Trend Spotting Lesson Plan PDF

Y U N I T 1 : U N D E R S TA D I N G T R E N D S A N D FA D S Lesson 1.2: Trend Spotting pics to be discussed: Defining Trend Spotting Trend Spotting Methodologies The Process of Trend Spotting A Critical Take on Trend Spotting Respond...

Y U N I T 1 : U N D E R S TA D I N G T R E N D S A N D FA D S Lesson 1.2: Trend Spotting pics to be discussed: Defining Trend Spotting Trend Spotting Methodologies The Process of Trend Spotting A Critical Take on Trend Spotting Responding to Trends  LEARNING At the end od this lesson, you shouldOBJECTIVES: be following: able to do the Define trend spotting. Explain the process involved in trend spotting. Evaluate the effects of trends. INTRODUCTION  ANALYSIS OF A InGENERATION the table below, write three trends that affect your generation. Across each entry, explain why your chosen phenomenon qualifies as a trend. Incorporate concepts discussed in the previous study guide in your explanations.  GUIDE QUESTIONS: Describe your generation based on your response. What factors did you consider in classifying a phenomenon as a trend? How should members of your generation respond to the trends you identified? Defi ning Trend Spotting  TREND SPOTTING Refers to the deliberate effort to identify, analyze, a interpret the shifts in society's patterns.  TREND SPOTTING The process requires attention to detail and the ability to look beyond the surface of a phenomenon.  A TREND  Describe and analyze the SPOTTER’S JOB IS nature of these changes. TO:  Raise important questions about people's assumptions.  TREND SPOTTING The process requires attention to detail and the ability to look beyond the surface of a phenomenon.  Trend spotting in business helps track changes in customer tastes and lifestyles to improve products or services.  Predicting future trends gives businesses a competitive advantage.  Innovation comes from established beliefs and practices. Ex: -Filipino-style sweet spaghetti, different from Italian recipes. -Selling household products in sachets (tingi-tingi) to cater to low-  Optimal profit motivates companies to harness trends for maximum returns or create new trends from existing ones. Trend Spotting Methodologies  QUALITATIVE  Introduced TREND SPOTTING concept the of paradigm shift —changes in people's view of the world and the universe. THOMAS KUHN  QUALITATIVE TREND SPOTTING Ex: The shift from the geocentric view (Earth at the center) to the heliocentric theory (Earth revolves around THOMAS KUHN  QUALITATIVE  This shift set the direction for TREND SPOTTING succeeding studies in the physical sciences.  Future scientists' ideas began to align with the established truth that the Earth revolves around the  QUALITATIVE  Qualitative method in trend TREND spottingSPOTTING involves tracking paradigm shifts over time (Du and Kamakura, 2012).  Focuses on transformations in beliefs, values, and views on aspects of social life (e.g., gender, religion,  QUALITATIVE  Qualitative trend spotters gather data TREND through SPOTTING interviews, focus group discussions, and textual analysis.  They rely on descriptions and explanations from people who have experienced the trends.  Focus is on in-depth stories and accounts of everyday life rather than regularity in responses.  QUANTITATIVE  Quantitative methodology for trend spotting uses statistical tools to track shifts in people's TREND SPOTTING thoughts and actions over time.  Trends are represented by the rise or fall of indicators (e.g., birth rate, detergent sales, economic output).  Time-series graphs show changes, which are analyzed and interpreted with statistical tools (Du and Kamakura, 2012; Andreassen, Lervik-  QUANTITATIVE  Marketing strategists use this method to TREND behavior. SPOTTING describe changes and predict consumer  In other fields, time-series analysis guides the creation of new programs or policies. Ex: Sin taxes on alcohol and cigarettes are based on data showing reduced risks of non- communicable diseases (e.g., heart disease, stroke) through lifestyle changes (WHO, 2015).  QUANTITATIVE TREND  Trend SPOTTING spotting helps make critical decisions that affect the lives of millions globally. The Process of Trend Spotting  Scholars propose different models for identifying emerging trends.  Du and Kamakura (2012): Focus on the relationship between trends and their origins.  Use time series graphs to identify similar trends within a category.  Rehn and Lindkvist (2013): Analyze trends based on present conditions. Introduce the 4S Model: 1. Set-up: Define context. 2. Scanning: Observe relevant signals. 3. Scenarios: Imagine future possibilities. 4. Scrutiny: Analyze causes and effects for present and future trends. FORMULATING  Trend spotters are curious and inquisitive. QUESTIONS They find meaning in seemingly unconnected events.  