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This site contains a range of activities that can be used to stimulate a class and engage them in the following lesson activities.

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Warm up strategies for our classroom are an excellent teaching tool! We all know that starting the lesson with a good hook activity sets us up for a better chance of success. It captivates the students and draws them into the lesson - giving us the opportunity to "do our thing"! Below I have put together a few warm ups that my MAT professor Dr Cynthia Alby gave us as students - thanks Cynthia!

The Evocative

This is done by giving the students an evocative quotation, photo, scenario or song. Then ask a question that requires the group or learning team to think it through and give you their best answer.

You'd be suprised at what people can come up with, and more so, how wrong they can often be. The evocative warm up strategy helps you, the teacher to understand any misconceptions or preconceptions that the students may have about the subject. Knowing what the students preconceptions are tells us where they are now and gives us an idea of how we can get them where we want them to be.

Most importantly, in my opinion, it lets you know how to target the lesson, after all, it makes no sense to teach them what they are already know (unless you are deliberately using repetition) - they would just get bored.

Data Manipulation

"A picture is worth a thousand words", so with this strategy we ask the students to draw a diagram of what they currently understand about the subject or concept. The artist in them may come to light, or like me, you might just get the best of my stick figures! Either way, you are able to determine any preconceptions or misconceptions that students may have as well as who has them. The best part is that it gets the students interested enough in the subject - giving you, the teacher a great launching pad to begin the lesson.

Pre-Quiz

A quiz (even if it's ungraded) always gets the attention of students. To make it more interesting, it can be done through sign language, with as a picture on construction paper, with white boards or even through poetry or rapping! Whatever it takes to get them involved and interested and of course, learning And Reading!! This, like the previous strategies, highlights any preconceptions or misconceptions that students may have, helps us target our teaching to a level that will keep them interested and most importantly it can get them interested.

Wordsplash

I use this one pretty often as it doubles up as a vocabulary builder. Students are given a list of words relating to the the topic that you about to teach and asked to guess how these words relate to the topic at hand. Try to choose words that they have never heard of to get them thinking! I remember Cynthia illustrated this by giving us words that related to bead making (a hobby of hers). Needless to say that we were totally clueless but intrigued. We also developed an interest in bead making for a little while - the very focus of this warm up.

Simulation

Some people learn by doing - and that is what simulation is all about. Speaking of bead making, Cynthia came equipped to that class with blow torch, goggles, etc. While she was wise enough not to let us experiment with the bead making process, she was kind enough to demonstrate it. In her own words, simulation is a great lab for skills.

If simulations might be too dangerous or even inappropriate for the classroom, role playing might be a fun way to use this strategy. This warm up targets several different learning styles

Guessing Game

This is like "Ask the Audience" in Who Wants To Be A Millionaire, only if you have some objects you can hold them up and ask what they might be used for, or what the next course of action would be, or even where the items may belong in the process of bead making. There is nothing better than seeing the hands fly up or hearing multiple voices calling out the answers to your questions. Again, it gets students interested and lets you, the teacher know how much they know (or don't know). Sometimes it can be quite humorous!

Opinionnaire

Much like a pre-quiz, this is an assessment of how students think about a certain subject. This can really bring out any misconceptions! I used this in a finance class and it was amazing that the students perception of the banking system was totally false and definitely unrealistic. The good thing, however was that we were able to correct the misconceptions only after we knew that they existed and the opinionnaire was a great way to find this out.

Free Association

This is when the teacher calls out a word or a phrase and the students can either call out a word or sign the word that first comes to mind. For example in a health class a teacher may call out "fast food" and the students may call out orsign "McDonalds". This strategy stimulates the students to think about the topic in question and generates interest among the students. In other words, it works both as a warm up and a hook!

Likert Scale Line Up

I found this warm up activity useful when I taught the last class of the day. I would get everyone moving and the focus would be on lining students up based on how strongly they agree or disagree with a statement or subject. Usually the more controversial the subject, the more enthusiastic the response. Also, it would get students discussing the subject, as they would need to know to what extent their classmates agree or disagree. A great way to start a lesson!

Chalk Talk

This is my all time favorite warm up. It is extremely easy to do and more to the point, the focus is on the students! We start off by writing a word or a phrase on the board. The next step is to have a student co-ordinate his or her colleagues as they walk up to the board. They can either come up in small groups or individually to write on the board anything related to the word or phrase in question. It gets the students thinking and you can use their own ideas to launch the lesson. An excellent hook!

