Instructional Strategies & Materials

8. Description & Rationale

- Briefly describe your assessment instrument and discuss why did you decide to use that specific format.

I will use criterion-referenced assessments to measure student proficiency according to the instructional objectives of the unit. I have chosen the criterion assessments as they hold students and educators accountable for reaching the desired learning gains. Learner-centered assessments are strategically used in instruction to guide the learner so that they can learn and process information, check their knowledge along the way, and make necessary adjustments to their learning behaviors if needed. It also allows educators to review data from multiple assessments throughout the course and adjust the materials and instruction where required, facilitating future student success.

8.1 Assessment Instrument(s)

- Develop the assessment instrument(s) that corresponds to your instructional objectives

- It is necessary to provide a fully developed assessment instrument

Objective #1:
1. Students will use their textbook to define Entrepreneurship by distinguishing the difference between entrepreneurs, entrepreneurship, and employees vs. entrepreneurs, developing a point of view on why people become entrepreneurs
Assessment Instrument: Criterion-referenced, Practice Test
1. Students will take a practice test on the chapter's key terms. A practice test provides students with an opportunity to rehearse newly acquired information and skills so that they can evaluate their own understanding and proficiency in the curriculum and instructional objectives. In addition, students will have immediate feedback where they can determine what went well and what went wrong. As the teacher, I will use the data from the practice test to evaluate the instructional material by assessing the areas of weakness. I will also look at the areas of success and determine if that is something I can cross over to the areas of weakness. I will then create a plan to improve student knowledge, whether through supplemental curriculum and materials or merely addressing better work habits from students in the classroom.
  1. What is Entrepreneurship?
    1. Marketing and selling products
    2. Acquiring leadership and managerial skills
    3. Setting up a business with the aim to make a profit
    4. Quickly advancing in positions within a corporation
  2. What is the difference between small business and entrepreneurs?
    1. Entrepreneurs are focused on generating profits
    2. Small business owners are more willing to take on unknown risks
    3. Entrepreneurs are not always interested in taking on new business opportunities
    4. Small business owners are not always interested in taking on new business opportunities
  3. A person who works for someone else is a:
    1. An entrepreneur
    2. An employee
    3. The one who receives the profist of the business
    4. Taking the risk of the business venture
  4. Which of the following is a retailing business?
    1. Automotive repair shop
    2. Travel agency
    3. Grocery store
    4. Farm.

Objective #2:
1. Students will use a web search engine to examine at least eight characteristics of a successful entrepreneur. The students will then analyze the characteristics of successful entrepreneurs and explain why lacking these characteristics could contribute to the business's failure.
Assessment Instrument: Criterion-referenced, Prettest, & Class Discussion Formative Assessment
1. Students will take a pretest in the form of True and False that lists characteristics. Then, students will determine if the characteristics are True of a successful entrepreneur; or False if they are not successful characteristics of an entrepreneur.

Successful entrepreneurs need to be self-confident because they must make decisions alone, but they do not need to be creative because they can hire creative people.

Successful entrepreneurs have determination and perseverance.
Successful entrepreneurs never make goals.
Successful entrepreneurs want to make their own decisions.
Successful entrepreneurs are Self-Confident
Successful entrepreneurs are Creative
Successful entrepreneurs have poor work ethics.
Successful entrepreneurs are master networkers.
Successful entrepreneurs keep don’t worry about keeping technology up to date.

Students will participate in a group discussion facilitated by the teacher. Students will demonstrate their understanding of a successful entrepreneur's eight characteristics by participating in a group discussion with their classmates. Students will be encouraged to think of examples of when they have encountered these characteristics in any business setting. Students will brainstorm why not having those characteristics could contribute to business failure. As the teacher, I will give feedback during the discussion, encouraging participation and prompting questions requiring deeper thinking on the student's part.
1. Questions the teacher might ask to facilitate the discussion:
  1. Why do we think your self-confidence is needed to be a successful entrepreneur?
  2. Why should an entrepreneur be creative? When will they need that skill?
  3. As an entrepreneur do I have to work 40 hours a week? Why or Why not?

