinguish
pitching a concept to a specific audience from delivering an informative presentation.

This gap in performance is reflected in analyzing and interpreting grading data and
observation of patterns in feedback. Analysis was conducted of the pitch assignment
rubric from the most recent section of the course (Fall 2017). Results are as follows:

Average
Criteria Description
Grade
Campaign Background: Campaign’s main ideas, including 91%
creative strategy, objectives, and the “big idea” or message.
Campaign Execution: Details of the various creative 88%
advertising pieces that comprise the campaign’s execution.
Persuasive Strategy: Use of persuasion to engage audience 70%
and to generate excitement and support for the campaign.
Delivery: Quality of ethos demonstrated through clarity, 62%
organization, use of visual aids, and time management.

Average grades related to informative components (Campaign Background and


Campaign Execution) were relatively high and on par with student performance on other
assignments, while those related to persuasive and oral components (Persuasive
Strategy and Delivery) were noticeably lower.

Additionally, nearly identical feedback regarding underdeveloped persuasive strategy


was given to 18 of 23 students, while individualized delivery feedback was given to 16 of
23 in response to myriad delivery problems. This analysis supports the conclusion that
there is an existing performance problem that requires instructional intervention.

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Therefore, the aim is to enable students to better understand and apply persuasive
strategies in the oral form in order for them to deliver efficient and effective pitches
according to advertising industry standards.

Potential outcomes to be achieved include the learners’ ability to:


 Select and balance informative and persuasive content to fill a set time frame.
 Adapt industry-specific writing concepts/strategies to be effective in the oral form.
 Motivate a target audience toward a specific call to action.

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Front-End Analysis: Learner Characteristics – Module 3
LEARNER ANALYSIS
Learner data was collected from 84 undergraduate students enrolled in ENGCMP 0515:
Persuasive Writing in Advertising or ENGCMP 0515: Persuasive Writing in Advertising
and Fundraising during the Fall 2016, Spring 2017, and Fall 2017 terms.

Primary Audience
 Undergraduate Students
 Non-Traditional Undergraduate Students*

*Non-traditional student defined as meeting one of the following characteristics: ages over
24 years; delayed enrollment into postsecondary education by a year or more after high
school; attending college part-time; and/or adults with responsibilities related to family
and/or dependents, part-time or full-time work, and financial independence.
(“Nontraditional Undergraduates/Definitions and Data,” n.d.).

General Learner Characteristics


 Age: 94% ages 18-24, 6% ages 24+
 Gender: 58% Women, 42% Men
 Year: 5% First-Year, 19% Sophomore, 27% Junior, 49% Senior
 Public and Professional Writing Students: 10%
 Majors Represented:
Media and Professional Communications (College of General Studies) 25%
Rhetoric and Communications (Dietrich School of Arts and Sciences) 15%
Engineering (Swanson School of Engineering)* 11%
English Writing (Dietrich School of Arts and Sciences) 8%
Marketing (College of Business Administration) 5%
Undeclared 20%
Other** 19%

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*Engineering encompasses all engineering majors. Represented by one student unless
otherwise indicated in parentheses: Chemical (3), Civil (2), Electrical, Industrial (2),
Mechanical, and Nuclear.

**Majors represented by one student unless otherwise indicated in parentheses: Athletic


Training, Chinese, Dental Hygiene, Economics, English Literature, Health Services,
Information Science, Legal Studies, Music, Political Science (3), and Public Service.

 Minors/Certificates Represented:
Public and Professional Writing 10%

Corporate and Community Relations 10%

Digital Media 5%

Creative Writing 5%

Other*** 15%

No minors/certificates listed 44%

***Minors/Certificates represented by one student unless otherwise indicated in


parentheses: American Sign Language, Community Health Assessment, Computer
Science, Film Studies, French (2), Gender Sexuality and Women's Studies, History (2),
Innovation and Entrepreneurship, Leadership and Ethics, Managing Heath Services
Programs and Projects, Non-Profit Management, Psychology, Public Service, Studio Arts
(2), and Supply Chain Management (2).

