Learn: Technology and Entrepreneurship Staff Version

Learn: Technology and Entrepreneurship Staff Version

Session 1: Introduction

Welcome to the Learn Program Technology and Entrepreneurship Staff Training Workshop!

This workshop will introduce you to the Learn Program, its objectives and the various courses that are being implemented under it. In particular, you will be participating in activities which will help you understand the Technology and Entrepreneurship course in detail, and help you in implementing and facilitating the course.

Activity 1: Getting to Know Each Other (20 minutes)

This workshop is designed to be engaging, interactive and collaborative. You will be collaborating with others, working at various times in pairs, small groups, and large groups throughout this workshop to complete the activities. To help make the collaboration more meaningful, we start with an activity to get familiar with the other participants of the workshop.

• Divide into pairs as instructed by your facilitator.
• Find out as much information about your partner as you can in 2-3 minutes: hobbies, job, family, favorite color, favorite food or anything else you want to know. You can decide between yourselves which person gets to conduct the mini interview first. The second person can then follow with the same information about themselves.
• When asked by the facilitator to introduce your assigned partner to the larger group, use only three descriptors to do so. For example: “My partner today is Leela. She is energetic, loves chocolates and plays the guitar.

Activity 2: Staff Training Overview (40 minutes)

At the beginning of any training, we all walk in with opinions we have formed over the years as a result of our individual experiences. At certain points during this training you will be expected to share your opinions by responding to belief statements. This will mostly be done at the start of a certain activity. You may, at times, find that your opinion may change or even be strengthened during the activity.

Since your response reflects an opinion, there may not necessarily be a clear-cut right or wrong response or answer. The goal is for you to express your ideas and to learn more about the opinions of others who may or may not share similar views.

Read the statements below and then circle the number that best represents your agreement with the statement.

1- Strongly Disagree

2- Disagree

3- Neutral

4- Agree

5- Strongly Agree

Why do you believe this? Write your answers below. Be prepared to share your answer with the larger group.

The Learn Program may be new to some you, while some of you may be familiar with it.  You may come from varied technology and instructional backgrounds. All of you attending this training are in some capacity responsible for implementing the Technology and Entrepreneurship course under the Learn Program and the aim of this workshop is to help you in effectively fulfilling that role.

Objectives

By the end of this workshop, you will be able to:

• Understand the overall purpose and objectives of the Learn Program and the Technology and Entrepreneurship course in particular
• Understand the approaches used in the Technology and Entrepreneurship course to create an effective learning experience
• Understand the core concepts of the course
• Discuss and share tips and suggestions for effectively implementing the course
• Facilitate the course effectively

Training Structure and Content

This training has eight modules, each of which is approximately 2 hours in duration:

Session 1: This session will provide an overview of the workshop, set the expectations for the workshop and provide a brief overview of the Learn Program and the Technology and Entrepreneurship course structure.

Session 2: This session will focus on how the Technology and Entrepreneurship course brings together various training design components to create an effective and engaging learning experience.

Session 3: This session will help you to understand the content of each session of the Technology and Entrepreneurship course.

Session 4: This session will involve you in an active role play, simulating the role of learners doing course activities.

Session 5: This session will provide some essential facilitation skills for effectively implementing the course.

Session 6: This session will provide you an opportunity to identify facilitation challenges and prepare for facilitating the Technology and Entrepreneurship course.

Session 7: This session will involve you in an active role play as a facilitator of the course.

Session 8: This session will provide you an opportunity to discuss the challenges and solutions in facilitating the Technology and Entrepreneurship course; it also includes a general discussion about the next steps, and captures your feedback on the training.

Divide into small groups as instructed by your facilitator. Review the objectives and the training structure given above, discuss with the group members and write the answers for the following:

• My expectations for this workshop
• What is expected of me during the workshop?
• My expectations of the other participants in the workshop:

When asked by the facilitator, share your answers with the larger group.

The goal of this workshop is to provide you with the knowledge, skills, and experience necessary for you to successfully implement the Technology and Entrepreneurship course with the learners. You will be working individually and in teams to understand the core objectives of the Learn Program and the Technology and Entrepreneurship course. During this workshop:

• Handouts and reading material required for the activities will be given out to you.
• You may be expected to come prepared for the session by reading the material provided to you.
• You will also have access to the Technology and Entrepreneurship course book.