So there you have it! Ten great ways to warm up your students and tickle their imagination. Have fun using them - I certainly do...

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10 Great Warm up Activities For The Classroom

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Warm up strategies for our classroom are an excellent teaching tool! We all know that starting the lesson with a good hook activity sets us up for a better chance of success. It captivates the students and draws them into the lesson - giving us the opportunity to "do our thing"!

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This list contains some awesome classroom routines to foster a fun learning environment. Students flourish when there is a set routine in the classroom. Looking forward to using this in my own classroom.

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﻿ ﻿ Children must be taught how to think, not what to think." - Margaret Mead ﻿ ﻿

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Shark Tank style lesson plan on business planning

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This website has been brilliant in providing worksheets and scaffolded activities in the past. Really works well for my other subject more (Junior Science)

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Cool.org (Cool Australia) supports primary and secondary teachers with high-quality, downloadable education resources like lesson plans, worksheets, activities and professional learning courses.

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This premade lesson plan teaches students the importance of business plans and the importance of implementing one.

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Orange - Worksheets, activities or lesson plans
Green - pedagogy content/classroom enhancment
Blue - technology applications to enhance learning

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Fully scaffolded lessons on how to teach business plans to high school students. Equipped with worksheets and step-by-step instructions.

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Starting A Business

Lessons and Lesson Plans on Starting your own Business

Teach and learn starting a business basics and related principles.

Here students learn an introduction to starting a business and the various related terminology and vocabulary. Learn about part-time businesses, which business to choose, identify a market, and how much it will cost.

In addition, we also have included informative related articles.

Starting a Business Lessons and Worksheets

STARTING YOUR PART TIME BUSINESS
Starting your Part-Time Business
A lesson for students to learn about starting their own part-time business. Learn about different business ideas, and explore personal interests and abilities to help choose the right business.

WHICH BUSINESS TO CHOOSE

Which Business to Choose?
A lesson for students on deciding which business to choose. Learn to distinguish between businesses that produce a product and those that provide a service, understand resources needed, and potential markets.

HOW MUCH WILL IT COST

How much will it Cost?
Learn about the costs of starting and running a business. Learn about fixed costs, variable costs, and the concept of break even point.

KNOWING YOUR MARKET

Knowing your Market
Introduction to basic marketing strategy and understanding a target market. Identify products and services and learn how pricing affects marketing strategy.

IS MY BUSINESS SUCCESSFUL?

Is My Business Successful?
Learn how to determine if a business is successful. Topics include gross profit, net profit, and percent profit.

THE PAPERWORK OF BUSINESS

The Paperwork of Business
Learn about the paperwork of business. Understand the use of invoices, receipts, and quotations, and how to fill in these forms.

CLASSROOM ECONOMY: STARTING YOUR BUSINESS
Starting your Business: Prototypes and Service Demonstrations
A classroom economy lesson on starting a business. Students will start their business by designing prototypes and working on service demonstrations.
Business Expenses
Learn about many of the costs and expenses associated with starting a business. Explore business licenses, locations, patents, taxes, and partnerships.

INFORMATIONAL ARTICLES
I Want to Start My Own Business... or Do I?
Here are some questions to first ask yourself to see if you are ready to start your own business.

Tips on Starting a Home Business

So you want to start your own home based business? Here are some tips and advice to help you get started.
Home Based Business Ideas
With self-motivation and discipline, you can start a home business. Here are some work ideas for your own home business.
Starting a Business Checklist
Here is a checklist to help you with starting your own business.
8 Tips on Writing a Home Business Plan
It's always a good idea to write a business plan before starting a new business. Here are some quick tips to help.
Easy and Inexpensive Ways to Promote your Small Business
Ways to inexpensively promote your small business, or home based business.

5 Simple Home Business Relationship Building Strategies

Some simple ways to help build relationships with your customers for your home or small business.
Simple Facts about Starting your Own Business
Careful planning and preparation can make the transition from conventional employment to self-employment less stressful and strenuous.
BUSINESS PLANS Business Plan Writing and Information
Information and resources on writing business plans. Learn about setting business goals, marketing, and related strategies.
WORK, BUSINESS, AND CAREER INFORMATION Careers, Work, Business Skills, Jobs
Helpful career, work, and business information. Advice and tips to help you with your own career and work skills.

Back to more Career, Job, and Business Skills Lessons

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Starting a Business Lesson Plans, Steps, Training, Teaching Exercise, Course Worksheets

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Teach and learn starting a business basics and related principles. Here students learn an introduction to starting a business and the various related terminology and vocabulary. Learn about part-time businesses, which business to choose, identify a market, and how much it will cost. In addition, we also have included informative related articles.

