Lesson Plan Template. Partner country: Lesson no: 1. Recommended group size/type: 10 students AIMS

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1 Lesson Plan Template Partner country: Greece Lesson no: 1 Lesson Theme: Overview of Entrepreneurship culture Recommended group size/type: 10 students Recommended time: 45 minutes AIMS Students will be acquainted with the concept of mindset over entrepreneur Students will be able to understand the concept of achievement, individualism, autonomy and control Lesson Objectives: Awareness of the qualities of the future entrepreneur Ability to provide at least two example of entrepreneur qualities Rate the importance of specific characteristics to the success of entrepreneurs Resources required: Flip chart paper sheets Felt-tip pens Introduction: Lead-in: What is Entrepreneurship? How is an Entrepreneur? Entrepreneurship, creativity, and innovation Overview of Entrepreneurship culture: Mindset-motivations-behaviors How Entrepreneurs think (mindset) Entrepreneurs have the need for achievement, preference for challenge, acceptance of personal responsibility for outcomes and drive for accomplishment. Need for achievement is defined as the desire for significant accomplishment, mastering of skills, control, or high standards. Entrepreneurs usually have internal locus of control and responsibility for own decisions and behavior. They also have the need for precise goal setting. They seek no approval or support from others (individualism). They exhibit independence, self-reliance and often tendency to go against the norm. They do actions and have attitudes of a person who does things without being concerned about what other people may think. They exercise of own goals and desires and they have willingness or preference, to go against the norm. High individualism is associated with an emphasis on individual initiative and achievement. They feel high independence from the influence of others (autonomy and control). They have the belief that they are able to influence their environment and outcomes. Autonomy is an individual s belief about his level of freedom from the influence of others. Control plays an important role in the entrepreneurial mindset. Locus of control refers to the extent to which individuals believe they can control events affecting them. Individuals with a strong internal locus of control (internals) believe that events in their life derive primarily from their own actions; people with an internal locus of control tend to praise or blame themselves and their abilities. People with a strong external locus of control (externals) tend to praise or

2 blame external factors. Internals are more alert and discover more opportunities than externals. Teacher activity: Initiate discussion on the subject matter Ask students to review the characteristics of entrepreneurs presented in the introduction Present to the students the brainstorming technique involving rules of engagement: 1. Don t criticize another person s ideas 2. Encourage freewheeling 3. Try for quantity 4. Combine and build on the ideas of others Ask students to brainstorm characteristics of people who have started successful businesses Ask students to identify real people of local community who comply with the characteristics Divide students into teams of 3 to 4 people Student activity: Brainstorming Teamwork Conclusion/summing up: Have the students share information acquired with the rest of the class (5 min) References: to source material Suggested evaluation activity: Teacher can assess active participation ability to work in a group ability to search for information and consider facts Suggested assessment activity: Insert resources materials if they can be provided eg. Case studies/tasks/illustrations etc.

3 Lesson Plan Template Partner country: Greece Lesson no: 2 Lesson Theme: Entrepreneurs mindset Recommended group size/type: 10 students Recommended time: 45 minutes AIMS Students will be able to understand the concept of focus, optimism and realism Students will be able to identify and discuss the common characteristics of people who become entrepreneurs in terms of optimism and realism Lesson Objectives: Enable the students to acknowledge the attitudes of a future entrepreneur in terms of maintaining focus and being optimistic Raise the awareness of how entrepreneurs think Develop the ability to compile a questionnaire Resources required: Computer with internet access Introduction: Lead-in: Revise the information given in the previous lesson and discuss the notion of optimisticpessimistic approach of thinking How Entrepreneurs think (mindset) Entrepreneurs are able to focus on a single task, and see it through to completion. They are investing their attention, and they process information efficiently, which enables them to be decisive and thoughtful in their decisions. However the target to focus on has to be chosen carefully. First they have to identify a market with sufficient size in the area of their expertise. Then they choose a product or service and identify the profile of your end user. This is the target to maintain focus on. Entrepreneurs are usually optimists i.e. remain exceedingly positive about outcomes. Optimism enables entrepreneurs to try new things and attempt difficult tasks. Optimism is contagious to team members, partners, and investors may share in the enthusiasm and excitement of the entrepreneur. On the other hand realists are those who downplay the good and see the bad as inevitable. Entrepreneurs must balance their inner cheerleader and realist, and it isn t always a clear cut line down the middle. Excessive optimism is too much of a good thing and can lead to high levels of risk acceptance and consequently to business losses or complete failure. Teacher activity: Divide students into teams of 3 to 4 people Monitor the compilation of the questionnaire Ask all groups to analyze and write down suggestions Invite groups to present results of their work to the rest of the Student activity: Compile a questionnaire to raise self-awareness Delve into optimism practice in given situations and apply the questionnaire to themselves

4 class Conclusion/summing up: Have the students discuss the similarities and differences as shown in the questionnaires References: to source material Suggested evaluation activity: Teacher can assess ability to work in a group ingenuity, creativity Suggested assessment activity: Insert resources materials if they can be provided eg. Case studies/tasks/illustrations etc.

