Group Experience of Individual Task Reflection. 4 groups Each with a co-ordinator Teams: elevator ‘expert’ per team Task: Everyone must prepare 2 min.

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Presentation transcript:

Group Experience of Individual Task Reflection

4 groups Each with a co-ordinator Teams: elevator ‘expert’ per team Task: Everyone must prepare 2 min pitch “I am a Master of Enterprise Educator” 7pm Met Hotel (arrive 6.45pm) 'Developing Leadership in Entrepreneurship Education'

The ‘Guinness ® Pitch & Pour’  Activity: Imagine you are stood at the bar next to a potential investor/customer and you’ve both just ordered up a couple of pints of the dark stuff……  …you now have 1minute and 59 seconds to tell them all about your business idea and why they should seriously consider investing in you.  What are you going to say?

Effective Communication  Audience  Message  Format  Method  Resources  Skills and Abilities = Defines your approach and style

Source: Robert Pagliarini, SeekingCapital.com 6 questions to answer 1.What is your product or service? 2.Who is your market? 3.What is your revenue model? 4.Who is behind the company? 5.Who is your competition? 6.What is your competitive advantage?

4: Pitching: Reflection  Can I use it? – is what I do better?  How does it ‘feel’?  Could I do this? (with my students; my classroom etc)  What support do they need?  What support do I need?  How do I assess this? – do I need to?  Why would I use this?

How did it feel? 'Developing Leadership in Entrepreneurship Education'

Towards Scaffolding Vygotsky (1978) ZPD Zone of proximal development the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers

“Scaffolding” Jerome Bruner

Class room Constraints Time; Physical Environment; Student Voice (& expectations) Learning Styles: –VARK stands for Visual, Aural, Read/write, and Kinaesthetic sensory modalities that are used for learning information (Fleming & Mills 1992)