Lesson Plan for Business

Lesson Plan

Student Assessment:
The main objective or intended outcome of this lesson is for students to understand how to combine entrepreneurship and global leadership concepts in serving customers well and treating them with dignity. In this regard, various assessment strategies will be utilized to examine students’ mastery of the learning material and measure their skills and abilities in relation to what they have learned in the classroom. One of the assessment strategies that will be used is formative assessment. An example of a formative assessment for the outcome of the lesson to measure student skills and abilities is as follows…
1. Upon completion of the brief discussion on the article takeaways and student’s reflection, please write down your thoughts and feelings about your progress in learning including what you liked and didn’t like about the activity.
2. Summarize the main points from the videos you watched from THE WORLD OF TRAVEL YouTube page in approximately 100 words.
3. As a business owner or manager, how would you apply the concepts of entrepreneurship and global leadership in designing and marketing your products?
4. On a scale of 0-9, how would you rate your understanding of today’s lesson? Explain the reason for your rating.
Key Components of the Lesson
Since this lesson seeks to promote understanding of the concepts of entrepreneurship and global leadership, it comprises different key components that are essential toward achievement of the desired objectives or goals. Some of these key components require acquisition of new knowledge or development of new skills. Briggs (2014) contends that identifying such components in a lesson plan is critical toward enhancing student learning since learners need to develop a personal connection with the learning material. The connection needs to be developed regardless of whether students are acquiring new knowledge or developing new skills. One of these components in the lesson plan is development of personal businesses, which requires skills or knowledge on how to create feasible business options. The second component is cultural sensitivity and awareness, which is essential toward development of a travel-related business or products from foreign countries.
Mini-lessons
Since the classroom incorporates diverse learners, preparing a lesson plan to cater for the needs of these students is essential toward achieving the lesson’s objective. Currently, the classroom comprises advanced, average, and struggling learners. To address these 2 key components for these set of learners, the following mini-lessons will be utilized.
Mini-lesson #1
Type of Student: Advanced Student Anticipated Time: 40 minutes
Materials Needed
Textbook, and Informational Text (the article).
Objective
To demonstrate the applicability of entrepreneurship and global leadership concepts in real-world scenarios.
Method
1. Provide the student with the article, “Why Global Business Needs Kinder, Gentler Entrepreneurs and Leaders.”
2. Ask the student to read and write down concepts relating to cultural sensitivity and awareness as well as developing a business from the passage.
3. Ask the student to use these concepts and create a travel-related business.
Check for Understanding
Use an end of unit exam to examine the students knowledge of cultural sensitivity and awareness and how to create a travel-related business.
Applying Knowledge
Ask the student to draw a concept map illustrating the learned concepts.
Mini-lesson #2
Type of Student: Average Student Anticipated Time: 40 minutes
Materials Needed
Textbook, Computer, and Informational Text (the article).
Objective
To demonstrate the applicability of entrepreneurship and global leadership concepts in real-world scenarios.
Method
1. Provide the student with the article, “Why Global Business Needs Kinder, Gentler Entrepreneurs and Leaders” and ask him to read while writing down key concepts.
2. Provide the student with two videos on travel-related businesses in two different countries.
2. After watching the videos, ask the student to identify cultural differences between these two countries and businesses.
3. Ask the student to use the identified cultural differences and concepts from the article to create a travel-related business.
Check for Understanding
- Ask the student to name the cultural differences between the two countries during the lesson.
- Divide the class into different groups and ask them to discuss cultural differences in the video and present them to the whole class.
- Ask the student to name key concepts in creating a travel-related business.
Applying Knowledge
Ask the student to provide an essay of approximately 150 words describing his/her travel-related business.
Mini-lesson #3
Type of Student: Struggling Student Anticipated Time: 40 minutes
Materials Needed
Textbook, Computer, Visual Presentation/Graphic Organizer, a Worksheet, and Informational Text (the article).
Objective
To demonstrate the applicability of entrepreneurship and global leadership concepts in real-world scenarios.
Method
1. Provide the student with the article, “Why Global Business Needs Kinder, Gentler Entrepreneurs and Leaders” and ask him to read while writing down key concepts.
2. Provide the student with four videos on travel-related businesses in four different countries.
3. Use a graphic organizer or visual presentation to teach different cultures in the selected countries.
4. Provide the student with a worksheet containing these cultural differences and business development concepts.
5. Ask the student to match the culture to the specific country or video.
6. Divide the classroom in small groups and encourage students to work together in creating a travel-related business based on the identified cultural differences and business development concepts.
Check for Understanding
- Ask to match the culture to the specific country or video.
- Ask the student to write down what he/she learnt from the small group discussion.
- Ask the student to name key concepts in creating a travel-related business.
Applying Knowledge
- Ask the student to draw an illustration of his/her travel-related business based on the cultural differences.
Reflection
The development of these distinct mini-lessons for advanced, average, and struggling student have been based on the principle of differentiated instruction. Weselby (2014) defines differentiated instruction as an instructional strategy in which lesson plans are developed based on the individual learning style and preparedness of the learners. In this case, differentiated instruction has been utilized in creating the lesson plan through considering the learning abilities of each student. Additionally, these plans have been based on activities that the educator consider essential toward enhancing the learning capabilities of each of these students. The students learning capabilities were used as the premise for determining a suitable teaching strategy or activity. When dividing the students into different small groups, their shared learning abilities, interests and ability for assignments are taken into consideration based on the philosophy of differentiated instruction (McCarthy, 2018). Personal limitations also played a crucial role in determining instructional choice. These limitations influence instructional choice by determining the instructors’ knowledge of the different teaching strategies that can be employed in the classroom and resources that can be utilized in teaching.
References
Briggs, S. (2014, October 4). How to Make Learning Relevant to your Students (and Why its Crucial to their Success). Retrieved from Open Colleges website: https://www.opencolleges.edu.au/informed/features/how-to-make-learning-relevant/
McCarthy, J. (2018, April 11). Student-Centered Planning. Retrieved July 21, 2018, from https://www.edutopia.org/article/student-centered-planning
Weselby, C. (2014, October 1). What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. Retrieved from Concordia University-Portland website: https://education.cu-portland.edu/blog/classroom-resources/examples-of-differentiated-instruction