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Vigotsky’s social constructivism in my sales classes

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Vigotsky’s social constructivism in my sales classes

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1. Enhancing critical thinking.
2. Putting interaction at the centre of the lesson.
3. Guiding students in stead of explaining solutions.

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The language approach according to Stephen Krashen

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The language approach according to Stephen Krashen

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1. Not focussing on the correct grammar but on using L2 to express thoughts.
2. Avoid forcing students to use L2, but encourage them.
3. Put the focus on bringing the message, in stead of how the message is brought.

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Instructions according to Bloom’s taxonomy and critical thinking

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Instructions according to Bloom’s taxonomy and critical thinking

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1. Planning checklists for the lessons.
2. Planning activities related to the different layers.
3. Finding a balance between passive and participatory methods.

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1. Recall a situation in which you or a friend/relative raised an objection prior to buying a product.

2. Relate the following situations to the different types of objections.

3. Solve the following hypothetical objection situations by using different types of sales techniques.

4. Assume the reasons why the customer - in a hypothetical situation - raised the objection. List the actions that the salesperson could have done to aviud the objection.

5. Compare the performance of your peers in the role-playing activity: what has improved?

6. Compile tips for salespersons to solve objection situations in a practical support guide.

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--> To recall a situation in which you or a friend/relative raised an objection prior to buying a product, by using verbal and non-verbal language codes as well as different past tense forms and customer service vocabulary.

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Using digital tools to create activities

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Using digital tools to create activities

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Generating questions and practicing answering them in preparation for exams

The teacher provides a list of the topics that might be included in the exam. Students make pairs and each pair choose two topics. They use Wordwall to develop two activities for the rest of the group. Finally, the group spends time studying through the questions created by their peers.

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Bouncing answers around the room to build on understanding and develop reasoning:

- Lina, what did you find out on the regulation of grievances and complaints?
- Eli, how would you proceed in this particular case?
- Yair, do you agree with Eli? How do you back up this point?
- Michael, could you please provide a counter-argument?

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Articulating thinking