Entry Characteristics
 Prerequisite Skill and Knowledge: Learners enrolled in ENGCMP 0515 have
completed at least one undergraduate course with a writing emphasis,
usually ENGCMP 0200: Seminar in Composition. Its course objectives
prescribed by the English Department focus on writing essays for critical
inquiry, self-reflection, precision, nuance, awareness of textual conventions,
and situating one’s ideas among other views. The course does not require oral

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presentations. Therefore, ENGCMP 0515 students may not have delivered
any presentations at the undergraduate level, but with 95% in their
sophomore year or above, it is likely they have some experience in
delivering some informal or formal oral presentation in a combination with their
other classwork. How much experience and what types of presentations are
unknown (but could be assessed early in the course in future terms). Based on
the gathered information, it is unlikely they have delivered a pitch or
persuasive presentation at the undergraduate level.

 Attitudinal and Motivation Characteristics: ENGCMP 0515 is classified as a W


course, meaning it fulfills a writing-intensive general education requirement. It
also serves as an elective for the following programs: Public and Professional
Writing Major/Certificate, Media and Professional Communications Major, and
the Corporate and Community Relations Certificate. Therefore, enrolled
learners usually possess a moderate to high interest in advertising,
writing, or a combination of both, and are motivated to succeed in the
course to complete their respective majors or certificates. Based on
anecdotal evidence from conversing with past students, learners also enroll for
one of two reasons: 1) they are majoring in communications or a related area
of study and want to expand and/or supplement their knowledge and skills
for real-world application as opposed to theory, or 2) they are majoring in
a science or technical field and want to take a break from highly technical
or scientific courses. These learners are usually curious and enthusiastic
about engaging with the content, but may be apprehensive about how well
they will do in a course focused on writing. However, with ENGCMP 0515’s
advertised focus on writing and not on oral presentations, learner attitudes
toward oral components in the course may diverge from their openness
and receptive response to its writing components. Finally, the performative
nature of pitching may complicate learner desire to avoid uncomfortable or
potentially embarrassing situations in front of peers, which may undermine
motivation to meet assignment requirements.

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CONTEXTUAL ANALYSIS

Orienting Context
 Learner Goals: Learners aim to succeed in the course by learning the concepts of
writing for advertising, producing writing samples to add to their professional
portfolios, and earn a satisfactory grade. Students must earn a B grade or better
for the course to count toward the Public and Professional Writing certificate.
Students must earn a C grade or better for the course count toward the Media and
Professional Communications major. The specific goal for the pitching assignment
includes earning a satisfactory grade to contribute to the learner’s overall course
grade.
 Perceived Utility: Learners view this course as a relevant specialty in professional
writing that will expand their knowledge and skills to help attract employer
attention, land a desired position, and succeed in their field after graduation. In
addition to practicing one’s pitching skill, another perceived utility of the pitch
assignment may be to deliver a strong pitch so peers can provide meaningful
feedback afterward in order to refine the learner’s creative concept.
 Perceived Accountability: Learners are responsible for earning their own grade in
the course, which is worth 3 credits. The pitch assignment is graded and, based
on past sections taught, worth 8-10% of the learner’s overall course grade.
 Potential Misconceptions: Misconceptions of the course are typically framed by
pop culture depictions of advertising, such as Mad Men. Related to pitching,
learners may believe that a presentation rich in informational detail is inherently
persuasive and they are unable to differentiate the different skillsets they require.
If learners are not motivated to engage with pitching or convinced of its value, it
may be because they assume the scenarios in which pitches are delivered are not
relevant or used in their intended fields or industries, or that it is a skill they can
develop on their own when called upon, so practice now isn’t necessary.

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Instructional Context
ENGCMP 0515 is usually assigned to classrooms in the Cathedral of Learning, a Late
Gothic Revival structure that boasts 42 floors and a series of classrooms called the
“Nationality Rooms.” These themed classrooms celebrate those cultures that helped build
and grow the city of Pittsburgh, and each is designed to emulate a historical classroom
from one specific country, region, or culture. This is relevant due to the unique
architectural details that pose challenges and opportunities to instructors using their
facilities. For more information, see: http://www.nationalityrooms.pitt.edu/.