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SAMR and How to Implement it into a Classroom

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SAMR and How to Implement it into a Classroom

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Realistic and valid examples of how to incorporate technology into the classroom using SAMR Model

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What is the SAMR model?

The SAMR model is a framework that orders strategies for classroom technology implementation into four stages:

In each stage of the SAMR model, the use of educational technology (EdTech) becomes increasingly sophisticated.

Substitution and augmentation strategies use EdTech to enhance learning and add value, whereas modification and redefinition stages harness EdTech to transform learning and make new things possible.
The effectiveness of any of these four strategies depends on when and how it is used.
Here's how you can harness each stage for more powerful classroom learning:

Substitution

This is the simplest stage, where EdTech is used as a direct substitute for traditional practices.

Substitution strategies can save you time and space by cutting back on laborious pen and paper tasks. Instead of printing out twenty-plus paper resources that clog the cupboard, you can use technology to manage resources with just a few clicks.

Substitution also provides a much more accessible introduction to technological soft skills than modification and redefinition. It's the perfect opportunity for students to get comfortable with new technology before you start to transform their learning.

Examples of substitution

having students type their work instead of handwriting it

using online quizzes and programs instead of pen and paper

uploading a worksheet in PDF for student access, as opposed to photocopying

using a digital interactive whiteboard as opposed to a traditional whiteboard and saving the results as a document.

Remember: Substitution strategies do not change the learning process or outcome. Ask yourself what you and your students will gain from the technology before implementing it. If it adds nothing but hassle, stick to pen and paper.

Augmentation

At the augmentation stage, technology adds something to the learning process beyond just convenience. It might give your students a clearer understanding of a complex topic or making it engaging in a way that traditional methods can't.

It also allows for the introduction of more independent and student-centric learning. By using technology as a source of information, students can start actively learning without requiring constant teacher-led instruction.

Examples of augmentation

Students give more informative and engaging oral presentations accompanied by a PowerPoint or Prezi containing multimedia elements.

Students use the internet to independently research a topic, as opposed to relying on teacher input.

Students use an EdTech program that gamifies curriculum content for student engagement and allows students to track progress in an accessible way.

Teacher instruction is supplemented with a video that clarifies a particularly hard to explain concept.

Modification

At the modification stage, technology is used to design interactive and dynamic tasks that go beyond the limitations of a traditional classroom.

For example, students can collaborate on shared documents, or work in large groups, allowing for seamless collaboration and knowledge sharing. This peer-to-peer work nurtures a more cooperative and dynamic class culture.

Technologically modified tasks also allow students to generate inspired and innovative work that isn't confined to paper. Some students will jump at the opportunity to get in front of a camera, while others will do anything to make it onto the global Mathletics leaderboard.

Examples of modification

Students produce podcasts summarising a topic, which can then be accessed by other students as a revision resource.

Students create an informative video presentation in place of a standard oral presentation. They can use their voice alongside a broader variety of creative multimodal components.

Students use a technological tool that makes an abstract concept visible in a hands-on, responsive way (e.g. voyaging on Google Earth to better understand measurement and geography).

Redefinition

The most sophisticated stage of SAMR, redefinition sees you using technology to make entirely new learning opportunities possible.

Redefining learning has the potential to connect learning with the real world and produce authentic outcomes. It also gives students strong technological soft skills such as digital collaboration, communication, technological literacy, and the ability to adapt to new systems and processes.

Most importantly, using technology to redefine learning in your classroom translates to vibrant and engaged students who embrace a growth mindset.

Examples of redefinition

connecting your students with other people around the world as part of the learning journey

having students publish their work online where it can be viewed by peers and the broader community

recording students as they deliver a presentation or practice a physical skill, then using this recording to prompt student reflection

experimenting with tasks that use extensive multimodal elements (e.g. producing documentaries or short films, webpages, print documents with creative layouts).

Remember, redefinition isn't the same as 'high tech'. A learning experience is redefined when it integrates technology seamlessly and meaningfully to open new doors for student learning - regardless of how sophisticated that technology might be.

In an English classroom, this might involve learning how to critically assess online media during web-based research. In mathematics, students might look at data represented through amazing visuals and get inspired to create their own.

Find your purpose

Starting with a purpose avoids the 'technology for technology's sake' that sometimes infiltrates the classroom.

