Working with Mile Markers
for Teaching
Entrepreneurship Education
July 23 -24, 2012
Greensboro NC
Pre Summer Conference Workshop
for FACS teachers
Getting to Know You
• Place right hand in the brown paper bag
• Go to each participant in the session shake their
hand and introduce yourself
• Tell them where you teach
• Share one area of expertise or about some
special learning activity(ies) that you could share
that might be helpful to the other person as they
teach Foods II Enterprise
• Listen as the person shares (the above) with you!
• Visit with all here in 15 minutes!
Networking Sharing
• Who did you meet that you thought was
someone you would like to know more
about?
• Why?
• What resources did you learn about that
you thought might be helpful to you?
Organizing for Learning about
Entrepreneurship
• Take a blank sheet of paper and use
columns or spaced rows, put these letters
so that you can write beneath each letter.
K
W
L
D
•
•
•
•
What do I already know about the topic?
What do I want to know about?
What have I learned about the topic?
What will I do with this knowledge?
Can
entrepreneurship
and innovation be
taught?
No, but it can be
learned!
©2011 Charter Partners Institute
Get your Mind in Gear
• As we start I have some letters on the
screen.
• Working without speaking and working
independently can you rearrange the
letters to make two words.
OODRWWTS
Get your Mind in Gear
• Some letters on the screen.
• Can you rearrange the letters to make two
words.
OODRWWTS
TWO WORDS
Get your Mind in Gear
• What is the name of the time piece
with the most moving parts?
Hour Glass
Styrofoam cup
• Put an identifying mark like initials on your cup
• Turn the Styrofoam cup inside out while
attending this workshop
• It can not be broken or cut
• You can not use chemicals
• Must remain whole and Intact
• Remember to pay attention while you are trying
to do this
(Normally this is a take home assignment)
Visual Creativity
l
l
l
l
l
l
• Can you add 5 new lines and to make a 9
• without re-arranging any of the lines
Visual Creativity
l
l
l
l
l
l
• Can you add 5 new lines and to make a 9
l
l
l
l
l
l
ACTE 2011 Presentation
• Presentation done in St. Louis to introduce
the Roadmap to teaching Entrepreneurship
Education
• As you have questions about what I am
sharing ask your questions – That may
clarify things for you and others as well.
Mind Extender
• Some letters on the screen.
BSIAXNLAETNTERAS
• Take out six letters from this group of
sixteen letters to find the word that
remains
Mind Extender
• Some letters on the screen.
BSIAXNLAETNTERAS
Take out six letters from this group of sixteen
letters to find the word that remains - six letters
Banana
Partnership for 21st Century
Life Skills
•
•
•
•
•
•
•
•
•
Leadership
Ethics
Accountability
Adaptability
Personal Productivity
Personal Responsibility
People Skills
Self Direction
Social Responsibility
(May also be known as Executive Function Skills)
Life Skills
• How do you see your Foods II course
developing these skills?
• Pick one of the specific skills and talk
about how it is developed.
• Can your focus on Entrepreneurship help
enhance acquisition of these skills?
• If so how?
Partnership for 21st Century
Thinking and Learning Skills
• Critical Thinking and Problem-Solving
Skills
• Creativity and Innovation Skills
• Communication and Information Skills
• Collaboration Skills
• Contextual Learning Skills
• Information and Media Literacy Skills
Partnership for 21st Century
Thinking and Learning Skills
4 C’s
• Critical Thinking and Problem-Solving
Skills
• Creativity and Innovation Skills
• Communication and Information Skills
• Collaboration Skills
• Contextual Learning Skills
• Information and Media Literacy Skills
Thinking and Learning Skills
• How do you see your Foods II course
developing these skills?
• Pick one of the specific skills and talk
about how it is developed.
• Can your focus on Entrepreneurship help
enhance acquisition of these skills?
• If so how?
Can this entrepreneurial
development model be implemented
in Foods II Enterprise?
Classification Exercise
• ABCDEFG - KP
• Group 1
• Group 2
AEFHI
BCDGJ
• To which group does the letter K belong?
• To which group does the letter P belong?
• Why?
Structure is the Key
• Group 1
• Group 2
AEFHI
BCDGJ
• K in group 1 - straight lines
• P in group 2 - curving lines
• How do we typically think about letters?
Entrepreneurship Education
Business
Creative
(1) Learn about business
(1) Practice business
(2) Acquire financial
literacy
(2) Develop leadership
skills
 Initiative
 Innovation
 Visioning
 Personal perspective
 Business perspective
 Demonstrate skills
(3) Develop self
discipline
 Planning time
 Setting and achieving goals
(3) Stimulate
entrepreneurship

New ways ©2011
to achieve
Charter Partners Institute
Career Ready Practices
• Act as a responsible and contributing citizen
and employee.
