Linda Zhang says she knows how to get students excited about learning: Wrap their lessons in real-world problems they want to solve.
At school, we learn theory. But in real life, we solve problems. Entrepreneurship means: seeing a problem and turning it into an opportunity. That mindset can make your future more flexible and powerful.
Entrepreneurial thinking means:
seeing opportunities in daily life
caring about problems around you
creating new ideas to help othersWatch this TedTalk and answer the questions below.
Then complete the tasks below.
Use clear and simple English. Use your own ideas.
Understanding the mindset (critical task)
What is an entrepreneurial mindset in your own words? Write 3–5 sentences and include one personal example of solving a problem.
2. Problems around you
Name two problems you see at school or in the community. Why do these problems matter to you?
3. Your own business idea (critical task)
Write 6–10 sentences:
What is the problem? Who has this problem?
What is your idea (product or service)?
Give at least 3 arguments why your idea helps
4. From school to life (critical task)
Do you agree with Linda Zhang that school should prepare students more for life and not only for exams? Write 50–100 words with your own experience and opinionBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example. • A fact is something that can be proved to be correct. • An op… Read more.
Assignment criteria
Learning aim allignment
Pass: Basic understanding of the entrepreneurial mindset Merit / Distinction: Developed understanding with clear and convincing insight
Application
Pass: Links one idea from the TED Talk to own thinking Merit / Distinction: Links multiple ideas from the TED Talk to own thinking, in a realistic and meaningful way
Critical tasks Pass: Tasks 1, 3 and 4 completed at a minimum acceptable level Merit / Distinction: All tasks, except Task 2, completed in a well-developed and detailed way
Argument quality Pass: At least one reason per idea or opinionBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example. • A fact is something that can be proved to be correct. • An op… Read more in each critical task Merit / Distinction: Several well-developed reasons supporting ideas and opinionsBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example. • A fact is something that can be proved to be correct. • An op… Read more in multiple tasks
Submission Instructions
Submit your work according to your school’s instructions (e.g. via Itslearning).
Upload one Word or PDF file. Include:
– Assignment title, your name and class
– After assessment:
This assignment is individual work.
Core assignments for students
Discover whether you master the essence of this case by completing the corresponding core assignments. If necessary, you can share your answers with your teacher or supervisor.
Recommended by teachers
Case method | Cooperative learning
Concrete, realistic situations are individually analysed; afterwards, the resulting vision is presented and discussed in the group.
The individual’s vision is reappraised after seeking additional information. The different visions are selected and appraised.
Corner debate | Group activity
For making a choice or deciding on a point of view
The students are given a question/assignment/proposition with a list of choices. Each of these choices is assigned a particular location in the classroom, for example, a corner. Individual students choose one of these corners. (The choices are quickly written down on paper, so that you can’t see what your friends have written).
Students go to their ‘chosen’ corner. They talk in pairs about their choice and look into the arguments. This can lead to a class discussion. If necessary, students join another group. Which group is able to attract the most ‘defectors’?
Students return to their places and write down the most important arguments for each of the choices.
Group discussion (or problem-solving discussion) | Dialogue
Reflective discussion as part of a group, pooling knowledge/ideas/opinions with the aim of learning from this. A stimulus to creative, problem-solving and evaluative thinking.
Someone (teacher or student in a smaller group) is appointed as moderator. Without impinging on the subject matter, this person guides the discussion through the different phases (defining the problem, defining the scope of the subject, dissecting the problem, seeking solutions, discussing propositions, formulating the conclusion).
Pitfall: students must have sufficient background knowledge.
Variants: one empty chair, carousel discussion, triangular discussion, forum discussion/panel, debate, with or without a role.
Learning discussion (or evaluation or discussion method) | Dialogue
Students learn how to find solutions for themselves (via diagrams, plans, outlines, etc.)
Discussion (individual or as part of a group) about the learning experiences of the student; the teacher acts as moderator and remains in the background. The emphasis is on (learning) how to identify learning moments: what could have been improved and how?