Ask yourself:

What am I hoping to achieve by using this technology?

How will it make a difference to my students' learning?

Why is it preferable to not using technology?

How equipped are my students and I to use this technology?

How much time do I have to invest in making it work?

These simple questions can make it simpler to determine which stage of the SAMR model suits your needs. Remember that you don't always have to redefine your students' learning. A few simple technological additions to an already effective teaching strategy might be all you need to make a difference.

Using technology in the classroom sends a clear message to students. It shows them that you're connecting learning to the rapidly changing world outside the classroom walls, and you aren't afraid to adapt to a new challenge. Get creative with technology and you'll inspire as well as teach.

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The SAMR Model Explained (With 15 Practical Examples)

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What is the SAMR model and how does it apply to learning? Here's how you can harness each stage for more powerful classroom learning.

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The various components of Business and Economics for Year 7-10

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Queensland Curriculum and Assessment Authority

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Year 7

Year 7 Level Description

The Year 7 curriculum gives students the opportunity to further develop their understanding of economics and business concepts by exploring what it means to be a consumer, a worker and a producer in the market, and the relationships between these groups. Students explore the characteristics of successful businesses and consider how entrepreneurial behaviour contributes to business success. Setting goals and planning to achieve these goals are vital for individual and business success, and students consider approaches to planning in different contexts, while also considering different ways to derive an income. The emphasis in Year 7 is on personal, community, national or regional issues or events, with opportunities for concepts to also be considered in the global context where appropriate.

The economics and business content at this year level involves two strands: economics and business knowledge and understanding, and economics and business skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.

Students are expected to be taught the content through contemporary issues, events and/or case studies. Teachers will design programs that cover appropriate contexts and meet the needs of their students.
Key inquiry questions
A framework for developing students' economics and business knowledge, understanding and skills at this year level is provided by the following key questions:

Why is there a relationship between consumers and producers in the market?

Why is personal, organisational and financial planning for the future important for consumers and businesses?

How does entrepreneurial behaviour contribute to a successful business?

What types of work exist and in what other ways can people derive an income?

Year 7 Content Descriptions

Year 7 Achievement Standards

By the end of Year 7, students describe the interdependence of consumers and producers in the market. They explain the importance of short- and long-term planning to individual and business success and identify different strategies that may be used. They describe the characteristics of successful businesses and explain how entrepreneurial capabilities contribute to this success. Students identify the reasons individuals choose to work and describe the various sources of income that exist.

When researching, students develop questions and gather data and information from different sources to investigate an economic or business issue. They interpret data to identify trends. They propose alternative responses to an issue and assess the costs and benefits of each alternative. They apply economics and business knowledge, skills and concepts to familiar problems. Students develop and present conclusions using appropriate texts, terms and concepts. They identify the effects of their decisions and the possible effects of alternative actions.

Year 7 Work Sample Portfolios

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7-10 Australian Curriculum Economics and Business

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Year 7 The Year 7 curriculum gives students the opportunity to further develop their understanding of economics and business concepts by exploring what it means to be a consumer, a worker and a producer in the market, and the relationships between these groups.

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This site has the General Capabilities that are involved with Year 10 Business

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The Share market has developed this wonderful tool to emerge students into the world of the share market and learn about business trading and the concept of shareholders

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Learn about the sharemarket and how it works.

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There are various business activities included within the MoneySmart website that address various topics

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In collaboration with ACARA and aligned to the Australian Curriculum Version 9.0, Moneysmart's lesson plans are engaging activities that bring everyday financial topics into the classroom. Use these plans as a one-off lesson, or as part of a unit of work. Choose by year groups or by theme.

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I feel this is the way of the future for student learning especially with the threat of COVID-19

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Connecting with Microsoft Teams as a student

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This lesson plan gets students to think about something that concerns of interests them and identifies potential business opportunities

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Are your students shy about conducting customer interviews?

Do your students struggle to collect information about problems from customer interviews?

Observing customers is another great way to gather customer information. In some important ways, it can provide even more and different information than an interview.

This Fly On The Wall exercise:

Introduces your students to a powerful tool to gather information on customers' experience in real-life situations. This allows them to avoid predicting customer behavior by actually observing it. Because actions speak louder than words.

Allows students to practice listening with their eyes, to understand what people value and what they don't. Because behavior doesn't always match what people think they will do.

Observing customers in natural settings is a powerful experience for students. They discover new business opportunities. They increase their customer empathy. They hone their behavioral analysis skills. All critical entrepreneurial competencies!

