I'm Teresa Meli. I teach Business Administration (Economia Aziendale) in a secondary school ( I.S. Duca Abruzzi-Libero Grassi) in Palermo . The course of study of my students includes work experience , so some activities are conducted outside the school. My teaching is often learner-led. Many lessons are held in computer lab. Interdisciplinary is present with Economic, Law, and Informatic. My teaching is based mainly on active methodologies: Learning by doing, flipped classroom, problem solving.

Course Introduction

Timeline of the course

Zee Maps Partecipants

Why entrepreneurship education?

Entrepreneurship education prepares resourceful and motivated individuals, skilled to achieve the goals they set out for themselves.

Module 1

Engaging students through entrepreneurship education

Activity 1

1.1 Entrepreneurial mind-set and sense of initiative

What does an entrepreneurial mind-set consist of? Add here all the skills and attitudes that you can think of.

What is the state of entrepreneurial education in your country/region/school?

Entrepreneurial education is introduced and implemented in various ways in Europe.

There are three ways of promoting entrepreneurship education: first, by fostering entrepreneurship education through one specific subject; second, by adopting entrepreneurial education as a cross-curricular and transversal competence applicable to all subjects; and third, by thinking of entrepreneurial education as a method rather than an aim.

In Italy, in the economic course, Entrepreneurship education is embedded in the school culture, where it is promoted through several actions by all teachers/educators;

Spotting opportunities

Activity 2

I encourage creativity and opportunity of my students trought activities of business and entrepreneur simulation that create experiences involved in starting and running of a small business.

Module 2

Enabling students to take the future in their hands

2.1 Look(ing) into the future

Innovation starts with a vision!

Entrepreneurial mind-sets are forward thinking. Idea generation can be done through visualisation of scenarios - being able to see clearly the realisation of the idea and its impact. In order to foster this competence in our students we need to give freedom to their imagination and to open their perception to new and unexplored areas of knowledge and ideas.

2.1 Look(ing) into the future: Activity 1 - Option 1

Ask your students to imagine their dream job. How do they imagine themselves as successful professionals? Would they work at all? Please tell them that they can be very innovative in their vision: maybe they wish to work 3 hours per day, or a few days a year. Ask them to think about work in different terms that nowadays. You can split your students in groups or have it as an individual activity. Share the feedback in the Padlet below. If the activity is individual, share the feedback from one of your students. If you split your class in groups, share the feedback from each group. As a third option, you can just share how the activity went and your impressions from it in a short summary.

2.2 Seeing the value of ideas

In order to evaluate an idea we need to see it through various perspectives and consider all aspects of it. How would it affect me? How would it affect the people around me?

Strategies to evaluate an idea

Mind Map

Mind mapping allows you to consider several aspects of an idea, a project, a topic. Mind mapping could be facilitated by many different digital tools but sometimes just using a pen and putting all ideas on paper would work just fine.

2.2 Seeing the value of ideas: Activity 2

2.3 Ethical and sustainable thinking

Ethical behaviour

Solving real –life dilemmas in class is a good way to introduce your students to ethical thinking. The topics could be inspired by situations that children and young people can closely relate to.

Dilemma scenarios

Sustainable thinking

What entrepreneurs should always have in mind is that what they do today will have an impact on theirs and everyone’s tomorrow. This entails thinking what consequences an action might have on the community, environment, economy and society as a whole.

2.3 Ethical and sustainable thinking - Activity

Can you think of ethical questions/doubts that you can use in the classroom with your students, similar to the real life dilemmas? Share your ideas in the Padlet below.

After watching some short video, discussion between the students and elaboration of a list of green behaviours to be implemented on a daily basis.

2.4 Ideas and opportunities - Activity

Choose at least two competences and explain them briefly in your own words in the Padlet below.

Creativity generates new ideas and opens up a brave new world of opportunity.

Vision is the set of fundamental values underlying business activities in a future perspective.

The collaborative learning means working better together, looking at opportunity for using technology to enhance collaboration. In my class the students investigate significant real problems through explorative questions using the cooperative learning

Module 3

Making good use of resources

To develop entrepreneurial projects and the mind-set, one needs to work on the ability to obtain and manage the resources needed to make an idea or opportunity become a reality. This entails self-awareness, motivation, financial literacy and the ability to mobilize others and resources.

3.1 Self-awareness and self-efficacy

It is important for teachers to engage students in activities in which they feel they can achieve success, but set high expectations for their performance.

We all know the analogy that only 10% of an iceberg is above water. The part above the water is their academic performance. We should implement Social and emotional learning (SEL). It is about focusing on the part of the iceberg that’s below the surface, it is about teaching our students to self-regulate.

