+

Recording & Indexing

Correspondence
+
ACTIVATE
Participants will be required to activate their
prior knowledge about summaries to
facilitate the requirements for this task.
Summarizing information
The recall of a familiar storyline
Minor details may/may not be recalled
Identifying the essence of the story
Recalling the main events, characters &
locations
+
ACTIVATE
The familiar story is likened to a piece of
correspondence for recording and indexing using
a comparative organizer and analogy
Favourite childhood fairytales can be used as a
generally familiar storyline.
E.g. Red Riding Hood; The Three Little Pigs; Cinderella
+
Comparative Organizer


+
An Analogy
The Story Elements/A
ttributes
The Correspondence
Analogue Summary Target
Main Characters Who Sender; and Subject

Woods;
Grandmas House
Location Venue; Place of Event;
University etc.
Girl met Wolf;
Wolf went to
Grandmas House
Situation/Ev
ent
Request for Information;
Study/Training Leave;
Invoice for Payment
Before Dark Timeline Due Dates; Deadline
Dates; Travel Dates;
Meeting Dates
+
DEMONSTRATE
The instructor will demonstrate how to:
Break down correspondence into
manageable bits to facilitate
understanding.
Select meaningful indexing categories
Use index cards
A relevant analogy will be used to facilitate
section
+
Using the index cards
Indexing Example #1 Typical Piece of
Correspondence
Summary: The organisation receives
correspondence from the Ministry of Education
requesting study leave on behalf of Mr. Tom Jones
Teacher, of the St. Gabriels Junior School. Study
leave period is September 2014 to May 2015. Mr.
Jones is in his final year of study at the UWI (Cave
Hill Campus).

+
Using the index cards
Example 1 Contd
Index card #1 Classifies the surname
Jones
Jones:
Jones: Tom study leave application
BSc. Psychology (Course of Study)
University of the West Indies Cave
Hill
September 2014 to May 2015
File # 3/12/03

+
Using the index cards
Example 1 Contd
Index Card #2 Classifies by the subject of
correspondence Psychology
Psychology:
Psychology, BSc., UWI Cave Hill;
September 2014 to May 2015
Tom Jones Request for study leave

+
Using the index cards
Example 2
Indexing Example #2 Rarely received piece of
correspondence
Summary of the correspondence received:
The Ministry of Finance, Investment Division is
requesting statistics and information about funding
agencies from which funding has been received for
training over the last 10 years; additionally, they are
asking for information about any projects which the
organisation has undertaken over the 10 years which
incurred costs of more than $30, 000.00.

+
Using the index cards
Example 2 Contd
Index card #1 Identifies the sender.
Investment Card is chosen
Investment:
Investment Division request for
information
Regarding: Funding agencies and
Projects over $30,000
Period spanning 2004 to 2014
File # 10/9/01

+
Using the index cards
Example 2 Contd
Index Card #2 Identifies the parent
ministry of the sender
Finance is chosen
Finance:
Finance: Ministry; Investment Division
Request for information
Regarding: Funding agencies; and
Projects over $30,000.00
Period Spanning 2004 to 2014

+
APPLICATION
Students will be given the opportunity to
practice what was taught
The instructor will:
Encourage peer collaboration and
discussion
Provide guidance, encouragement and
corrective feedback
Process facilitated by the use of an
analogy
+
Application Contd - An Analogy
Identifying the specific food items in a meal or on a
plate of food is likened to selecting indexing
categories
Students will view a picture of a simple plate of food
and identify the specific items that they can see
using broad categories of protein, starch, vegetable,
fruit
E.g. Chicken, rice, peas, lime, carrots
+
An Analogy Contd
Correspondence
Category
Specific
Element
Meal -
Category
Meal Item -
Analogue
Sender Ministry of
Education
Starch Rice/Bread/
Potato
Subject/Person
in reference
Tom Jones Protein Chicken/Fish
/Peas
Dates (Due Dates;
Received Date)
September
2014 to May
2015
Fruit Lime; Mango
Location/Venue/
Institution
UWI Cave
Hill
Vegetables Pumpkin;
Beans
+
PRACTICE STUDENT ROLE
Students will:
o Record correspondence
o Collaboration is encouraged.
o Index correspondence using 2 to 3 indexing
cards/categories for each piece of correspondence
o Present their work for peer & instructor review
Explain why they have chosen their categories
Offer comments, critique and positive feedback

15 minutes allocated to practice recording & indexing 3 items
+
PRACTICE INSTRUCTOR ROLE
Reviews the accuracy of information recorded
Checks for misspellings
Ensures that relevant information is
transferred to mail register
Ensures that relevant classifying categories are
selected
Ensures that a file number is assigned
Ensures that information is presented and
discussed in a relevant and meaningful
sequence from recording, classifying, indexing,
assigning file number


+
A Recap Indexing Procedures



+
TASK-CENTRED ACTIVITY
Learners are required to record & index a set of
correspondence.

Task Details:
Each learner is given 4 pieces of correspondence
ranging in difficulty. One piece that is NOT relevant
to the functions, duties and responsibilities of the
organisation is included in the selection.

Extra:
Learners will create a unique piece of
correspondence or scenario to test their peers.
+
TASK-CENTRED ACTIVITY CONTD
Demonstration of recording & indexing
Student should be able to:
Provide a brief summary of the piece of
correspondence
List the indexing or classifying categories
chosen
Display their indexing cards and the mail
register sheet showing the record of all
correspondence they have received
Explain their choice of selected index cards
Provide information in meaningful sequence

+
TASK-CENTRED ACTIVITY CONTD
Peer-to-Peer Review
Critique, comment or query the record of
information as written in the mail register sheet
and selected for index cards
Identify any inaccuracies by way of incorrect
spelling or record of information
Missing information
Inappropriate categories selected
Identify other indexing categories that may have
been used
Provide relevant, positive feedback

+
TASK-CENTRED ACTIVITY
CONTD
Peer-to-Peer Review Contd
Inquire about conducting a search for
information
Scenario for the presenter to discuss how
they would record and index correspondence
Instructor feedback is offered after the
presentation and peer review.

+
INTEGRATE
Participants are expected to
demonstrate a change in knowledge
and skills on completion of the task-
centred activity/mini-project.
Participants should be able to apply
information taught to their work
environment
Participants will reflect on the learning
experience


+
INTEGRATE: Wrap Up Discussions
oStudents offer a reflection about the
experience
oStudents indicate how the new
knowledge can be effectively applied in
their job environment
oStudents indicate if the needed support
will be provided in the work
environment
+
THE END