Students going through this exercise learn a technique to gain insight into the small details of a customer's interaction with their environment that a customer may not think to express in interviews.

This exercise will span two class periods. For more details, check out our Fly On The Wall lesson plan below.

Class 1: Step 1 - Redesigning a Product

Most students will enter your class with no clue how to effectively observe customers in their natural environment. Before teaching them how to do so, we want them to understand why it is such a valuable skill. So we kick off the customer observation class with the Toothbrush Exercise, which teaches students that:

Entrepreneurs can't trust numbers alone. In order to improve the world, we must see, feel and experience it for ourselves!

Quick steps for this exercise:

Organize students into groups of 4-5

Show this picture on the screen

Tell students (& write on board/slide) the average adult male hand, is 7.44″ long (measured from tip of the middle finger to the wrist) and 3.30" wide (measured across the palm). The average adult female hand size is 6.77″ long and 2.91 inches wide. The average child hand size is 5.5" long and 2.75" wide. (You can also give each group cutouts if you are feeling adventurous!)

Give each team an adult toothbrush and tell them they have 5 minutes to design the best-selling child's toothbrush (they must include the dimensions in their design)

After their 5 minutes elapse, ask how many groups made a smaller toothbrush? Now play this video:

After trying to design a toothbrush for kids the wrong way, this video will drive home the point that the goal isn't to make toothbrushes smaller for kids, but to actually make them bigger!

For more details on this exercise, check out our Fly On The Wall lesson plan below.

Class 1: Step 2 - Making It Real

The homework consists of two steps. Step 1 is to watch the video below ( click the image to launch the video) about the product development process, and read through Examples 1-3 here about how to make things people want.

Step 2 is for students, in groups, to observe customers for 20 minutes in a campus location where people are active. For instance, dining hall/food court, gym/rec center, makerspace, athletic facilities, etc. The point of this homework assignment is for students to observe students actively interacting with some products (gym, makerspace) or business (food court). In other words, you don't want them observing students in the library, where they are likely to be sedentary.

Direct your students to take note, individually, of anything they observe about their subjects, without interacting with them. Each student needs to individually write down the following based on their own observation:

1. At least 3 problems that can be solved that they observed

2. At least 10 new things they discovered during their observation

Class 2: Step 1 - Debrief

Start the next class with groups reporting what they observed. You will find students' observations will likely focus on:

1. Surface-level activity, such as "students were talking to each other" or "students were exercising"

2. The perspective of the product or business, such as "there were not enough seats in the food court" or "many treadmills were not in use"

We want these observations, because it's the perfect way to illustrate how to conduct useful observations. For a debrief of their homework, ask students how they can use the information they gathered during observations to develop products/ideas they could bring to market.

Students will not write down questions they will try to answer prior to the observation, or define major themes to look for. They will observe without planning a framework.

The aha moment we want them to realize is that they need a plan to effectively observe customers.

During the debrief, stress:

1. Focus observations on the subjects' problems (empathize)

2. Identifying patterns where subjects struggle to do something

3. Capturing images and/or video during observations

For more details on this debrief, check out our Fly On The Wall lesson plan below.

Class 2: Step 2 - Planning

The final step is for students to plan an observation they will conduct as homework in the same campus location they observed as homework after Class 1. Remind students to create a framework that includes:

1. Questions they want to answer, and

2. Themes they can look for

For homework, students should conduct that observation, again writing down the following based on their own observation:

1. At least 3 problems that can be solved that they observed

2. At least 10 new things they discovered during their observation

They should notice a significant difference between their observations after Class 1 and Class 2.

This extended series of exercises gives students valuable skills to add to their entrepreneurial toolkit: customer observations and behavioral analysis.

Get the "Fly On The Wall" Lesson Plan

We've created a detailed lesson plan for the "Fly On The Wall" exercise to walk you, and your students through the process, step-by-step.

It's free for any/all entrepreneurship teachers, so you're welcome to share it.

What's Next?

In upcoming posts, we talk about our evolving experiential curriculum, how to teach students about approaching and mitigating risk, and how to enable your students to better identify opportunities!

Subscribe here to get our next lesson plan in your inbox.

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Observe Customers Where They Are - Teaching Entrepreneurship

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Are your students shy about conducting customer interviews? Do your students struggle to collect information about problems from customer interviews? Observing customers is another great way to gather customer information. In some important ways, it can provide even more and different information than an interview.