 Scheduling: ENGCMP 0515 is a 15-week course offered in the fall and spring
terms. Course schedules range from meeting three times a week for 50 minutes,
two times a week for 75 minutes, or once a week for 2.5 evening hours. Recent
scheduling patterns have scheduled the course in the afternoon or evening, usually
with a start time between 3:00 and 6:00 PM.
 Lighting: Regular classrooms offer standard overhead florescent lighting with
dimmer switches that adjusts lighting both in the front of the classroom and the
seating area. Windows offer shades that can be raised or lowered. Nationality
Rooms may offer regular classroom lighting features, chandeliers, recessed
lighting, or back-illuminated panels, and dimmer switches may not be available.
Nationality Room windows do not have shades, may be stained glass, and range
from a few inches to two stories in height.
 Noise: Regular academic building noise is expected and may be amplified by the
Cathedral’s Common Rooms, a four-story stone hall. Other observed noises
include radiators, construction sounds in the walls and ceiling, muffled sounds from
neighboring classrooms such as film screenings or applause, chanting from
protests outside, police or ambulance sirens, barking from pet therapy sessions,
nightly peregrine falcon calls from a protected nest on the building, and light show
rehearsals streaming in through the windows.
 Temperature: As expected with an old, historic building, temperature in Cathedral
classrooms can be unpredictable and is uncontrollable. This can be compounded
by windows that won’t open or close without the assistance of maintenance staff.

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 Seating: A regular classroom consists of moveable, individual small desks
attached to plastic chairs. A lecture hall typically consists of stationary, individual
small desks attached to plastic or wooden chairs. Nationality Rooms offer a wide
range of seating, including (but not limited to) moveable or stationary wood, clay,
stone, or cushioned chairs, pews, or benches. Desks may be attached, wide arms
between pew or bench seats, or connected tables. Several Nationality Rooms
consist of more than one type of seating.
 Accommodations: Although there are hotel and restaurant accommodations in the
area, the most pertinent accommodations near the classroom include water
fountains on each floor, bathrooms on each floor, and a cafeteria, Starbucks café,
and vending machines in the basement of the Cathedral.
 Equipment: Access to equipment varies greatly from room to room, but all
classrooms feature built-in chalkboards (including Nationality Rooms). Most
regular classrooms are equipped with an overhead projector, projection screen,
and media tower, which enables the screening of DVDs and projection from
laptops using VGA cable and sometimes HDMI cable connections. Some
Nationality Rooms include this media package, but most do not. Computers,
cables, and adapters are not available but can be requested in advance from
Classroom Services (as well as portable televisions for those classrooms without
projecting capabilities) or brought from home. The English Department also lends
cables and adapters for short-term use.
 Transportation: Learners are responsible for their own transportation to and from
the course, which consists of walking, public transportation, Pitt shuttle services,
ride-share services such as Uber or Lyft, biking, and/or driving.

Technology Inventory
 Computing and Software: Most learners own laptops and smart phones. They also
have access to on-campus computer labs, which are equipped with internet
access, Microsoft Office Suite, and Adobe Creative Cloud.
 Learning Management System: Pitt uses Blackboard Learn as its learning
management system (LMS), which students use regularly in some or all courses.

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 Printing Services: Pitt Printing is available on personal computers, in computer
labs, many residence halls, and at computer kiosks on campus. Main Campus
“students receive $63 per semester for printing. Black & white sheets are $.07
each. Color sheets are $.49 each. This is equivalent to 900 sheets printed in black
and white or 128 sheets printed in color” (“Pitt Printing,” 2018). Unconventional
printing, such as poster-size printing, is not typically accessible and/or used for
ENGCMP 0515 projects.

Transfer Context
 Transferability: Past instruction has emphasized the transferability of pitching to
real-world advertising settings and how its persuasive principles transfer to
professional networking and interviewing. Other than the one assigned pitch, no
tangible transfer contexts are provided or highlighted.
 Opportunities for Using Learned Information: Future opportunities to practice and
engage in pitching is lacking, both in this course and in other related courses in
Public and Professional Writing program. Pitching is only used once in ENG CMP
0515 and, from what is known about other PPW courses, is not used elsewhere.
 Support: Current instruction of the course is supportive of pitching and its value.
External sources do not reinforce nor undermine its continual application in the
oral form, though many courses do emphasize persuasion in written form.

