Category: Strategies

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Students Learn to Create a Business – Tech Skills How To

cupcake business
cupcake business -detail from student powerpoint

I recently blogged from the 2011 US Innovative Education Forum (IEF) sponsored by Microsoft Partners in Learning. Here’s a guest post from, Kelly Huddleston, one of the teachers I met at the competition. For more on the competition and guest posts click the IEF tag. ~ Peter

Teacher: Kelly Huddleston, Franklin Road Academy (Nashville, TN)
Project: “Create a Business”
Abstract: Working with a partner, students create a business, beginning with creating a business plan, writing a mission statement and tag line, and then creating business cards and letterhead. Students also complete a series of spreadsheets to track their income and expenses, as well as produce a commercial and design a web site. Finally, students showcase everything to the rest of the class in a Power Point presentation.

Note: This was first posted on Kelly’s blog “To Kick A Pigeon and Other Musings”  For more samples of her students’ work and the rubrics she used click here. 

Kelly writes:

I saw an ad on Facebook for the Microsoft Innovative Education Forum, a conference hosted by Microsoft at their headquarters in Redmond, Washington, in July. They were seeking educators who could demonstrate how they used Microsoft products in their classes in unique, innovative, and real-world ways.

Microsoft experienced the highest number of applicants ever for this conference, and I was selected for one of the 100 slots. I am also the only educator in the entire state of Tennessee attending this all-expenses paid, two day, whirl-wind conference. I am quite excited and deeply honored.

Several have asked about my submission so I thought I’d detail it here.

For lack of a better name, I simply call this project “Create a Business.” Students in my Tech class, mainly freshman, do this project each semester, and I’ve been doing it for about eight years. It continually evolves and changes, but this is where I’m at now with it.

Basically, students create a business—as much as is feasible in four months and for high school freshmen. They can work with a partner or go solo. There are many things we leave out due to time constraints such as talking about incorporating, licensing fees, legal/liability issues, creating a shopping cart for their website, etc.

My only guidelines for the types of businesses they may pursue are:

  • All products/services must be legal.
  • There cannot be any minimum age requirements. For example, students are allowed to sell alcohol, tobacco products, firearms, permanent tattoos, etc.
  • They may not sell anything that is morally or ethically questionable even it satisfies requirements one and two.

 

Here’s the steps given to the students:

  1. Create a business plan detailing such things as the business name, products/services sold and their costs, contact information, operational hours, competition, etc. (Microsoft Word)
  2. Write a mission statement and tag line/slogan/motto. (Microsoft Word)
  3. Design a logo (Adobe Photoshop)
  4. Create business cards, letterhead, and other promotional print materials. (Microsoft Publisher)
  5. Create a series of six spreadsheets to track income, consumable inventory, capital expenses, fixed monthly expenses, payroll, and finally a net/profit loss statement for the first year with projections for the second year. (Microsoft Excel)
  6. Produce a :30 second commercial. (Microsoft Moviemaker)
  7. Create a website with a minimum of six pages: home page, about us page, contact us page, and pages to highlight all products/services sold—pictures, prices, descriptions, warranties/guarantees, return/shipping policies, customer testimonials, etc. (Adobe Dreamweaver)
  8. Create a presentation to showcase everything that was done to create this business. (Microsoft PowerPoint)
  9. Present everything to the rest of the class in a 10-15 minute presentation complete with professional business attire and bringing in “samples” of their products.

 

Implementation Tips

  1. Have a thorough grading rubric to present to students at the start of the project. I find students calculate their own grades as they go. Those who make As usually realize around the halfway point that need do some sort of extra credit to make an A. Those who don’t make the grades they desire cannot tell me they didn’t know something was required.
  2. Checkpoint progress throughout the process. For example, I will give my students one week to create their business cards and other Publisher documents. At the end of the week, I will check them off for a grade to make sure they are done and all basic requirements have been met. I do not grade their spelling, grammar, creativity or things of that nature at this time, although if I notice an error or design flaw, I will make suggestions.
  3. Show students finished examples of each new phase before they begin in. Example, before we start working on the commercial I will show my students dozens of examples of commercials the past group of students have produced. I will point out elements that were well done, creative and/or effective, and I will point out those items that could have been done better or should have done differently. I will show them A examples as well as C examples so they know what to expect going into it.