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This activity is brilliant in showing students the real-world application for the money. You can throw a creative spin into it and use Jellybeans (provided the school allows it - allergies). Students heavily engaged with this activity.

https://docs.google.com/document/d/1MRzOVjYtctMlYpLogKbdc5ZCgBO1b8Rc-FlbGfE5IA4/edit

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Brene with Oprah Winfrey and Dr. Bruce D. Perry on the Trauma, Resilience, and Healing - Podcast (Spotify)

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Brene with Oprah Winfrey and Dr. Bruce D. Perry on the Trauma, Resilience, and Healing - Podcast (Spotify)

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I found this podcast resonated with me significantly as there was a community trauma happen a few weeks ago that has directly impacted the school. It has been a learning curve to identify the impacts it has had on students and how they are coping with the new norm. Even a few weeks after the incident it is still fresh and raw with many students still effected. This podcast discusses the impacts and implications of trauma and the careful process on healing

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Is it all its cracked up to be? How is it impacting our students? I personally use Maslow throughout majority of my classrooms and feel it is something that is critical in a teaching environment.

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Why Maslow's Hierarchy of Needs Is Wrong - The House Journal

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Maybe invest to visually organise lessons, classes and assessment etc. Visual documentaion of events and other important information ensures there is nothing forgotten or left out. E.g. assessment deadlines, to-do lists and student tracking

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Day in, day out, teachers - AKA you - do it all.

From science to shaping minds, maths to managing behaviour, pedagogy to play, and literally everything in between. Teaching has to be one of the most fulfilling roles on the planet, but one that requires a little (*cough* a lot) of planning to be the best teachers we can be.

And as teachers ourselves, we know that to bring all these elements together, you need and deserve the right tools to support and empower you.

It's for this reason that Mrs Edgar was born.

And while practicality, quality, innovation, durability, and design already set Mrs Edgar's products apart, there's an extra element that makes them even more special...

That element is joy.

MEET MRS EDGAR

Hey There, I'm Jo!

As an Australian primary school teacher of 10 years, I get teachers. The hard days, the satisfying moments, the lows and the highs. I understand how amazing and fulfilling a teaching career is, but I also know the workload is demanding, the hours are long and I know how much heart goes into the job.

It's this true, authentic understanding that led me to create Mrs Edgar's...

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Day in, day out, teachers - AKA you - do it all. From science to shaping minds, maths to managing behaviour, pedagogy to play, and literally everything in between. Teaching has to be one of the most fulfilling roles on the planet, but one that requires a little (*cough* a lot) of planning to be the best teachers we can be.

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Inspiration for students within an entrepreneur unit (year 10 business). Helps students relate the age back to them. Highlights their dreams and goals can become a reality if you try hard enough.

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This was published 4 years ago

More and more Australian schools have introduced specialised entrepreneurship programs to give students the skills to cope in a changing world.

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They are 18 years old and have been running their cupcake business for almost three years.

Brisbane twins Samantha and Kaitlin Stanton took the entrepreneurial plunge while in year 11 in December 2013 along with another student friend and started Miss Mixed Cupcakes.

St Paul's School has tapped into an innovation mindset by starting an Entrepreneurs Club.

"The business started with Instagram photos being posted of the cupcakes and it has grown from there," says Kaitlin.

With initial funding from their family, they set up the culinary business with a Facebook page and showed their products at the local Sunday markets. Two months later, they set up their website through which they take orders.

Brisbane twins Samantha and Kaitlin Stanton took the entrepreneurial plunge while in year 11 in 2013 and started Miss Mixed Cupcakes along with another student friend.

Samantha says they have since paid back the funding and the business has grown beyond their expectations.

While they still go to the markets occasionally, most of the orders come through the website. They deliver in the north side of Brisbane and make the cupcakes and cakes themselves. "We make up our own recipes as well ... all the flavours and the decorations," says Samantha.

The Stanton twins are among a number of students at St Paul's School in Brisbane who have become entrepreneurs while still at school.

St Paul's has now tapped that mindset by starting an Entrepreneurs Club.

Students brainstorm as part of the Entrepreneurs Club at St Paul's School, Brisbane.

Australian schools are increasingly moving to introduce specialised entrepreneurship programs.

Like Frankston High School in Victoria, which last July started a composite class of 21 years 9 and 10 students to take them through the fundamental steps of entrepreneurship.

Frankston also students participated in the $20 Boss Program.

Students from every state and territory in Australia can avail of an in-school challenge called the $20 Boss Awards. Contestants are provided with $20 of start-up money to plan, budget and market their own business idea over a month.