5 Lesson Plan Template Partner country: Greece Lesson no: 3 Lesson Theme: Entrepreneur s motivations Recommended group size/type: 10 students Recommended time: 45 minutes AIMS Specify the entrepreneur motivations Lesson Objectives: To familiarize students with the incentives and motivations To establish how they work Resources required: Computer with internet access Introduction: Lead-in: Get the students identify the possible motivations themselves Entrepreneur's motivations Self-efficacy is defined as one's belief in his ability to accomplish a specific task. It is task specific self-confidence and reflects not just past experience and attainments, but more importantly, the conclusions one has drawn about one s capacity for performance attainment from these past experiences. It deals with conditions of uncertainty, risk, and challenge, which are typical of the entrepreneurship situation. A person with high self-efficacy typically seeks challenges with a tolerance for failure, having a learning goal orientation. While a person low in self-efficacy is more inclined to avoid challenges, with a more performance-focused goal orientation attaining the goal with a minimal effort. Self-efficacy intersects the entrepreneurial mindset and motivation. Critical thinking is the cognitive process of seeking, acquiring, and reflecting on relevant information instead of relying on experience, assumptions, rumors and luck. Critical thinking is an important method, which enables us to process information, before deciding upon an action, and it is a key competence for an entrepreneur. Individuals with high need for cognition (thinking) tend to analyze the situation and take decisions based on facts and data. Individuals with low need for cognition relay on experience, assumptions and luck. On the other hand over-analyzing the situation leads to a state where no decision or action is ever taken, and has the effect paralyzing the outcome. This is commonly called analysis-paralysis Tolerance for ambiguity is the ability to deal with ambiguous situations in a sensible and calm way. It is the tendency to perceive ambiguous situations as desirable rather than threatening. Also, it is a significant factor for entrepreneurs based on dynamic nature of markets and competition. It helps an entrepreneur to make complex decisions quickly though with limited information. Teacher activity: Student activity: Ask students to define Active participation in lecture motivations of an entrepreneur Ask students to answer the following questions: Place on the board: 1. Do you believe that you have the Self-efficacy, critical-thinking, capabilities to be successful as an tolerance for ambiguity entrepreneur? Initiate discussion that should 2. Do you enjoy collecting information and lead to the idea to gathering expert s insights before making

6 comprehensive grasp of the qualities Spend some time using examples to point out the differences and how they work decisions? 3. How can you increase your comfort level with making strategic decisions quickly? 4. Even if having limited information and high consequences? Brainstorming on the factors and parameters which are significant for success Teamwork: produce a list of the most important few. Conclusion/summing up: Have the students share the information and identify these qualities in themselves References: to source material Suggested evaluation activity: Teachers can assess group work skills Suggested assessment activity: Insert resources materials if they can be provided eg. Case studies/tasks/illustrations etc.

7 Lesson Plan Template Partner country: Greece Lesson no: 4 Lesson Theme: Entrepreneur's behaviors (part I) Recommended group size/type: 10 students Recommended time: 45 minutes AIMS Introduce students to the concept of entrepreneurial behavior (part I) Lesson Objectives: Awareness of the common characteristics of people who became entrepreneurs Identification of specific characteristics to the success of entrepreneurs Provide examples concerning confidence, interpersonal skills and social capital Resources required: Computers with internet access Introduction: Lead-in: Brainstorming ideas about the abilities and capabilities of a potentially successful entrepreneur Entrepreneur's behaviors Entrepreneurs must have confidence in their own judgment. This important particularly when these decisions are different than main trend. Doubt is contagious and may spread to employees, partners, investors and clients. If someone has limited confidence in his judgment, and feels discomfort being against the majority, then his level of opportunity discovery is constrained. Confidence and self-efficacy are two sides of the same coin. Self-efficacy increases confidence in own judgment under uncertain conditions. On the other hand overconfidence is too much of a good thing. Overconfidence is excessive belief in someone s ability to succeed, without any regard for failure. It helps entrepreneurs to successfully face multiple hurdles of starting and managing. It is valuable to persuading others. And it explains why most new ventures fail. Interpersonal skills facilitate meeting new individuals and building positive relationships. Entrepreneurs constantly interact with people, including customers and clients, employees, financial lenders, investors, lawyers and accountants, to name a few. The ability to establish and maintain positive relationships is crucial to access information and resources. Interpersonal relationships are essential to the quantity and quality of your social networks. It is the cornerstone of social capital; influence one s ability to access information that facilitates discovery of entrepreneurial opportunities. Social capital is a quality derived from the structure of one s personal and business networks. This includes information, ideas, business opportunities, and financial capital. Social capital is also a source of emotional support for entrepreneurs. People with rich social capital are better informed, more creative, more efficient, and better problem solvers. With the right networks, people save time because they know where to get the information they need. They can also foster cooperation and collaboration.