• Apply appropriate academic and technical skills.
• Attend to personal health and financial wellbeing.
• Communicate clearly and effectively and with
reason.
• Consider the environmental, social and
economic impacts of decisions.
• Demonstrate creativity and innovation.
Career Ready Practices- Continued
• Employ valid and reliable research strategies.
• Utilize critical thinking to make sense of
problems and persevere in solving them.
• Model integrity, ethical leadership and effective
management.
• Plan education and career paths aligned to
personal goals.
• Use technology to enhance productivity.
• Work productively in teams while using cultural
global competence.
Career Ready Practices
• Which of these practices do you have the most
success with?
• Which of these practices do you have the
greatest challenge with?
• Will the integration of an entrepreneurial
mindset into the course assist your students in
being better prepared for these Career Ready
Practices?
Questions Guide Learning
 Teachers can use the questions at the 7
mileposts in the Roadmap for Entrepreneurship
in any way, at any grade level, in any class
where they are guiding entrepreneurial thinking
Takes advantage of fact that entrepreneurship
is high interest for over 70% of high school
students
There are also “Plus” questions at each Mile
Marker to allow for going deeper into the
concepts
Recognize Opportunity
Objective: This mile marker addresses idea generation,
creative brainstorming, and identifying what students
believe might be a viable opportunity for them to create
a business.
Required Questions:
1.What skill are you passionate about?
2.What product or service could you create?
3.What problem are you solving?
4.Is there demand for your product or service?
Entrepreneurial Idea Generation
• How could you help your students to
recognize business opportunities for them
to pursue and create personal wealth?
Focus on You!
• In groups of three – Triads
• Talk about things you really like doing,
have passion for and would think could
result into a business.
Take two of the skills or hobbies you have and write
them in the top box(s). In the boxes below, list
possible business opportunities you might create with
these skills or hobbies – (Like an organization chart)
Outcomes expected
of each of you
• Individually document in writing your
personal answers to the first five questions
in Mile Marker #1
• Determine one business opportunity that
you would like to explore
Instructional Reflection
1. Talk about what worked in this assignment
2. Talk about what was problematic in this
assignment
3. What would you as teacher need to do to
get beyond the problematic items?
4. Do you think you would encounter things
with your students that you did not see in
this exercise?
Instructional Reflection
1- Do your students understand how to brainstorm?
2- Do your students understand how to work in groups
to enhance the outcomes of diverse ideas?
3- Did you see the concept of – “Plusing ideas” – used
here today? Do your students understand the
concept of - Plusing Ideas?
4- Did you get to look at the plus questions? What
things do you need to know more about as you think
about working with helping students be
entrepreneurial?
5- Is this what your students will need also? Or will
their needs be different from yours?
6- How can you and your students gain the knowledge
needed?
Brainstorming
• Select a volunteer scribe (s)
– Write large enough so entire group can read ideas
• Establish the Rules
– No criticisms of ideas generated or misspellings, hitch hike on other ideas
when possible, speak as you think of the idea, set a time limit
• Get students to share ideas in a fast paced manner
– Share as long as ideas flow or until time limit is reached
• Reflect on ideas shared – re-purpose ideas
• Seek additional ideas
• Allow a different setting for evaluating ideas
Math Problem
• 101-102 =1
• Move one digit of the equation, thereby
making it true
Repositioning is the Key
• 101-102 =1
• Move one digit of the equation, thereby
making it true
• 101 – 10² = 1
Evaluate Opportunity
Objective: This mile marker tasks people with
addressing the marketable value their idea would
generate.
Required Questions:
1.Take a second look at your chosen opportunity.
2.Is it viable?
3.Does it satisfy an unmet need?
4.Can you scale it, if demand meets your
expectations?
Outcomes expected
of each of you
• You will want to use the required
questions and perhaps some of the plus
questions from Mile Marker 1 and those
here in Mile Marker 2 to help you focus
your idea.
• Document in writing your responses to the
5 required questions.
• Really get into thinking and talking with
your triad about the plus questions
Instructional Reflection
• What decision making process(es) did you and
your triad use?
• Did you focus on/use the scientific method?
• Do your think that you will need to teach some
decision making process to your students in
order to enhance their capability to get beyond
just emotions?
Problem solving
• Define the problem – What is wrong?
• How can we discover some solutions?
• How can we change? – In how many ways
could this be done?
• What is the preferred solution?
• How can we test the preferred solution?
• How will we know when we have the best
possible solution for right now?
Instructional Reflection
• How did you arrive at the projected costs?
• How did you think of prototypes?
• How did you focus on packaging?
Instructional Reflection
• How do you understand the concept of
target market?
• Do you think students can get beyond
themselves as a target customer?