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Instructional Impact Based Upon Learner Characteristics

APPLICATION OF LEARNING THEORIES


This course uses cognitivism to communicate the fundamental principles of the course
before collaboratively exploring, developing, and refining the uses of those principles in
context. This may be accomplished through variations of situated learning, cognitive
flexibility theory, and cognitive theory of multimedia learning (David, 2015).

APPLICATION OF MOTIVATIONAL THEORIES


John Keller’s ARCS Model of Motivation (attention, relevance, confidence, and
satisfaction) is well-suited to this course design because of its emphasis on relevance
and confidence.

Relevance: Given its role as part of the Public and Professional Writing Program, which
is designed for real-world application, this course brings with it an inherent relevance in
the form of future usefulness that learners readily appreciate. Learners also choose the
topics for their advertising campaign (they choose the brand, its product/service, and
develop the creative concept for the campaign), which also emphasizes relevance in the
form of choice.

Confidence: Learners possess a significant degree of control over the topics and/or
advertising media they choose not just for this assignment, but several assignments that
precede it, establishing within the course a sense of learner control that will likely
reinforce the idea that “their success is a direct result of the amount of effort they have
put forth” (Clark, 2010). Objectives and prerequisites will also be used to build confidence.

Other motivational strategies that may be employed during the instruction include:
methods for grabbing attention such as perceptual arousal, specific examples, active

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participation, humor, and variability; relevance in the form of experience; confidence in
the form of growing the learner and providing feedback.

IMPACT OF A DIVERSE AUDIENCE ON INSTRUCTION


Recent enrollment statistics indicate adult, non-traditional students comprise a small
percentage of the target audience (6% over the last three semesters). Therefore, learner
characteristics of adults should be taken into consideration when planning and designing
instruction for this course.

Classroom observations of ENGCMP 0515 echo several adult learner generalizations;


these students are self-directed, independent, and highly motivated, and they quickly
grasp the relevance and spirit of the pitch assignment (Morrison, Ross, Kalman, & Kemp,
2013). As a result, they generally perform better than their younger counterparts and even
act as guides for those students who are equally motivated to practice pitching, take risks,
and succeed. Their maturity level and past professional experience may also make them
more comfortable with the performative nature of the assignment and less likely to feel
uncomfortable or embarrassed when delivering their pitches. Adult learners typically find
the pitch assignment “challenging but not overly demanding,” which justifies the
appropriateness of the instruction’s difficulty level (Morrison et al., 2013). Consequently,
it is unlikely this audience will need instructional accommodation.

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Task/Goal/Performance Analysis – Module 5

TASK ANALYSIS METHOD


The procedural analysis method will be used for this task analysis. While the critical
incident method may be suitable for more advanced courses in persuasion and oral
communication, the procedural analysis method is appropriate here because 1) entry
characteristics of learners indicate they have little to no experience with this type of oral
presentation and will likely require identifying and practicing “observable tasks” to master
the terminal objectives and 2) the content related to this assignment consists of a five-
step structure to achieve persuasive strategy, which reinforces the procedural nature of
the task learners are seeking to accomplish (Morrison et al., 2013).

TASK ANALYSIS
I. Identify all necessary informative details about advertising campaign.
A. Identify brand or company name.
B. Identify product or service that will be the focus of the campaign.
C. Answer the first question asked in advertising: “What is the problem?”
1. Cite specific evidence from your research that illustrates the problem.
D. Explain creative strategy or “big idea” and how or why it will be effective.
1. Explain any signature elements of the campaign such as recurring
themes, characters, slogans, tone/voice of campaign, etc.
2. Explain how these elements solve the “problem” mentioned previously.
E. Identify target audience(s) and evidence supporting this choice.
1. Explain relevant demographics, psychographics, and/or geographics.
2. Explain type of evidence used to identify appropriate target audience.
F. Identify media used for advertising and evidence supporting this choice.
1. Explain which media will be used (print, direct mail, radio, television,
display ads, email marketing, social media, and/or support media types).
2. Explain why these media choices are appropriate for this campaign