They believe simple questions can reveal patterns.  They believe simple questions can reveal patterns. FORMULATING QUESTIONS You may begin by asking the following questions:  What aspect of social life are you interested in exploring?  What type of trend are you curious about?  What is the scope of the trend that you want to find out? Is it local, national, global?  What is your ultimate goal in trend spotting?  According to Rehn and Lindkvist (2013), asking various types of questions helps uncover the key question guiding trend discovery.  The process enhances the art of questioning, a vital skill in the 21st century.  Youth participation in elections provides many examples of trends. Questions could include:  Percentage of registered youth voters.  Ways young people participate in elections.  Support for specific candidates or political parties.  These questions uncover hidden patterns related to youth and politics through trend spotting.  DETERMINING  After defining the inquiry and objectives, the THE next TIME step is to limit FRAME the range of possible scenarios by setting two specific points in time (e.g., months, years, decades).  The temporal dimension of trends must be recognized, as time is a crucial factor in analyzing societal transformations.  DETERMINING Ex: For youth participation, one could study THE TIME FRAME Philippine national elections in the 21st century (2000-2020). This period includes seven national elections:  Three presidential elections (2004, 2010, 2016)  Four midterm elections (2001, 2007, 2013, 2019) ATHERING DATA Data gathering depends on the chosen methodology for trend spotting:  Quantitative trend spotting: Uses surveys, databases, and time-series graphs.  Qualitative trend spotting: Uses interviews, focus groups, and textual/visual analyses, with results presented thematically in narrative form. ATHERING DATA For youth participation in elections, both methods may be used:  Quantitative: Analyze voter turnout data (e.g., Commission on Elections statistics for ages 18-30).  Qualitative: Use interviews to explore motivations for voting and patterns in candidate support. TRACING  Choosing two pointsTHE in time allows  PATTERNS comparison of phenomena across different periods. It's like comparing two scenes from the same movie to find regularities or irregularities in patterns.  Trend spotting involves identifying patterns and attaching meaning based on data interpretation.  Numbers and descriptions require the trend TRACING THE  For youth participation, a time-series itsPATTERNS graph can show trends in voter turnout, but interpretation (good or bad) depends on the trend spotter.  Qualitative methodology: Identifies trends based on respondents' perceptions, such as the increasing influence of religion on voting decisions.  This approach allows more involvement from respondents in trend spotting. ANALYZING THE SOURCES  Trend analysis extends trend spotting by AND predicting future outcomes. CONSEQUENCES OF TRENDS  It involves analyzing the sources, consequences, and causal factors of trends.  Examining effects is backward-looking, while understanding consequences is future-oriented.  Trends reflect shifts in people's lives, whether for better or worse.  A CRITICAL TAKE ON TREND  Trend spotting is not neutral; it reflects the trend spotter’s perspective and motivations. SPOTTING  It often serves goals like boosting sales, shaping policies, or advancing political agendas.  Beyond identifying trends, it raises deeper questions that may uncover uncomfortable truths.  Example: The rise in women joining the workforce is a trend, but critical questions (e.g., job types, pay equality) reveal issues like the gender wage gap and A CRITICAL TAKE ON TREND  Trends should not always be equated with SPOTTING progress, as they may hide or reinforce inequalities.  RESPONDING TO TRENDS  New trends can disrupt established societal patterns.  Trend rejection: Happens when people resist a trend, leading to actions like fundamentalism (e.g., strict interpretations of religious beliefs).  Trend acceptance: Occurs when people embrace a trend, though reactions may vary (e.g., advanced computers at work).  RESPONDING TO TRENDS  Some people neither fully accept nor reject trends but negotiate between both sides.  Trend spotters must focus on these "grey areas" in decision-making to understand diverse responses.  EVALUATING TRENDS  Trends affect people's lives differently, with some trends being more influential than others.  Food consumption patterns are shaped by factors like income, the economy, and cultural practices.  Trends can become normalized, often going unnoticed, but normalization doesn’t guarantee they are just, moral, or necessary.  