Assessment for Learning (AFL)

Assessment for Learning (AFL)is process that uses assessment in a way that allows teachers to understand how and if learners are learning, and thus adjust their teaching strategies to the learning achievements of students, and allows students to understand how much they have learned, thus empowering them to adjust their learning strategies. In this process, assessment is not used to evaluate learners’ performance per se. Rather, the aim of this assessment is the one to provide feedback to both teachers and learners so that both parties can reflect on their teaching/learning and improve it.

AFL è una valutazione formativa

Activity 1

3.1 Self-awareness and self-efficacy

My short goal is to complete this course successfully

My long term goal is to transfer what I learned to encourage creativity, sense of responsibility and autonomy to my students

Necessary step for short term goal:

-attend all the step of the course

Necessary step for short term goal:

-help my students to develop the capacity to make choices for themselves

-understand their learning interests, their dispositions and their capacities or strengths in various content.

Activity 1

3.2 Motivation and perseverence

Genius hour is a very beautiful idea. I think to implement in my class the next year

Activity 2

3.2 Motivation and perseverence

Self efficacy is belif in own ability to accomplish a particular task; it concern a specific behaviour. For my students I use self assessment sheet to evaluate themselves.

3.2 Motivation and perseverance

3.3 Mobilizing resources

Try the Creative glasses challenge with your students and share what they came up with in the Padlet below.

The Creative Glasses challenge is very important to make the students to reflect on the different perspectives and to know different points of view and different opinions.

3.4 Financial and Economic literacy

Step of my lesson to students between 14-16 year old:

-Brainstorming activity What idea have the students of savings and consumption in light of their experience?

-With the aid of a Padlet the students share their ideas.

- After watching some short video on consumption and saving, discussion between the students and elaboration of a mind map

3.5 Mobilizing others

Entrepreneurship is about mobilizing others

3.6 Resources overview

Persistence means learning something new to achieve the main goal.

The way to success can’t be without failures. The most important thing is to learn from these failures and to continue moving forward. Motivation is the courage of taking risks , it comes from having faith in something, and faith usually , arises when one has passion towards something.

Module 4

Achieving goals by putting plans into action

4.1 Taking the initiative

Initiative and creativity move the world.

Activity 1

Take initiative and make a change in your classroom to support entrepreneurial mindset of your students, to enable them to explore, be curious, be active, initiative and enjoy learning. What is the first step you can do right tomorrow? Share your ideas with us here in this Padlet

Today my students after listening to a short interview on the types of consumers, have chosen a type of consumer leaping into the role and simulating his lifestyle

Activity 2

Next week I accompany my students in the educational trip

4.2 Planning and management


4.2 Planning and management

Think of a classroom activity or project for your students and create a roadmap for it. Use the template above, or create your own! Take a picture of it and share it in the Padlet below.

Learning Design for: The Enterprise and the Entrepreneur


4.3 Coping with uncertainty, ambiguity and risk

Every day we are faced with ambiguity and this makes the process of making decisions complicated

A useful technique for facing failure, which could be easily adapted to a classroom activity is the CV of failures. This technique can help students and adults to understand that failure is part of our lives by making them reflect on what they tried but have not succeeded in their learning or career path.


4.4 Working with others

Entrepreneurial people manage to leave their ego aside and recognise the importance of group collaboration and the potential that each member of the group has for contributing to the group results.

Entrepreneurial minds recognise their own strengths and limitations and they can evaluate how they can contribute to team work.

I work often with cooperative learning and in this case I have problems of formation work groups and the allocation of roles and responsibilities

4.5 Learning through experience

I teach Business and Administration and a few years, in my classes, I employe the "Learning by doing" in activities of business simulation .

4.6 Into action overview

My Learning Activity

Learning Design for: Simulation Entreprise


Topic: Economia Aziendale- Diritto-Informatica

Total learning time: 835

Number of students: 20 (students from14-16 years old)

Description: The learning activity is aimed at students of the third class of high school.The activities are make almost entirely in the computer lab because not all students have computer or internet access at home.The students are introduced to the concepts of entrepreneurship and what it takes to create a business plan. Important steps in the process: 1. Design the problem. 2. Design the rules and roles. 3. Set up the scenario. 4. Assign student roles. 5. Consider the practical limitations of playing out the simulation, and make adjustments to the task design as necessary. 6. Develop moderation and other necessary skills. 7. Assess the technological requirements and develop them as necessary. 8. Assist in developing students' skills in asynchronous posting online. 9. Develop students' understanding of the "story" that accumulates as they post. When assessing role plays and simulations I align the task with the learning outcomes and structure it accordingly. I provide clear and explicit information as to what is expected of students. I ensure that the task is authentic and real-world based. I use both formative feedback and summative assessment.


Collaborate and participate- Acquiring and interpreting information- Communicate- Learning to learn-Designed to build students' understanding and ability to create their own business plans.