Although some of the activities that you will participate in this training are designed to further your knowledge and understanding as a facilitator, you will have many opportunities to both observe and participate in activities that you will later implement with your learners.

Activity 3: An introduction to Learn Program (15 minutes)

The Learn Program is designed to encourage innovative 21st century thinking and technology skills.

The Learner Curriculum

The curricula developed under the Learn Program use a combination of both teacher-directed instruction and a project-based approach to learning.  The objective is to enhance the learner’s essential skills in technology literacy, collaboration, critical thinking and problem solving. You will be learning more about this in the next session.

Each Learn course is built around a specific theme.  The themes were selected to be meaningful and relevant to youth learners.

• Technology and Community: The Technology and Community course is intended for learners of ages 8-16 who have beginning- or emerging-level technology literacy skills. All of the activities and projects that the learners complete in Technology and Community are built around the theme of “community”. As a culminating project, learners work in teams and apply technology to address a community issue of their choosing.
• Technology at Work: The Technology at Work course is intended for learners of ages 12-16. While it is not a requirement, most who take this course have completed the Technology and Community course.  In Technology at Work, learners are introduced to how technology is used in a variety of jobs and careers.
• Technology and Entrepreneurship: The Technology and Entrepreneurship course is intended for learners aged 14 – 25, preferably those who have some experience and basic skills in using computers. All the activities and the projects that the learners complete in Technology and Entrepreneurship are about the ways in which people can use computers as a tool to help them initiate and set up a business.

The focus of this workshop is the Technology and Entrepreneurship course. It is recommended that you go through the other materials of the other Learn Program courses in your free time to gain an insight into these curricula and their contribution to the Learn Program.

Divide into small groups as instructed by your facilitator.  Discuss and write down why education programs like the Learn Program are essential to help youth succeed in their professional and personal lives.

Activity 4: Technology and Entrepreneurship Course– An Overview (45 minutes)

Technology and Entrepreneurship is the third in the series of courses in the Learn Program. The learning outcomes of the course are:

• Understand the basic concepts of Entrepreneurship.
• Demonstrate how technology can be used to facilitate Entrepreneurship, from thinking through a business idea to the development of a Business Plan.
• Develop Collaboration and Critical Thinking Skills by working with others on activities linked to the theme of entrepreneurship.

Step 1: Learner Profiles (15 minutes)

The Technology and Entrepreneurship course is designed for youth, and is typically implemented in a non-formal education environment like community technology centers. Most learners participating in the Technology and Entrepreneurship course are likely to:

• Be between the ages of 14 - 25
• Have a wide range of learning abilities
• Be first-generation learners, currently enrolled in formal education
• Be able to read and write in their native language
• Possess basic or intermediate-level technology literacy skills
• Have limited access to computers in their homes or schools

Reflect on the learners who will attend your classes. Record your answers to the questions. Be prepared to share your answers with the larger group.

• What do you know about the learners in your community who will attend your classes? Briefly describe their backgrounds. How might they differ from those described in the above profile?
• What do you know about their goals, desires, and motivations for learning?
• What do you think the learner’s biggest fears or challenges might be as they come into the class?  Will they be intimidated by the technology, or uncertain of what it takes to be an entrepreneur, or both?

Step 2: Course Structure (15 minutes)

The Learn Technology and Entrepreneurship course consists of 16 sessions, each approximately 2.5 hours long, covering different phases of planning and thinking through the start-up of a business enterprise. These sessions have been grouped under different business areas for the reference of the learner. Through the activities in the course, learners develop end-products, which are either components of the business plan or act as support documents.

During the last two sessions of the course, the learners collaborate to create a presentation of their Business Plan. These presentations may be shared with invited guests, including friends, family members, and community leaders.

Like the other courses in the Learn Program, the Technology and Entrepreneurship course uses the Project Approach along with facilitator-directed instruction. During the sessions, learners working in pairs will use their technology and thinking skills to complete many activities. All the activities and projects that the learners choose to do will require them to Plan, Do, Review, and Share their ideas and work. The implementation model for Technology and Entrepreneurship can be found on page 93.

Let us review this plan together. You will notice that, during the sessions, learners are offered activities which encourage a technology-assisted application of the concepts being taught in a session.

Take a few minutes to look through the Content of the Technology and Entrepreneurship course book including the activities designed for the learners.