8 Teacher activity: Ask students to review the characteristics of entrepreneurs presented in the power point and brain storm characteristics of people who have started successful businesses Ask students to create a table and add numbers to each trait by each student. The higher the total figure for each trait the more important its ranking Discuss the trait and make sure that each student is able to define these characteristics Student activity: Have the students draw up a list of abilities and attitudes prerequisite to being successful Create a profile of such an entrepreneur Conclusion/summing up: Have the students realize the behavioral complexity of the entrepreneurial activity References: to source material Suggested evaluation activity: Ask students to answer the following question : How entrepreneurial Am I? Suggested assessment activity: Insert resources materials if they can be provided eg. Case studies/tasks/illustrations etc.

9 Lesson Plan Template Partner country: Greece Lesson no: 5 Lesson Theme: Entrepreneur's behaviors (part II) Recommended group size/type: 10 students Recommended time: 45 minutes AIMS Introduce students to the concept of entrepreneurial behavior (part II) Lesson Objectives: Awareness of the importance of risk tolerance, integrity, give back Ability to provide examples of corresponding ventures Acquire personal insight into their own abilities, strengths and weaknesses Resources required: Computers with internet access Introduction: Lead-in: Get the students identify factors for success and failure Entrepreneur's behaviors Risk tolerance. Entrepreneurs have long been assumed to be more risk-tolerant than the general population. Entrepreneurial decisions are inherently risky as the outcomes are largely unknown. If information about the consequences of a decision and the probabilities of these consequences are incomplete, then this uncertainty involves risk. So the question is: do entrepreneurs have higher tendency to take risks? The answer is no, not consistently. Perception of risk is different between entrepreneurs and non-entrepreneurs. Entrepreneurs are no more likely to take risks than non-entrepreneurs. They are better informed, well organized and they perceive risk differently. Risk takes value in the eye of the beholder. Entrepreneurs also consider the risk reward balance. Integrity is an important quality for an entrepreneur. Personal integrity is crucial for getting and keeping the support of investors, employees and team members. Your company s integrity is vital for getting and keeping clients, customers and vendors. Most definitions of integrity include something like the quality of being honest and morally upright. Honesty and morality are relative terms, depending on the reference point of both the speaker and the receiver. However in business, the only view that counts is that of the receiver. Some successful entrepreneurs feel obliged to give back to the community. Success is much more rewarding if you give back. By the time someone becomes successful; many people will have helped you along the way. You rarely get a chance to help the people who helped you because in most cases, you are not closely related to. The only way to pay back the debts you owe is to help people you can and hope they will go on helping more people. It's our responsibility to do "good" with the resources we have available. Teacher activity: Student activity: Ask the students to answer the Have the students create guidelines providing following questions: the most common reasons for

10 1. How can you improve your confidence level and risk tolerance? 2. What resources can you use to enhance your interpersonal relationship skills? entrepreneurial success and failure Improvise an imaginary business Apply he guidelines to this imaginary business Split student into groups Initiate discussion under the topic common reasons for entrepreneurial success and failure Conclusion/summing up: Have the students share the information acquired in the lesson References: to source material Suggested evaluation activity: Active participation Ingenuity, creativity Ability to search for information and consider facts Suggested assessment activity: Fill out a questionnaire with the following questions: 1- Do I understand the qualities of achievement, individualism, autonomy and control? (Rate from 1-10) 2- Can I distinguish between optimism and realism? 3- Can I define the notion of focus? 4- Do I understand the attitudes of Self-efficacy, Critical thinking, Tolerance for ambiguity? 5- Am I confident to talk about entrepreneur s behaviors? 6- Do I find the information provided in this course satisfactory? 7- Has this course triggered off a desire to implement the knowledge acquired in a business of my own? 8- Is this course different from the other subjects taught at school? 9- To what extent do I find this course useful, and therefore imperative that it is included in the curriculum? 10- Do I find the presentation of the information from the teachers effective? Insert resources materials if they can be provided eg. Case studies/tasks/illustrations etc.

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