Objective #3:
1. Students will use classroom computers, the internet, and the link provided to access their interests and aptitudes by taking an entrepreneur inventory assessment. Students will then be asked to evaluate and respond to the essential question in an essay, "Should I become an entrepreneur?"
Assessment Instrument: Criterion-referenced, Practice Test, Self-Assessment
1. Students will take a self-assessment entrepreneur quiz with immediate feedback and their assessment results. Link to self-assessment: https://www.bdc.ca/en/articles-tools/entrepreneur-toolkit/business-assessments/entrepreneurial-potential-self-assessment

Assessment Instrument: Subjective Assessment- Essay & Posttest
1. Students will write an essay providing three pieces of evidence from their self-assessment, answering the essential question, "Should I become an entrepreneur?"
2. Finally, students will take a posttest covering the learning objectives of the module, giving them immediate results. Students and teachers alike will then use the data to measure individual student learning gains from instructional objectives taught during the unit

9. Instructional strategy description/rationale

I will be using the Constructivism Learning Theory to teach and facilitate class discussions where students learn about the topic of Entrepreneurship. With this learning theory, students will collaborate with peers face-to-face in the high school business program. As the teacher, I will cluster performance objectives together using instructional strategies to help motivate students' desire to master learning objectives. The following is an overview of the strategies I will utilize.

Students will use evidence-based text strategies to highlight critical terms from the curriculum while reading independently for the first fifteen minutes of class.
Students will take a practice test on crucial terms from the text. The practice test will have immediate feedback allowing students to review the terms with the correct definition.
Students will utilize a web search engine and Microsoft Word to research and list out in bullet form at least eight characteristics of a successful entrepreneur.
Students will take a Pretest in the form of True/False on the characteristics of a successful entrepreneur.
Students will use classroom computers, the internet, and the link provided to access their interests and aptitudes by taking an entrepreneur inventory assessment. Learners are instructed to save their results to their OneDrive on their computer to access later in the course.
Students will demonstrate their understanding of a successful entrepreneur's eight characteristics by participating in a group discussion with their classmates. As the teacher, I will give feedback during the conversation, encouraging participation and prompting questions requiring deeper thinking on the student's part.
I will then evaluate students' knowledge acquisition of the learning targets by a formative assessment as a Posttest with immediate feedback given to the learner and the teacher.
Upon completing the Posttest, I will review the data to see which students might need extra practice and create a mimi lesson for those students whose data was undesirable.

9.1 Pre-instructional activities

Motivate the learners
Inform them of what they will learn
Stimulate recall of relevant knowledge and skills they already should know

During pre-instructional activities, students are motivated, informed of what they will learn, and asked to recall what they already know about the topic.

To best achieve this, I will start my lesson on Entrepreneurship using the motivation type, attention, in the form of a question asking the learners if they know anyone who owns their own business. Students will give various answers, depending on whether they know anyone who owns their business. I will also provide an example of someone I know who owns their own business as a photographer/visual media specialist.
I will then give the students a mini overview of what they will be learning by briefly discussing a few key terms of the chapter, such as Entrepreneur and Entrepreneurship. Then, using human-interest examples, I will encourage students to recall times when they have encountered a local business (Entrepreneurship) that owns his own business (Entrepreneur). Doing this will keep the students' attention while recalling relevant knowledge related to the lesson.
I will then end the pre-instruction by stating the learning objectives of the lesson:
- LO:1: Students will use their e-textbook to define Entrepreneurship by distinguishing the difference between entrepreneurs, entrepreneurship, and employees vs. entrepreneurs, developing a point of view on why people become entrepreneursLO:2: Students will use a web search engine to examine at least eight characteristics of a successful entrepreneur. The students will then analyze the characteristics of successful entrepreneurs and explain why lacking these characteristics could contribute to the business's failure.
- LO:3: Students will use classroom computers, the internet, and the link provided to access their interests and aptitudes by taking an entrepreneur inventory assessment. Students will then evaluate and respond to the essential question in an essay, "Should I become an entrepreneur?" Students will then take a Posttest utilizing their e-textbook and online learning platform on the module with immediate feedback for students to look over missed concepts.

9.2 Content presentation

This section will discuss the utilization of deductive and inductive content presentation that will be used for each learning objective.
- Student grouping and media selections: All learning objectives 1-3 utilize the internet in the form of classroom computers, e-textbook, web search engines, and websites for inventory assessment.
  - LO:1 Students will use their e-textbook to define Entrepreneurship by distinguishing the difference between entrepreneurs, entrepreneurship, and employees vs. entrepreneurs, developing a point of view on why people become entrepreneurs
    - Content Presentation: LMS, Canvas, MindTap, Cengage E-Text Books
  - LO: 2 Students will use a web search engine to examine at least eight characteristics of a successful entrepreneur. The students will then analyze the characteristics of successful entrepreneurs and explain why lacking these characteristics could contribute to the business's failure.
    - Web-Search Engine
    - Classroom Discussion
  - LO: 3 Students will use classroom computers, the internet, and the link provided to access their interests and aptitudes by taking an entrepreneur inventory assessment. Students will then be asked to evaluate and respond to the essential question in an essay, "Should I become an entrepreneur? Students will then take a Posttest utilizing their e-textbook and online learning platform on the module with immediate feedback for students to look over missed concepts.
    - Content Presentation: Internet in the form of a link that will take them to an entrepreneurship self-assessment. https://www.bdc.ca/en/articles-tools/entrepreneur-toolkit/business-assessments/entrepreneurial-potential-self-assessment
    - Content Presentation: Internet, E-textbook, and online learning platform for Posttest with immediate feedback on correct and incorrect answers given the learner a preview of the correct answers.