Which activities are you looking forward to facilitating? Why?

Step 3: Know-Wonder-Learn (10 minutes)

You have been selected to facilitate the Technology and Entrepreneurship Course, which is being introduced in your community. You are aware that the course is a part of the Learn Program and is woven around the theme of entrepreneurship. You have been introduced to the learning outcomes of the course, the learner profile and even taken a look at the course structure. Complete the first two columns of the K-W-L chart based on this knowledge. In the first column, fill up what you know about the course and in the second column, complete what you wonder and want to know about the course. You will be completing the last column later on in the workshop.

In the next session you will find out more about how the Technology and Entrepreneurship course creates an effective and engaging learning experience and get introduced to the content of the sessions in the course.

Activity 5: Reflect and Prepare (5 minutes)

You have come to the end of Session 1. Before we conclude, reflect on the following:

• What are some of the key learnings from this session?
• What are some things that you look forward to learning?

Review the content and your notes from this session. Should you have the time, consider Familiarizing yourself with the Technology and Entrepreneurship course book.

Session 2: Creating an Effective Learning Experience

Activity 1: Sharing Your Reflections (5 minutes)

As a part of your reflection at the end of the previous session, you wrote your answer about key learnings of the session and what you looked forward to learning. Working in a small group, generate a list of the key learnings and record them. Be prepared to share your list with the larger group.

In this session, you will learn how the Technology and Entrepreneurship course creates an effective learning experience that keeps the learners actively engaged while encouraging innovative thinking and building technology skills.

The Technology and Entrepreneurship course brings together the following components to ensure the achievement of the goals specified for the course:

1. Integration of the three essential skills: Knowledge competency: Technology Literacy, Intrapersonal competency: Critical Thinking and Problem Solving, Interpersonal competency: Collaboration
2. Thematic Instruction
3. Blend of Teacher-directed Instruction and Project Approach

Let us explore each of these components.

Activity 2: Integration of the Essential Skills (70 Minutes)

Step 1: Introduction to the Essential Skills (5 minutes)

When students complete school, what is essential for them to know and do to be successful in the 21st century workplace?

Working in a small group, discuss your answers, and record them.

The essential skills that you identified can be grouped into one of three categories: knowledge competencies, interpersonal competencies, and intrapersonal competencies. Examples of each category include:

Knowledge Competencies

• Language and Literature
• Mathematics
• Science and Technology
• Technology Literacy
• Social Studies
• Health
• World Languages
• Vocational
• Fine Arts

Interpersonal Competencies

• Courtesy
• Respect
• Collaboration
• Communication
• Conflict Resolution
• Empathy
• Tolerance
• Leadership

Intrapersonal Competencies

• Work Ethic
• Health Habits
• Moral Judgment
• Thinking and Problem Solving Skills
• Curiosity
• Imagination

The diagram below suggests that, for an individual to be successful, all three competencies must be present and working together.

Adapted from the work of K. Michael Hibbard

Through their participation in the Technology and Entrepreneurship Course, youth learn skills necessary to work and compete in the 21st century. The specific skills addressed include the knowledge competency of technology literacy, the intrapersonal competencies of critical thinking and problem solving, and the interpersonal competency of collaboration.

How essential are the skills addressed in the Technology and Entrepreneurship course for the youth to succeed? How will these skills help your learners?

Working in a small group, discuss your answers, and record them. Be prepared to share your list of essential skills or competencies with the large group.

Let us look into each of the essential skill in detail and see how these skills are addressed in the Technology and Entrepreneurship course

Step 2- Technology Literacy (25 minutes)

Read the statements below and then circle the number that best represents your agreement with the statement.

1- Strongly Disagree

2- Disagree

3- Neutral

4- Agree

5- Strongly Agree

Why do you believe this? Write down your answer. Be prepared to share your answer with the larger group.

Discuss the following questions in small groups. Be prepared to share your answers with the larger group as well.

• How were you taught computers?
• Would you recommend students be taught in the same manner today?
• What is your understanding of a technologically literate person?
• How do you think technology literacy prepares a student to succeed in the 21st century world?

Technology Literacy in the Technology and Entrepreneurship Course

Technology literacy involves being able to effectively use technology such as computers to collect, organize, analyze, and share information. The Technology and Entrepreneurship course will provide learners with hands-on opportunities to explore and discover how to do many things on a computer. Not only will they have a chance to use the computer to find information on the Internet, but they will also use the computer to organize and sort data, to write, to create, to solve problems, and to create presentations.