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using specific evidence and/or how these media lends themselves to this
specific “big idea.”
G. Determine which of these previous details require clarification and/or more
supporting evidence to explain why this decision is strategic.
H. Rephrase for clarification and/or find and add that supporting evidence.
I. Select creative pieces to be included in the pitch based on their completeness
and ability to demonstrate the big idea.
II. Structure pitch using five-step persuasive strategy.
A. Identify the five steps of the persuasive strategy: introductions, make them feel
the pain or missed opportunity, propose the solution, “demo” the creative pieces,
differentiate this campaign concept from other campaigns, products, competitors.
B. Organize necessary informative details to fit one of the five steps.
C. Identify which steps are underdeveloped and craft content for those steps,
such as writing an introduction, describing the slogan’s relevance, describing
how the solution builds value, etc.
III. Create visual aids to enhance pitch.
A. Determine if visual aids are necessary to enhance the pitch.
B. If yes, select which type(s) of visual aids will best serve the pitch: slideshow,
video, chalkboard/whiteboard, props, and/or handouts.
1. Identify what technology is available in classroom to determine which
types of visual aids can and cannot be used.
2. Identify which types of visual aids will accomplish one or more of the
following benefits for this specific pitch: facilitate understanding and
retention, add visual interest, mark organizational cues, and/or
advance your argument.
3. Select one or more types of visual aids to accompany pitch.
4. Create or acquire visual aids.
5. Revise visual aids to ensure they are polished (error free and using
consistent design), professional (relevant and appropriate), and
supplementary to pitch (depth and breadth of content not delivered in the
visual aid but reserved to be delivered by the speaker).

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IV. Prepare to deliver pitch.
A. Write out any notes that will be used to accompany pitch.
B. Prepare visual aid materials for exhibition or distribution.
1. Test any digital material to make sure it is running correctly (videos are
available and play properly, slides animate and advance as intended, etc.)
2. If digital, save to USB drive, email to instructor, and/or save in a digital
space where it can be accessed and retrieved before pitch.
3. If print, print and copy handouts or email to instructor by designated
time frame (typically 24 hours in advance) for instructor to print and copy.
C. Incorporate positive ethos into pitch.
1. Define positive ethos.
2. Identify the elements that establish or undermine positive ethos: time
management, volume, rate of speech, enthusiasm, eye contact, balance
of reading from notes and speaking without notes.
3. Rehearse pitch to appraise strengths and weaknesses related to ethos.
4. Rehearse pitch as many times as needed to revise and improve
elements deemed weaknesses during approach.
D. Rehearse pitch as many times as needed to ensure all elements of pitch are
integrated smoothly: informative details, persuasive strategy, visual aids, and
delivery with demonstrated positive ethos.
V. Deliver pitch.

GOAL ANALYSIS
Step 1 - Write down the goals.

Original goals:
 Select and balance informative and persuasive content to fill a set time frame.
 Adapt industry-specific writing concepts/strategies to be effective in the oral form.
 Motivate a target audience toward a specific call to action.

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Step 2 - Write down everything a learner would have to say or do for you to agree that
the learner has achieved the goal. This is not a list of what you will need to do as the
instructional designer or teacher.

Learner clearly and correctly applies the five-step persuasive structure to the pitch.
Learner identifies company/brand, product/service, problem/objective, target audience.
Learner clearly explains the creative strategy or “big idea” for the advertising campaign.
Learner shares mock ups or finished examples of ads that execute the “big idea.”
Learner briefly explains why or how these ad examples will be effective.
Learner delivers pitch within a designed time frame (typically, five minutes).
Learner speaks at a good volume and rate, making it easier for listeners to follow.
Learner maintains good energy and eye contact to engage listeners.
Learner does not read directly from notes or visual aids.
Learner uses visual aids that enhance, but don’t dominate, the pitch.
Visual aids are professional and polished (consistent design and free from errors).
Learner introduces self clearly to build rapport with audience.

Step 3 - Sort the items Listed in step 2.

Persuasive Goals:
Learner clearly and correctly applies the five-step persuasive structure to the pitch.
Learner briefly explains why or how these ad examples will be effective.

Informative Goals:
Learner identifies company/brand, product/service, problem/objective, target audience.
Learner clearly explains the creative strategy or “big idea” for the advertising campaign.
Learner shares mock ups or finished examples of ads that execute the “big idea.”

Positive Ethos Delivery Goals:


Learner introduces self.
Learner delivers pitch in designated time frame.