EVALUATING TRENDS  People's judgment of trends depends on the values they hold.  Critical thinking involves evaluating trends using sound criteria to decide if they should be accepted or rejected. WRAP-UP! Trend spotting is the process of tracing the changes in social patterns. Quantitative and qualitative methodologies are commonly used to spot a trend. The purpose of trend spotting determines the appropriate method. The process of trend spotting involves formulating a set of questions about an aspect of social life, determining the time frame of the occurrence of a phenomenon, gathering data, tracing the shifts over time, and analyzing their origins and WRAP-UP! Critical thinking allows a trend spotter to analyze the meanings and mechanisms behind the emergence of trends. Accepting or rejecting a trend depends on how the new phenomenon promotes human rights and the common good and facilitates eradicating existing inequalities and stereotypes. WRAP-UP! The Process of Trend Spotting: Y U N I T 1 : U N D E R S TA D I N G T R E N D S A N D FA D S Lesson 1.3: Recognizing Fads FAD AS A COLLECTIVE  Collective behavior refers to social gatherings BEHAVIOR and movements, either planned or unplanned (Barkan, 2016). Examples: Riots (large groups reacting violently). Crowds (people gathered for events or protests). Social movements (groups pushing for change). Panics (people reacting quickly to fear). If an action is performed by people in different locations and at other times, is it still considered a collective  It can still be considered collective action but in a more casual way, like a fad.  A fad happens when many people start doing the same thing, like using a product or joining a trend, but they don’t need to know each other.  Fads are not planned or organized like protests or social movements. People do them because they want to, not because they are forced. KINDS OF FADS 1. Useful product- These are products that people use in everyday life. 2. Novelty product-These are items that are not really practical but are fun or decorative. 3. Activity fad- These are actions or activities that suddenly become popular. LEMENTS 1. APPEAL OF FADS  Fads become popular because they are useful, novel, or unique.  In business, this popularity leads to increased sales and market share.  On the Internet, the appeal of a fad is measured by how many people search for it, visit websites, or post about it on social media. LEMENTS 2. PURPOSE OF FADS  Fads serve various purposes, such as entertainment, relaxation, making money, or even resistance.  Calling fads irrational overlooks the meaning people find in them. What seems illogical to outsiders might make sense to those participating. LEMENTS 2. PURPOSE OF FADS  Fads can be seen as acts of protest or ways to meet human needs, even if they seem unusual or deviant by society’s standards.  A more sympathetic view of fads highlights how they fulfill basic human needs, no matter how odd the activity might seem. LEMENTS OF FADS 3. IMPACT  Fads can have an impact on people’s lives, even though they are unstructured and short-lived. LEMENTS OF FADS 3. IMPACT Fads allow people to express their views and make an impact on various levels:  Individual level: Fads affect spending habits and the time people invest, like learning dance challenges or playing a new game.  Group level: Fads create a sense of community, like how fans of TV love teams form clubs, even across the world.  Societal level: While fads are short-lived, some have led to major changes. MEMBER! Fads might be temporary, but their impacts can be meaningful at personal, group, and societal levels. ARACTERISTICS OF 1. Perceived Novelty and/or A FAD Strangeness  People are drawn to new or unique products, so manufacturers create updated versions of old items, like redesigned toys or energy-efficient appliances.  Activity fads may seem new but are sometimes just old trends reemerging, like how planking was compared to "die-in" protests  Streaking was already popular before the 1974 incidents in the U.S., showing that old activities can ARACTERISTICS 2. Short Life Span OF A FAD  Fads have a short life cycle, going through emergence, peak, and decline within days, weeks, or months.  Most fads, like a new online game, decline after reaching their saturation point, where people lose interest because the novelty wears off.  To extend the life of a fad, companies, like game developers, keep updating features to offer new experiences to users. ARACTERISTICS 3. Limited Scope OF A FAD  A fad has a limited reach, meaning it may be popular only among certain groups of people, like middle-class women for a diet fad, or within a specific country.  