Name
Young Entrepreneurs
Topic
ESL, Entrepreneurship and Business
Learning time
4 hours and 40 minutes
Designed time
4 hours and 40 minutes
Size of class
24
Description
As part of the Business and Entreprenurship topic in their English class, students create their own start-up prototype and a marketing campaign for its launch. The driving question is: How can you build a marketing campaign for your start-up? Students will first create a prototype for their start-up company and then develop a marketing campaign.
Aims
Enhance collaborative skills Develop entreprenurial skills Develop writing and reading skills Develop presentation skills Enhance teamwork
Outcomes
Identify, Describe reasons for, Modify, Give arguments for and against, Design, Evaluation
Editor
Arjana
Edit
Watch a video at home - flipped classroom
30 minutes)
  • Read Watch Listen
    10
    1
    Students watch a video as an introduction to the topic. The video is about a young entrepreneur. It is a TED talk. Students watch the video at home so that classroom time can be spent on discussing it.
  • Investigate
    20
    0
    After watching the video students think about their ideas for a start up. In particular they focus on the following questions: What does my local community need? How can I help my community? What am I good at? What would I like to create and invent? What type of a start-up company do I want to found?
Notes:
Resources linked: 0
Brainstorming
15 minutes)
  • Discuss
    5
    0
    Students talk about Maya's TED talk. They give their opinion on her being an entrepreneur.
  • Discuss
    10
    0
    Students discuss ideas for their own start-up company. They use sticky notes and post their ideas on the board. After ten minutes they group their ideas. This is how the groups are formed - they will be working in groups based on their interest and ideas of their future start-up company.
Notes:
Resources linked: 0
Preparation for Collaboration and Reaching Important Decisions
45 minutes)
  • Collaborate
    5
    5
    1
    Based on the previous activity, the teacher uses Team Up Aalto to assign students to the group for which they expressed an interest. Team Up Alto will be used throughout the PBL to document their learning.
  • Discuss
    10
    5
    0
    In teams students decide together on the final outcome of their project (e.g. a presentation, a poster, a video etc.). They are fully independent making decisions.
  • Produce
    30
    5
    2
    Students use a graphic organizer - KWHL - to discuss what they need to learn about marketing campaigns. They also use Scrumy, a production tool, to assign the tasks to each member. They also create their project canvas on Canvanizer, which they will use for collaboration, brainstorming and sharing.
Notes:
Resources linked: 0
Collaboration
105 minutes)
  • Read Watch Listen
    30
    0
    Students explore the resources provided by the teacher. Students are encouraged to use and share their own resources as well. They are encouraged to explore the internet and find relevant information. They share the links on their collaborative Canvanizer, which they have previously created and shared with team members.
  • Collaborate
    60
    5
    0
    Students work together and create their final product. They are encouraged to ask each other questions during the whole process, e.g. What are your goals? What do you want to achieve with this marketing campaign? Who is your campaign targeted at? What makes your start-up unique? Who are your competitors? How do their marketing strategies differ from yours? How can this campaign make your start up more visible to potential customers? They are encouraged to break this assignment in three parts: - assignment outline - first draft - final product
  • Discuss
    15
    0
    ASSESSMENT: Self-assessment: After they select their resource and before they share it with their group members, student self-evaluate the quality of the resource by asking and answering 3 questions: Who wrote it? When did they write it? What is the purpose of this resource? Peer-assessment: Students peer evaluate the work they have done after each part by using SWOT analysis: strengths, weaknesses, opportunities, threats. Teacher - Assessment: Students are given the Collaborative Work Rubric in advance so that they know how they will be assessed regarding their work in teams. (The rubric is attached in the Evaluation TLA)
Notes:
Resources linked: 3
Presentation of final product
45 minutes)
  • Produce
    30
    0
    Students present their finl products. Each of the teams gets 5 minutes to present. After each presentation 5 minutes will be spent on peer evaluation in form of SWOT analysis.
  • Discuss
    15
    0
    ASSESSMENT: Peer-assessment: Students evaluate work of other groups by using the Ladder of Feedback strategy. Each group is assigned one group to give and receive feedback. Assessment: Students are given the Presentation Rubric and the Final Product rubric in advance so that they know how they will be assessed regarding their work in teams. (The Oral presentation rubric is attached in the Evaluation TLA)
Notes:
Resources linked: 0
Evaluation
40 minutes)
  • Investigate
    40
    3
    EVALUATION Students are assessed according to three rubrics previously shared with them (see attachment): Oral Presentation Rubric Collaborative Work Rubric Final product - depends on the type of student work (poster, presentation, video) and will be created accordingly. Students are also engaged in peer and self-assessment during the duration of the PBL. (see Notes in TLAs) At the end students complete a self-assessment and peer-assessment form based on the tempalte from ReadWriteThink (attached)
  • Produce
    0
    Students' work is published on the classblog, so that parents, other teachers and students from school and beyond can access it and give feedback.
Notes:
Resources linked: 0

Learning Experience

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