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Learner maintains good volume and rate of speech.
Learner maintains appropriate eye contact and enthusiasm.
Learner refers to visual aids/notes (if present) but doesn’t read directly from them.
Learner uses visual aids that are useful, professional, consistent in design, error-free.

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Instructional Objectives – Module 5

INSTRUCTIONAL GOAL
Given the five-step persuasive strategy outlined earlier in the term, the learner will deliver
a pitch that uses the strategy, explains all necessary information about the campaign’s
strategy and execution, and displays positive ethos elements.

Students will learn how to deliver a pitch for an advertising campaign. They will identify
and explain the necessary information about the campaign’s strategy (“big idea”) and
execution (example ads) using the five-step persuasive structure outlined earlier in the
term. They will also show strong delivery skills by maintaining good volume, rate of
speech, enthusiasm, time management, eye contact, and by using professional, polished
visual aids that enhance but do not dominate the pitch.

TERMINAL OBJECTIVES AND ENABLING OBJECTIVES


 Terminal Objective 1: The learner will explain all necessary information about the
campaign’s strategy and execution. (cognitive/creating)
o Enabling Objective 1a: The learner will list of all parts of their campaign
ideas (ad pieces, facts, data, examples, visuals, etc.) that could be used in
the pitch. (cognitive/remembering)
o Enabling Objective 1b: Given the assignment requirements, the learner
will distinguish which parts are vital to the pitch and which are not.
(cognitive/analyzing and evaluating)
o Enabling Objective 1c: The learner will draft sections of pitch that include
all necessary information. (cognitive/creating)

 Terminal Objective 2: The learner will structure the pitch using the five-step
persuasive strategy. (cognitive/creating)
o Enabling Objective 2a: The learner will be able to identify and summarize
the five steps of the persuasive strategy. (cognitive/understanding)

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o Enabling Objective 2b: Given example pitch transcripts or videos, the
learner will be able to break down the five steps of the persuasive strategy
in those pitches. (cognitive/understanding and analyzing)
o Enabling Objective 2c: The learner will categorize their campaign ideas
into the five steps and appraise which categories need additional detail or
content. (cognitive/evaluating and creating)

 Terminal Objective 3: The learner will create professional, polished visual aids
that enhance but do not dominate the pitch. (cognitive/creating)
o Enabling Objective 3a: The learner will be able to identify and distinguish
good and bad principles of using and designing slideshows.
(cognitive/remembering and understanding)
o Enabling Objective 3b: Given a slideshow, the learner will be able to
critique its design characteristics and modify those characteristics to
improve the slideshow’s design. (cognitive/evaluating and applying)
o Enabling Objective 3c: The learner will make a list of alternative forms of
visual aids that can supplement a pitch and explain how they enhance a
pitch differently from a slideshow. (cognitive/remembering and
understanding)
o Enabling Objective 3d: The learner will analyze and choose which form(s)
of visual aid will work best with their pitch based on how the different aids
are used (cognitive/analyzing and evaluating)
o Enabling Objective 3e: The learner will compose or construct their visual
aids. (cognitive/creating)

 Terminal Objective 4: The learner will exhibit positive ethos in the delivery of the
pitch. (psychomotor/mechanism)
o Enabling Objective 4a: The learner will be able to define positive ethos.
(cognitive/understanding)

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o Enabling Objective 4b: The learner will describe behaviors that create
positive ethos and compare them to behaviors that undermine positive
ethos. (cognitive/remembering and evaluating)
o Enabling Objective 4c: The learner will practice (apply and modify) positive
ethos behaviors to their campaign pitch. (psychomotor/guided response)
o Enabling Objective 4d: The learner will identify personal strengths and
weaknesses in the various categories that create positive ethos: time
management, enthusiasm, eye contact, volume, rate of speech.
(cognitive/evaluating)
o Enabling Objective 4e: The learner will again practice (apply and modify)
positive ethos behaviors to campaign pitch to improve delivery skills.
(psychomotor/ mechanism)

Enabling Objectives Matrix & Supporting Content – Module 6

ENABLING OBJECTIVES MATRIX


Title of the unit/module: Pitching Your Ideas

Brief description of target audience: Undergraduate students typically ages 18-24, in


their second, third, or four year of college, and who are likely majoring, minoring, or
pursuing a certificate in a communications- or writing-based area of study.