We have started to develop a third pathway for students to explore and engage - we are developing an entrepreneurial pathway.
St Paul's School headmaster Paul Browning

The $20 Boss program has been developed by the Foundation for Young Australians in partnership with the National Australia Bank.

"That first cohort that went through that subject actually went on to win the most enterprising school in Victoria in 2015," says Shane Hunt, head of science at Frankston High.

One set of students in that round designed chopping boards from recycled wood.

Hunt says one year 9 student, who started her project in semester 1 this year with a range of T-shirts, has built an online store and runs a parallel social media campaign on Instagram. "She sought permission from beyondblue to use their logo and will contribute 50 per cent of all her profits back to them.

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The high school students taking fundamental steps to succeed as entrepreneurs

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This was published 4 years ago Normal text size Larger text size Very large text size They are 18 years old and have been running their cupcake business for almost three years. Brisbane twins Samantha and Kaitlin Stanton took the entrepreneurial plunge while in year 11 in December 2013 along with another student friend and started Miss Mixed Cupcakes.

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Class activities for young entrepreneurs. Gets students to really think outside the norm and develop their own ideas and ambitions to work towards. Many students should find these activities exciting and engaging as this can be adapted into their own personal interests and encourage them to participate if it impacts/targets their hobbies.

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How can you bolster and maintain student engagement throughout your course? If you're in search of ideas, we've curated a collection of cutting-edge class activities used by VentureWell faculty grantees. These class activities are designed to prepare early-stage innovators in taking the first steps toward transforming their ideas into impactful inventions and ventures.

1) The "If I Knew..." Exercise Aileen Huang-Saad University of Michigan
"Each term, I end the class with the "If I knew" assignment. Students are asked to fill out a simple PowerPoint template that asks the following questions:

When I signed up to take this class, I was expecting...

This is what I got out of the class...

If I had only known...

This is what I would change...

Before class, I go through all of the student responses and aggregate the feedback into the themes. I then present the summary to the students for the last class and we discuss their reflections. This summary presentation is then used to iterate on the course for the following year and is assigned as the first reading for the next cohort of students as their first assignment. This sets the stage for the next class."

"I like class activities like the envelope exercise developed by Tina Seelig at Stanford University. In this exercise, the students are asked to plan for a two-hour activity to increase an initial, unknown investment provided to them in an envelope. The amount of money in the envelope is very small - around $2. The students are usually surprised at how little money is in the envelope. Yet, every time I've done this exercise, the students have increased the investment money provided to them. The exercise helps students realize how easy it is for them to make money. I was particularly delighted when the students at the Bluefields, Indian, and Caribbean University in Nicaragua came to this realization. These students are generally from relatively poor communities and lack confidence in their ability to make money. When they performed this exercise and realized how easily they could make money, it was really eye-opening and thrilling for them. It was also a very rewarding experience for me."

"I provide exercises that get students out of the building. Nothing shapes a student's perception about their idea or market better than talking with a customer . Most students are uncomfortable when they start a conversation with a potential customer. Once they are comfortable with the skill, it transforms them and their way of thinking."

4) The Pure Imagination Exercise
Laquita Blockson
Agnes Scott College

"During the second week of my introductory entrepreneurship courses, I conduct a team exercise to convey the importance of creativity. I first show my students the " Pure Imagination " scene from the 1971 film Willy Wonka and the Chocolate Factory, asking them to listen carefully to the lyrics. This prepares them to think beyond normal convention during the exercise. I then provide each team with a common household item-a clothespin, a pill bottle, a cotton t-shirt, for example-and instruct them to think of alternative uses for their item. Once the teams have identified ways their item can be repurposed, I encourage them to contemplate how to deconstruct and reconstruct each item to make it more user-friendly. I find this exercise particularly useful because many of my students are not business or engineering majors, so by inspiring them with a film that they have likely seen, and by using common items, they are able to better internalize the connection between creativity and entrepreneurial opportunity."

5) The Defining Problems Exercise
"In my introductory course, I work on students developing a sense for defining problems. I show pictures that contain many potential issues. The students are asked to define the issues they can see and what questions they would ask or additional information they would want to help define the problems. They always want to start with solutions, but the key is to get them to define the problem better, which is half the work of solving the problem anyway."