• Pilots found that students don’t easily
focus on the buyer as someone who may
be very different from themselves.
Instructional Reflection
• Are you focusing on a business opportunity or a
product?
• You may have to focus on specific products as
you do the Mile Markers in Foods II just to be
able to work with all students to let them
experience production of products.
• I would encourage you to help students focus on
a business concept which may specialize with
one product or may have a line of products
offered by the business.
Teaching Readiness
• You have experienced a couple of the Mile
Markers.
• Lets talk about what you might need to assist
you in using them with your students.
• Nudge your Neighbor and Share what you are
now thinking about as you prepare to use the
Mile Markers in your Foods II Enterprise Class.
Test Feasibility
Objective: This mile marker asks people to address the logistics,
and to understand the feasibility of executing their ideas.
Required Questions:
1.What’s included in the test of your product or service?
2.Where will you find materials and labor for your product or service?
3.Can you make a prototype for your product or service?
4.Can you get testimonials for your product or service?
5.Where would you go to test the feasibility of your product or
service?
6.Is there evidence or data supporting the long-term viability of your
idea?
Access Needed Information
Objective: This mile marker is designed to encourage individual
and group searches of information that would improve their
entrepreneurial idea.
Required Questions:
1.What information do you need to solve your problem?
2.What resources are available? (i.e. newspapers, library
references, Internet research)
3.What industry information do you need such as state and local
regulations, target market numbers, costs of components, available
suppliers, etc.
4.How can you effectively analyze this information and turn it into
something useful to aid in your business.
Establish Community Outreach
Objective: Students should recognize the information, knowledge,
people and skills that exist in their community and network in order
to utilize them.
Required Questions:
1.Where can you find people with needed expertise?
2.Who do you know who has business experience, or who can
connect you with people who do?
3.Are there organizations or individuals in the community who could
help you arrange financing for your business?
4.What community organizations or outside groups can you become
a member of to help further develop your entrepreneurial venture?
Gain Marketplace Experience
Objective: Students test their businesses in order to understand
how their idea holds up in a real marketplace.
Required Questions:
1.How are you going to test your business idea? (i.e. work with real
customers?)
2.What do you have to do to prepare to get the idea out in the
marketplace?
3.What problems did you encounter in testing your idea?
4.Are there things you would do differently if you had it to do again?
Choose Future Directions
Objective: This mile marker asks students to consider what they will do in
the future. Students should analyze the roadmap experience, consider
what they will do in the future and how their business might grow.
Required Questions:
1.What went better or worse than expected when you exposed your
business to market forces?
2.How do you feel about becoming an entrepreneur in the future?
3.If you have decided that you do not have an affinity to entrepreneurship
how can you use what you learned from this experience?
4.What other experiences will advance your knowledge so that you can
take your entrepreneurial venture to the next level?
5.How did it feel to take a chance on creating your own wealth?
6.What are the top things you have learned using the mile markers to
better help you move forward?
Signals of Success
Learners take ownership of the learning
Become self directed learners
Develop passion for an entrepreneurial concept
Involve mentors in their projects
Stop looking up answers and start innovating
Seek more answers to questions as they evolve
Find different ways to create business
opportunities
• Entrepreneurial competence become a motivating force
© 2011 Charter Partners Institute
Outcomes Grow
with the Student
Students should organize their
“learnings”/discoveries/conclusions
in a digital Student Entrepreneur Journal
Journal organizes information that can
progress with student as they advance
through the Life-Long Learning Model
Student comprehension is enhanced as
they focus on what they desire to know in
order to be self-sufficient
Entrepreneurship
Lifelong
Learning
Model
Morning Reflection
• As you arrive, please take a card and fill it out
using the directions below:
1. Put your name in the center of your card
2. In the upper left corner, write 3 things that you
like to do
3. In the upper right corner, write up to 3 cities or
places in which you have lived
4. In the lower left corner, write 3 of your favorite
movies
5. In the lower right corner, write 3 adjectives that
describe you
Analyze the Situation
• 4 + 5 = 10
• Can you make this false equation true
without adding or subtracting any new
lines?
Simple and Obvious
when not limited in thinking approach
• 5–4 =1
(Changed the existing (not new) + to a minus
and took out an existing (not new) 0)
Gallery Walk
What Pilot Teachers Learned
•
•
•
•
•
•
•
•
•
Kim Atkins – North Surry High School
Shannon Braxton – Orange County Hi School
Katrina Ford – Knightdale High School
Stephanie Keaver – Asheville High School
Ed Manville – Heritage High School
Anne Price – Midway High School
Martha Scott –West Brunswick High School
Milissa Shedd – Sanderson High School
Dale Wells – Northern Nash High School
What Do You Want to Share
What did you learn as you piloted the mile
markers that you want to share to help these
teachers as they begin working with the
integrating the entrepreneurial concepts into
their Foods II Enterprise Course?