Terminal Objective: The learner will structure the pitch using the five-step persuasive
strategy. (cognitive/creating)

Pre-Instructional Strategy: Short overview lecture to define the term and concept of a
“pitch” and watch an instructional YouTube video as an advance organizer to appreciate
the components needed in a pitch to make it successful.

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Enabling Objectives Matrix

Enabling Objective Level on Bloom’s Learner Activity Delivery Method


Taxonomy (What would (Group presentation/
learners do lecture, self-paced, or
to master this small group)
objective?)

The learner will be


Take notes during
able to identify and Individual activity then
video then
summarize the five Cognitive/understanding shared responses with
summarize each
steps of the persuasive class.
step in own words.
strategy.

Identify the five


steps in two
Given example pitch examples, one video
Small group activity
transcripts or videos, and one transcript.
first, then reconvene as
the learner will be able (Half of the class will
Cognitive/understanding class to compare
to break down the five break down the
and analyzing video/transcript
steps of the persuasive transcript of the
findings with other
strategy in those other half’s video
groups.
pitches. and vice versa.)
Compare findings
with other groups.

Make a list of all


The learner will
campaign elements
categorize their
and categorize them
campaign ideas into Individual activity
into the five steps.
the five steps and Cognitive/evaluating before participating in
Brainstorm ideas to
appraise which and creating small group workshop
improve/
categories need to brainstorm.
substantiate
additional detail or
underdeveloped
content.
steps.

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SUPPORTING CONTENT
The following instructional content is delivered in the form of short lecture with a Keynote
slideshow and an embedded YouTube video. Students are expected to participate
periodically throughout the lecture. This supporting content directly correlates with the
first two enabling objectives outlined in the enabling objectives matrix in the previous
section of this document.

PITCHING YOUR IDEAS


What is a pitch?

A (brief!) presentation in which you “sell” your idea


for a business venture or other entrepreneurial purpose.

PITCHING YOUR IDEAS In this course, you are pitching your idea to elicit support and
excitement from your audience (creative team, clients, etc.).

An “elevator pitch” is an extremely short pitch


(typically 30 seconds to a minute) that could be delivered to an
executive or decision maker over the course of one elevator ride.

PITCHING YOUR IDEAS PITCHING YOUR IDEAS


Why are we pitching? How do we accomplish this?

The objective in your pitch is to sell your idea


in the most direct, compelling way possible.

Your pitch is a distillation of all


the informative and persuasive elements
of your campaign concept.

What informative and persuasive elements are important to your


campaign? Take a few minutes to make a list in your notes. As you watch, identify and write down the five steps of the pitch structure.

PITCHING YOUR IDEAS PITCHING YOUR IDEAS

The Five-Step Pitch Structure Let’s practice!

1. Begin with appropriate introductions/background. As a small group of three or four, you will analyze two pitches:
one delivered in a video and one written as a transcript.
2. Make them “feel the pain” or see the missed opportunity.

3. Propose your solution, but keep it simple! Work together to identify the five steps in both pitches.
To accomplish this, write down key phrases from the video
4. “Demo” your creative elements to get them excited.
and underline/highlight key phrases from the transcript.
5. Differentiate your product from what others are offering.
Be prepared to share your findings with the class.
Take a few minutes to summarize each step in your own words.
Be prepared to share one of your summaries with the class.

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References

Clark, D. (2010, June 7). John Keller's ARCS model of motivational design. Retrieved
February 4, 2018, from http://www.nwlink.com/~donclark/hrd/learning/id/arcs_model
.html

David, L. (2015, September 10). Cognitive theory of multimedia learning (Mayer).


Retrieved February 4, 2018, from https://www.learning-theories.com/cognitive-theory-of-
multimedia-learning-mayer.html

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective
instruction. Hoboken, NJ: John Wiley & Sons, Inc. Retrieved January 28, 2018,
from https://platform.virdocs.com/app/v5/doc/87546/pg/86

Nontraditional Undergraduates / Definitions and Data. (n.d.). Retrieved January 28,


2018, from https://nces.ed.gov/pubs/web/97578e.asp

Pitt Printing. (2018, January 5). Retrieved January 28, 2018, from http://technology.pitt.
edu/services/pitt-printing-0

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