The popularity of a fad can be tracked using data on things like age, gender, nationality, and social status, and can be shown on graphs or maps.  The Internet has made it easier to measure the reach of fads, especially on social media, by tracking shares, comments, and hashtags. ARACTERISTICS 4. Heterogeneity OF A FAD  People don’t always use a fad in the same way everywhere.  Fads change based on the culture or background of the people adopting them (Aguirre, Quarantelli, and Mendoza, 1988).  Even companies don’t just copy popular trends—they change them to fit their own needs (Abrahamson and Eisenman, 2008). ARACTERISTICS OF A FAD WRAP-UP  A fad is an example of collective behavior that attracts a segment of a population for a short period.  There are three kinds of fads, according to Miller (2013): (1) useful products, (2) novelty products, and (3) activity fads.  A fad can be identified based on the following characteristics: (1) perceived novel and/or strangeness, (2) short life span, (3) limited scope, and (4)heterogeneity.  The emergence of a fad is traceable to a prevailing trend in society. Y U N I T 1 : U N D E R S TA D I N G T R E N D S A N D FA D S Lesson 1.4: Tr e n d C o n n e c t i o n s : Pa r t s o f a W h o l e a n d E m e r g i n g Pa t t e r n s ENDS AND PATERNS  Trendspotting is the process of looking for patterns in data to predict future trends.  It involves tracking how something changes over time, whether regularly or irregularly, to understand what might happen next.  In quantitative trendspotting, data is shown on a time-series graph, and a trend line is drawn to connect the data points over time (Du and Kamakura, 2012). ENDS AND PATERNS  A time-series graph can become more detailed by recording data daily or weekly, which helps show even small changes over time.  This allows us to see minor rises or falls in a variable that reflect current conditions during that period  The time frame can also be extended to get a clearer picture of long-term trends. ENDS AND PATERNS  A pattern is when a condition or event happens repeatedly over a certain period.  It can include repeated actions, objects, relationships, or situations. ENDS AND PATERNS  Patterns are repeated behaviors or events that help maintain stability in society, like how people follow routines in eating, working, studying, or communicating.  In sociology, these patterns are part of social structure, which includes things like institutions, groups, and networks.  Statistical patterns can be identified by observing activities within specific groups. For example, if cycling is popular among young people in urban areas, a trend can be seen if more or fewer people participate in the coming years.  THE  Social changes happen because of several factors NTERCONNECTEDNESS coming together at a specific time.  Society can be seen as a system made up of different OF TRENDS parts, each with its own purpose, and any change in one part affects the others.  This idea is part of structural functionalism, a sociological theory that compares society to the human body, where each part (like organs) has a specialized role (Turner, 2013).  THE  Viewing society as a system helps us understand how NTERCONNECTEDNESS trends are connected.  A trend doesn't happen in isolation; it’s influenced by OF TRENDS and connected to other trends.  For example, the rise in life expectancy is linked to trends like better healthcare, disease cures, and higher spending on health. These trends are also related to other social changes. ERGING PATTERNS  Trends and patterns emerge as responses to societal changes and group conflicts. Dominant groups maintain their power through patterns, while opposing groups try to change them.  Data mining is used to find patterns in large data sets, like censuses and surveys.  Identifying a pattern requires a unit of analysis, which can be individuals, groups, or institutions, depending on the research. ERGING PATTERNS  Once the unit of analysis is identified, we can determine the status quo (the current state) by asking questions like: How do people live? What relationships exist? Which groups are dominant?  Comparing the status quo with the future helps identify continuities (what stays the same) and discontinuities (what changes) in relationships and practices.  WRAP-UP  Society can be studied as a system composed of parts that perform specific functions.  A pattern is a repeated occurrence of a condition or variable within a specific time frame.  Sociologists analyze social structures or the patterns of relationships that exist in society.  Tracing emerging patterns in society requires determining the correct unit of analysis and the status quo that prevailed before a change was introduced.