What do you participants want to ask these Pilot
Teachers?
Test Feasibility
Objective: This mile marker asks people to address the logistics,
and to understand the feasibility of executing their ideas.
Required Questions:
1.What’s included in the test of your product or service?
2.Where will you find materials and labor for your product or service?
3.Can you make a prototype for your product or service?
4.Can you get testimonials for your product or service?
5.Where would you go to test the feasibility of your product or
service?
6.Is there evidence or data supporting the long-term viability of your
idea?
Instructional Reflection
• How do you help students work through
the detailed analysis they need to do with
this Mile Marker?
• What are better ways to get students to
plan for organizing and making a market
test happen?
Access Needed Information
Objective: This mile marker is designed to encourage individual
and group searches of information that would improve their
entrepreneurial idea.
Required Questions:
1.What information do you need to solve your problem?
2.What resources are available? (i.e. newspapers, library
references, Internet research)
3.What industry information do you need such as state and local
regulations, target market numbers, costs of components, available
suppliers, etc.
4.How can you effectively analyze this information and turn it into
something useful to aid in your business.
Instructional Reflection
• Is this Mile Marker one that students will
find they are very comfortable with
because of the information searches they
do daily?
• What are ways to get students to focus on
a broad variety of information sources?
Establish Community Outreach
Objective: Students should recognize the information, knowledge,
people and skills that exist in their community and network in order
to utilize them.
Required Questions:
1.Where can you find people with needed expertise?
2.Who do you know who has business experience, or who can
connect you with people who do?
3.Are there organizations or individuals in the community who could
help you arrange financing for your business?
4.What community organizations or outside groups can you become
a member of to help further develop your entrepreneurial venture?
Instructional Reflection
• How will your students best approach
networking in their community in order to
optimize what they can learn from this Mile
Marker?
• What are ways to get students prepared to
seek out those in the community who have
knowledge or get to know someone with
knowledge that is useful to them?
Gain Marketplace Experience
Objective: Students test their businesses in order to understand
how their idea holds up in a real marketplace.
Required Questions:
1.How are you going to test your business idea? (i.e. work with real
customers?)
2.What do you have to do to prepare to get the idea out in the
marketplace?
3.What problems did you encounter in testing your idea?
4.Are there things you would do differently if you had it to do again?
Instructional Reflection
• Will students understand how to get their
concept tested with real customers in this
Mile Marker?
• What are ways to get students to focus on
getting a very realistic market test of their
concept?
Choose Future Directions
Objective: This mile marker asks students to consider what they will do in
the future. Students should analyze the roadmap experience, consider
what they will do in the future and how their business might grow.
Required Questions:
1.What went better or worse than expected when you exposed your
business to market forces?
2.How do you feel about becoming an entrepreneur in the future?
3.If you have decided that you do not have an affinity to entrepreneurship
how can you use what you learned from this experience?
4.What other experiences will advance your knowledge so that you can
take your entrepreneurial venture to the next level?
5.How did it feel to take a chance on creating your own wealth?
6.What are the top things you have learned using the mile markers to
better help you move forward?
Instructional Reflection
• How do we help students with the Mile
Marker seven as they think about next
steps as they move to their independent
entrepreneurial effort to become self
sufficient?
• What are better ways to get students to
focus on their long-term future?
?????????
Are there things about which we have talked
that need clarification?
What questions may I respond to ?
What are your inputs/comments?
What day is it?
• If day before yesterday was Saturday
what would day after tomorrow be ?
What day is it?
• If day before yesterday was Saturday
what would day after tomorrow be ?
Saturday, Sunday, Monday, Tuesday, Wednesday
Mind Extender
• A man went to the beginning of a party
and drank punch, he left early to care for
his child.
• Everyone else who stayed and drank the
punch died by poison.
• Why did the man who left not die?
Nails
•
•
•
•
•
N ever
A ssume
I mpossibilities
L earn
S trategies
• Pick any nail from the group of 15 and balance
the remaining on the one that you picked
• No glue, tape, string, etc, may be used
WHY
Should American Youth
“THINK LIKE AN ENTREPRENEUR” ?
In a 2012 SURVEY of
Career Technical Education State Directors,
80% of the states said that
"Entrepreneurship skills are extremely
important to the future."
However, for the most part, these state leaders
have not taken major steps to include
entrepreneurship education in the curriculum.
Glad to serve as a resource
for you!
Horace.robertson@mindspring.com
Horace C. Robertson
1120 Balmoral Drive
Cary, NC 27511
919 – 467 - 9933
Secretary-Treasurer for The Consortium For
Entrepreneurship Education