9.3 Learner participation

Learner participation is a way for students to practice their knowledge or skills with a practice test and group discussions where they can showcase their knowledge of entrepreneurship and the lesson's learning objectives.

LO:1 Students will use their e-textbook to define Entrepreneurship by distinguishing the difference between entrepreneurs, entrepreneurship, and employees vs. entrepreneurs, developing a point of view on why people become entrepreneurs
- Learner Participation:
  - Students will use evidence-based text strategies to highlight critical terms from the curriculum while reading independently for the first fifteen minutes of class.
  - Students will take a practice test on the chapter's key terms. A practice test allows students to rehearse newly acquired information and skills to evaluate their understanding and proficiency in the curriculum and instructional objectives. In addition, students will have immediate feedback where they can determine what went well and what went wrong.

LO: 2 Students will use a web search engine to examine at least eight characteristics of a successful entrepreneur. The students will then analyze the characteristics of successful entrepreneurs and explain why lacking these characteristics could contribute to the business's failure.

Learner Participation:
- Students will participate in a group discussion facilitated by the teacher. Students will demonstrate their understanding of a successful entrepreneur's eight characteristics by participating in a group discussion with their classmates. Students will be encouraged to think of examples of when they have encountered these characteristics in any business setting. Students will brainstorm why not having those characteristics could contribute to business failure.
LO:3 Students will use classroom computers, the internet, and the link provided to access their interests and aptitudes by taking an entrepreneur inventory assessment. Students will then be asked to evaluate and respond to the essential question in an essay, "Should I become an entrepreneur?"
Learner Participation:
- Students will take a practice test on

9.4 Assessment

LO:1 Students will use their e-textbook to define Entrepreneurship by distinguishing the difference between entrepreneurs, entrepreneurship, and employees vs. entrepreneurs, developing a point of view on why people become entrepreneurs
- Assessment:
  - Students will take a practice test on the chapter's key terms. A practice test allows students to rehearse newly acquired information and skills to evaluate their understanding and proficiency in the curriculum and instructional objectives. In addition, students will have immediate feedback where they can determine what went well and what went wrong.

Assessment:
- Students will take a pretest in the form of True and False that lists characteristics.

LO:3 Students will use classroom computers, the internet, and the link provided to access their interests and aptitudes by taking an entrepreneur inventory assessment. Students will then be asked to evaluate and respond to the essential question in an essay, "Should I become an entrepreneur?"
- Assessment:
  - Students will take a self-assessment entrepreneur quiz with immediate feedback and their assessment results. They will reflect on their results and ponder, " Should I become an entrepreneur? Link to self-assessment: https://www.bdc.ca/en/articles-tools/entrepreneur-toolkit/business-assessments/entrepreneurial-potential-self-assessment
  - Students will then write a personal essay providing three pieces of evidence from their self-assessment that either supports or rejects and answers the essential question, Should I become an entrepreneur?
- To demonstrate mastery of the learning objectives for the module, students will take a Posttest in the form of True/False and Multiple Choice.

9.5 Follow-through activities

Follow-through activities are strategies to help students retain facts and objectives throughout the lesson.

LO:1 Students will use their e-textbook to define Entrepreneurship by distinguishing the difference between entrepreneurs, entrepreneurship, and employees vs. entrepreneurs, developing a point of view on why people become entrepreneurs
- Follow-through activities:
  - Memory aid for retention in the form of Flashcards of the lesson's key terms

Follow-through activities:
- Students will create a list of eight characteristics of a successful entrepreneur and convert it into a SmartArt, a memory aid that they can reference during the class discussion.

LO:3 Students will use classroom computers, the internet, and the link provided to access their interests and aptitudes by taking an entrepreneur inventory assessment. Students will then be asked to evaluate and respond to the essential question in an essay, "Should I become an entrepreneur?"
- Follow-through activities:
  - Students will reflect on the essential question by discussing with their classmates why they should or should not become entrepreneurs making a checklist of all the reasons why they should or should not.

10. Description of the instructional materials

The instructional materials that students will access for this module include:

LMS, Canvas,
MindTap Cengage E-Text Books Entrepreneurship: Ideas in Action 6th Edition
Web browser

10.1 Instructional Material

Business Success or Failure

Successful Characteristics of Entrepreneurs

https://www.bdc.ca/en/articles-tools/entrepreneur-toolkit/business-assessments/entrepreneurial-potential-self-assessment