 

Outcomes

  • Due to the nature of our school, many of my students will become owners or managers of businesses someday. I’ve actually had students so inspired by this project to start or manage their own businesses while still in high school. I’ve also had students who enjoyed and excelled at the web design part so much, they later went on to make business web sites for friends and family—for pay.
  • Students are highly engaged in this project, often spending additional time outside the classroom working on it—by their choice, not because they have to. They are allowed a tremendous amount of freedom in design and creativity.
  • This project prepares them for their future careers in a very authentic, real-world manner.
  • I have had numerous parents each year comment to me how they wished they had a project like this when they were in school.
  • I’ve had many students and parents thank me for teaching them or their children things they will actually use in the “real world.” There is no greater complement to me.

If you are interested in the details of this project for your own use in your classroom, or if you are interested in Kelly’s perspective on the Innovative Education Forum, please contact Kelly via her blog. For more about Kelly click here.

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How To Make the Block Schedule Work

block schedule
block schedule

Transitioning to a longer class (block schedule) is not as simple as combining what was taught in a few shorter lessons plans and throwing in some homework time at the end of class. It requires looking at the key elements of a lesson and re-thinking how they can be leveraged in the context of more instructional time.

  • Content – what knowledge and skills will be studied?
  • Process – what material and procedures will be used?
  • Product – what will student produce to demonstrate their learning?
  • Evaluation – how will the learning be assessed?

Instead of the block becoming an insufferable 80 minutes of having to “entertain” students, it becomes a learning environment filled with more student exploration and reflection on their progress as learners.

I’ve helped many teachers see the block as an opportunity to create a more engaging student-centered classroom by giving students some measure of decision making in these four elements. Instead of the block becoming an insufferable 80 minutes of having to “entertain” students, it becomes a learning environment filled with more student exploration and reflection on their progress as learners.

Of course, you can’t simply “throw students in the deep end” and expect them to take responsibility for all their learning decisions. But with scaffolding and support, students can take increasing responsibility for their reading, writing and critical thinking.

In support of a training project I’m conducting this week, I’ve created a Google web that features handouts, resources, videos and web 2.0 links. It also serves as a model for how Google docs and webs can be used as learning tools in the classroom.

Image credit: flickr/dibytes

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Innovative Teachers Share Their Best Ideas for Technology in the Classroom

Horack and Saban

Last week, I blogged from the 2011 US Innovative Education Forum (IEF) sponsored by Microsoft Partners in Learning. See my post “Following the Backchannel at Microsoft IEF.” I was inspired by the 100 great projects presented by teachers from across the country. What impressed me most was the great diversity of work. Some projects were very complex in scale, others were elegant in their simplicity – presenting one great idea for the classroom. They also varied in subject matter, grade level and technology. And no, you didn’t have to use a Microsoft product to get in.

I had the chance to interview many of the teachers at IEF. They’ll be sharing project “how-to’s” in future guest posts here at Copy / Paste.

Educator Colin Horack and student Anthony Sablan (left) won first place in the Collaboration category for their creation of Project Unite, developed to combat bullying on campus. Franklin Pierce High School; Tacoma, Washington.

Eleven winning educators from the IEF will represent the U.S. and advance to compete against educators from around the world at the Partners in Learning Global Forum, Nov. 6–11, 2011 in Washington, D.C.

To get a sense of the energy at IEF take a look at this short video. My wife made the video cut (20 seconds in – great red earrings)
 …alas, I did not.

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Five Reasons to “Like” Project Based Learning

like small

I’m the Aug 1st kickoff speaker for the 2011 PBL Summer Institute held at the Valley New School in downtown Appleton WI.  As the opening keynote, I’ll be setting the stage for what should be five days of valuable workshops, culminating in Project Foundry training – an effective PBL management system. Tweet us at #VNS11 and view our Twitter visualizer here.

To get things started I’ll highlight five reasons why the traditional approach to instruction is failing our students:

  1. Teaching isn’t telling.
  2. There’s a new literacy that alters the traditional information flow beyond the classroom.
  3. Life’s become an open-book test that has devalued lower-order thinking skills.
  4. Students need to be able to succeed in an unpredictable world.
  5. Most classrooms rarely engage students in reflecting on their progress as learners.

