Group Experience
of Individual Task
Reflection
4 groups
• Each
E h with
ith a co-ordinator
di t
• Teams: elevator ‘expert’
p
p
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
Guinness® Pitch & Pour
Pour’
A
Activity:
ti it Imagine
I
i you are stood
t d att the
th bar
b
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 te
tell tthem
e a
all about you
your bus
business
ess idea
dea
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
6q
questions to answer
1.
2.
3.
4.
5.
6.
What
a is
s you
your p
product
oduc o
or se
service?
ce
Who is your market?
What is your revenue model?
Who is behind the company?
Who is your competition?
What is your competitive advantage?
Source: Robert Pagliarini, SeekingCapital.com
4: Pitching: Reflection
 Can I use it? – is what I do better?
 How does it ‘feel’?
feel ?
 Could I do this? (with my students; my
classroom
l
etc)
t )




What support do they need?
What support do I need?
How do I assess this? – do I need to?
Why
y would I use this?
How did it feel?
'Developing Leadership in Entrepreneurship Education'
Towards Scaffolding
g
Vygotsky
V
t k (1978)
ZPD Zone of p
proximal development
p
• 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
guidance,
capable peers
“Scaffolding”
Scaffolding Jerome Bruner
Class room Constraints
• Time;
Ti
Physical
Ph i l E
Environment;
i
t
• Student Voice (& expectations)
• Learning Styles:
– VARK stands for Visual, Aural, Read/write,
and Kinaesthetic sensory modalities that are
used
d ffor learning
l
i iinformation
f
ti (Fl
(Fleming
i & Mill
Mills
1992)