"I think almost all entrepreneurship professors use class activities to create what is now considered to be a "flipped classroom." I'm no different. Students in my courses work to develop business ideas and concepts, go out to understand customers, pivot, pitch, and spend time outside the building to learn and practice Lean Startup concepts. I also try to spark interesting conversations inside my classroom. Sometimes I do that by using short, focused video clips or the Startup podcast. I use the mishaps and adventures featured in the podcast to illuminate important ideas and concepts. The episodes are a perfect match with so many concepts related to entrepreneurship and Lean Startup. The class becomes very invested and opinionated about the founders and the company."

7) The Business Thesis Exercise
University of Illinois at Urbana-Champaign

"There is a simple business thesis exercise that we use in our program that teaches teams to articulate their value proposition and customer segment in a concise way. It sounds simple, but it always amazes me how challenging it is for students to do at first. I even crack out this exercise every time that I give a guest lecture across campus."

8) The Soft Skills Exercise Cheryl Bodnar "I use game-based class activities to help students develop their soft skills such as oral communication and teamwork, both of which are critical for entrepreneurs. Each player has a card with various symbols on it, and only one of the symbols on their individual card is defined. Without showing their cards to other players, participants have to decode the symbols and reveal the message on their individual cards, using only oral communication. The end result: all players enter a color on a rainbow-colored game board and the whole class wins."

"In some classes I teach, I will hand out blindfolds and ask everyone to put them on. Then they pair up. Their task is to leave the second floor of the engineering building, navigate the campus, find the library, stand in line at the café and order a coffee or tea. The pair only gets to take off their blindfold when they get their beverage. Afterward we deconstruct this activity. The most important insight is that we as educators talk a lot about knowing your customer. Sometimes the only way to really understand a customer is to live in their world. After this activity the challenge is to find ways to become or simulate how to be your customer. Students seem to remember these class activities for a very long time!"

"I teach the students how to design websites and we train them how to perform two-minute pitches. I love watching the students get excited about their project, and learn how to understand the big picture. These pitches are then presented at our final symposium to industry judges. We provide the winning team with funding and resources to start their company. Each year, we have 1 to 3 student teams form companies and continue to develop their venture beyond their degree. It creates such an exciting environment to teach in, as what we show them becomes applied immediately into their careers."

For many student inventor entrepreneurs, their first exposure to innovation and entrepreneurship happens in the classroom. That's why it's important to continuously develop and improve upon innovation and entrepreneurship class activities to ensure early-stage innovators are well-equipped to solve the world's biggest problems. Learning curriculum development ideas and best practices from other faculty in the ecosystem can help educators adopt, implement, and refine their own coursework for maximum impact.

"I teach about various topics related to the circular economy, including regenerative innovation, or the process of developing supply networks for new products using waste materials. With VentureWell's support, I recently led a class-and later an innovation challenge-in which students had to develop a product and business model to turn waste into new products. The teams have come up with great concepts, and some of them are going to apply for business accelerator programs at the state level."
Editor's note: Learn more about Taryn's work using the waste stream in the classroom.

"In my exercise, students track an object through its life cycle to understand its impact all along the product journey. This is especially eye-opening for materials engineers, who might not have considered the impact of their materials choices. This gives them something to think about as they move into an engineering design career and start making decisions for a company. I love the life cycle analysis for the impact it has on students in their understanding of engineering materials selection."
Editor's note: For more information on materials choices, check out our Tools for Design and Sustainability.

"We kick off our Human Centered Design (HCD) course with a mini-design challenge to introduce students to the design process and products. This helps students focus on a larger course project that addresses how to create a sustainable, human-centered intervention in the agriculture space. Our philosophy is to establish a learning environment for students to learn HCD by doing HCD."
You might also like these blog articles with example class activities you can use: 6 Virtual Classroom Exercises To Keep Students Engaged 7 Class Exercises To Amplify Innovative Thinking Activities for Teaching Innovation: Game-Based Learning Learn about VentureWell Course & Program Grants, which award up to $30,000 to faculty or staff at US higher education institutions to support curriculum that engages students in science and technology innovation and entrepreneurship.

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13 Class Activities To Stimulate Inventor Entrepreneurs

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How can you bolster and maintain student engagement throughout your course? If you're in search of ideas, we've curated a collection of cutting-edge class activities used by VentureWell faculty grantees. These class activities are designed to prepare early-stage innovators in taking the first steps toward transforming their ideas into impactful inventions and ventures.

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These free business worksheets are available for use. I know personally I have drawn on these to fill in free time students might have when they finish a task quickly. There is a wide range of types to choose from.

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Free Business Worksheets | Teachers Pay Teachers

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Browse resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.