Along the way I’ll use activities and sample projects to illustrate five reasons to “like” PBL. Click here for a link to my presentation website with a variety of PBL resources, videos and more.

The conference is co-sponsored by the TAGOS Leadership Academy and the Wisconsin Project Based Learning Network. 

Image credit: flickr/FindYourSearch

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Teachers, Have the Courage to be Less Helpful

I’ve been thinking about the educational implications of passage in Tom Friedman’s recent editorial The Start Up of You. Here Friedman quotes a comment made to him by LinkedIn’s founder, Reid Hoffman.

“The old paradigm of climb up a stable career ladder is dead and gone,” he [Hoffman] said to me. “No career is a sure thing anymore. The uncertain, rapidly changing conditions in which entrepreneurs start companies is what it’s now like for all of us fashioning a career. Therefore you should approach career strategy the same way an entrepreneur approaches starting a business.”

So does that mean we’re supposed to prepare our students to become hi-tech startup entrepreneurs? I don’t think that’s realistic, or wise. But I do think that it should remind us that we need to craft learning environments that ask students to increasingly take responsibility for their learning – products, process and evaluation – and the type of deeper thinking and reflection called for in the Common Core standards.

“I want kids behaving like a journalist, like a scientist… not just studying it, but being like it.” ~ Larry Rosenstock, High Tech High

Unfortunately, most of our students get a steady diet of force-fed information and test taking strategies. We’re giving a generation of kids practice for predictable, routine procedures – and that happens across the “bell curve” from AP test prep to meeting minimal proficiency on NCLB-mandated tests.

If LinkedIn’s Hoffman is correct, it makes you wonder how our students are getting prepared for “uncertain, rapidly changing conditions?” School mission statements claim to foster “life-long learning,” but walk in most classrooms and you’ll see students hard at work on a task that’s been scripted by their teacher. Most likely they’re working to replicate a final product that’s already been prescribed (with rubrics) by their teacher.

If students are going to be productive in a dynamic society and workplace they will need to be agile, fluid learners. Students that are encouraged to explore their own approaches and reflect on their progress. Students who can work collaboratively with their peers to plan, implement and evaluate projects of their own design. As Larry Rosenstock of High Tech High put it, “I want kids behaving like a journalist, like a scientist… not just studying it, but being like it.”

Every summer, teachers get to re-invent themselves – to rethink their instructional approach. Here’s your essential question for the coming school year – “How can I stop scaffolding every task for students, and have the courage to be less helpful?” Does this seem like a crazy idea? Asking student to “figure it out themselves,” when every time you’ve given an assignment, you’ve been bombarded with trivial questions like, “… How long does it have to be? … What’s it supposed to look like?”

I think students have been taught that they work for the teacher and the grade. I’ll bet the most “what it supposed to look like” questions come from the “best” students who have learned that their averages are based on faithfully executing assigned work.

For a more on the benefits of “figuring it out for themselves” see my posts Don’t Teach Them Facts – Let Student Discover Patterns or The Four Negotiables of Student Centered Learning

So be courageous – remember, the same students who seem to be unable to function independently in school are highly motivated by the uncertainty of video game. You can retrain them to “figure it out” at school, as well.

Looking for a few practical ways to start? Here’s four ideas from “Student-Directed Learning Comes of Age: Teachers Adopt Classroom Strategies to Help Students Monitor Their Own Learning” by Dave Saltman in Harvard Education Letter, July/August 2011 [Summary courtesy of The Marshall Memo – a valuable weekly round-up of important ideas and research in K-12 education]

Moving Students Toward Directing Their Own Learning
“An insistent drumbeat of research findings, as well as newly adopted curriculum standards, continues to sound out a message to educators that the work of learning must be shifted from teachers to the ones doing the learning,” says teacher/writer Dave Saltman in this Harvard Education Letter article. “That’s because research and anecdotal evidence suggest that when students manage their own learning, they become more invested in their own academic success.” Saltman describes four approaches that develop self-direction:

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