Knowledge(Knowledge): To describe what is an entrepreneur; To describe what is a business plan

Affective learning outcomes(Affective learning outcomes): To relate to each other

Analysis(Analysis): Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Evaluation(Evaluation): Self evaluation

Teaching-Learning activities

Who is an entrepreneur?

Read Watch Listen 40 minutes students Tutor is available

The teacher ask to the students ”Who is an entrepreneur?” Students consult the following resources Who is an entrepreneur?

http://www.sptimes.com/News/032901/NIE/Who_is_an_entrepreneu.shtml https://www.entrepreneur.com/article/245628 http://www.forbes.com/sites/kenkrogue/2013/07/03/what-is-an-entrepreneur/#11cbd7f55586

Collaborate 40 minutes students Tutor is available

The students, divided in small group, prepare a worksheet where they define the entrepreneur and identify a common characteristic of people who become entrepreneurs. with the help of the following resorce online: 12 greatest entrepreneurs of our time http://www.ndtv.com/photos/news/12-greatest-entrepreneurs-of-our-time-14280#photo-185628

Read Watch Listen 15 minutes students Tutor is available

Individually each student responds to online quiz What kind of entrepreneur are you? zhttps://quiz.infusionsoft.com/

How to start up a business?

Investigate 40 minutes students Tutor is available

The teacher guides and supports the students to identify the steps to carry out a startup with the help of a website resources. What is an enterprise ?

ùhttp://www.tutor2u.net/business/reference/starting-a-business-what-is-enterprise How to Start a startup? http://www.paulgraham.com/start.html No Money to Start a Business? No Problem. Try These 5 Options https://www.youtube.com/watch?v=dbl9H-JjIQc Steps to starting a business http://startups.co.uk/10-steps-to-starting-a-business/

Collaborate 20 minutes students Tutor is available

The students in group,develop a worksheet who identifies the phases to carry out a a business start up

How to Find Business Ideas

Investigate 15 minutes students Tutor is available

The students in group find Business Ideas after the vision of the following video https://www.youtube.com/watch?v=cIsA1s9SwEU

Collaborate 20 minutes students Tutor is available

The students in group, prepare a worksheet where highlight “Which ideas are possibles” “Advantages/positive impact” “Disadvantages/negative impact”

Read Watch Listen 15 minutes students Tutor is available

Individually each student responds to online quiz Do You Have What It Takes To Be An Entrepreneur? https://www.entrepreneur.com/article/246454

Discuss 40 minutes students Tutor is available

The students choose the business idea using Doodle with the smatphone https://doodle.com/

The Market

Investigate 40 minutes students Tutor is available

The teacher guides and supports the students to discover what is a market http://economics.about.com/cs/economicsglossary/g/market.htm an the vision of following video http://study.com/academy/lesson/the-market-system-in-economics-definition-characteristics-advantages.html http://www.studententerprise.ie/phases/phase-2/module4/what-is-market-research/ Find Out What Your Customers Want Students prepare a market survey using https://it.surveymonkey.com/

Collaborate 120 minutes students Tutor is available

The students in group prepare a video presentation on the market and its characteristics (powtoon, goanimate, animoto,sway, powerpoint)

Investigate 20 minutes students Tutor is available

The Students prepare a market survey to find out what their customers want, using https://it.surveymonkey.com/

Investigate 40 minutes students Tutor is available

The students report the data in a worksheet and analyze the survey results

Discuss 15 minutes students Tutor is available

The students choose the name of our company using doodle with the own smartphone https://doodle.com/

Types of business organization

Collaborate 120 minutes students Tutor is available

The teacher guides and supports the students, divided in small group, to the study of the types of business organization with the help of following resouces Types of Business Entities http://www.asha.org/practice/BusinessEntities/ https://www.youtube.com/watch?v=KGI1jfax9cc https://www.youtube.com/watch?v=BAQ6H6ZmoB0 https://www.youtube.com/watch?v=wIE5hVnWO0U

Discuss 40 minutes students Tutor is available

The students prepare a mind map with Mindomo https://www.mindomo.com/ on the strengths and weaknesses of the types of business organization and they choose the legal form of their company

Collaborate 40 minutes students Tutor is available

The students choose the denomination and the logo of our company They use the following tool to create a logo https://www.canva.com/

Collaborate 15 minutes students Tutor is available

The students divided roles and social responsibilities examining the skills of each member.

The business plan

Read Watch Listen 30 minutes students Tutor is available

The teacher presents students with a copy of a business plan; students study the structure and its contents and then they explore the issue with the help of the following resource online: Business Plans: A Step-by-Step Guide https://www.entrepreneur.com/article/247574

Produce 150 minutes students Tutor is available

The students prepare their business plan with a Business plan-writing program that has templates and supports for multiple industries https://enloop.com/

Produce minutes students Tutor is available

Self Assessment

Collaborate minutes students Tutor is available

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