The Technology and Entrepreneurship approach to technological literacy involves learning by doing. This means that, although there will be times when the staff will share information or knowledge with the learners, the learners will be strongly encouraged to find answers to their own questions. The course helps the learners build their skills in the four key areas of technology (graphics, word processing, spreadsheets and multimedia). In addition to these four key areas, the learners will also use Internet Search and Web 2.0 tools such as Email, Wiki, Blog and Social Bookmarking.  

Resources Available

The learners identify that they can find answers and solutions by asking their partners, group members, or classmates for help. They can try and explore different things on the computer, searching online for answers to their questions. The learners have the use of  the Internet to aid them in completing the technology activities. All activities have step-by-step instructions in the Technology and Entrepreneurship course book for the learners to effectively use these resources. For activities that have the option of using the Web 2.0 tools, the step-by-step instructions have been included in the appendix.

Note: The step-by-step instructions for using the Web 2.0 tools included in the appendix of the Technology and Entrepreneurship course were written at the time of development of the course. The user interface for the Web 2.0 tools may have changed since then.

The Internet

In addition to developing skills using common software applications like word processing and spreadsheets, the Learn Program also encourages learners to use the Internet as a tool for finding relevant information. In the Technology and Entrepreneurship course learners use web based applications such as email, bookmarking, wikis and others. During Session 1 of the Technology and Entrepreneurship course, the learners complete an Internet Search activity that introduces them to new skills and content. They will be introduced to a new skill of keyword search using search engines.

To get a feeling of learners’ experience, you and your designated partner will now do the Internet Search activity from the Technology and Entrepreneurship course book. Keep in mind that when your learners do this activity during Session 1, for many, using the Internet or even a computer may be a relatively new experience. The Internet Search activity appears below in its entirety, with the exact directions the learners will see.

Internet Search

With millions of published Web pages, finding the information you need on the Internet may seem like an impossible task. Fortunately, there are several Web sites with tools that can help make your search easier. Deciding which tool to use depends on what you are looking for and what you want to know.

You and your partner will now become more familiar with some Internet search tools as you try to find information on the theme of entrepreneurship.

1. Start the Web browser on your computer.
2. Select a search engine from the following list: http://www.google.com, http://www.yahoo.com, http://www.bing.com
3. Type the Web site address for the search engine you selected. Make sure to check that the address you typed is correct since a typing mistake may take you to a different Web site or to a Web site that does not work.
4. Press the Enter key, or click the Go button, and wait as the Web page loads on your computer.
5. In the space provided for search, type one of the suggested keywords: Entrepreneur, Entrepreneurship, or Owning a business
6. Click on one of the links from the search results to go to that Web page. Browse through the Web page.
7. Go back to the search results page by clicking the Back button on the toolbar. Browse through a few more Web pages.
8. Repeat your search with one other keyword that has been suggested.

Reflect on the following questions:

• How did the Internet search help you find information?
• Did the search results vary with different keywords? What did you learn from this?

Now that you have completed the activity as learners would do, discuss and answer the following question with your group members.

• How will teaching this skill help the learners in their professional and personal lives?

Step 3 - Collaboration (15 minutes)

Read the statements below and then circle the number that best represents your agreement with the statement.

1- Strongly Disagree

2- Disagree

3- Neutral

4- Agree

5- Strongly Agree

Why do you believe this? Write your down your answer and be prepared to share your it with the larger group.

Achieving Learning Goals

Efforts to achieve learning goals can be organized in three ways:

• Competitively: Learners work against each other to see who is best or fastest at achieving a goal that only one or a few can attain
• Individualistically: Learners work alone to accomplish goals unrelated to others
• Cooperatively: Learners work together to achieve shared goals

Competitive, individualistic, and cooperative efforts all can have a role in achieving learning goals.  Ideally, all learners would learn how to compete, work alone, and work with others.

Discuss the following questions with a partner. Be prepared to share your answers with the larger group as well.

• What might be the advantages and disadvantages of each way?
• Is there any particular way you might prefer to accomplish your learning goals? Why?

Collaboration in the Technology and Entrepreneurship Course

Collaboration involves teamwork - working with one or more people to complete a task. The Technology and Entrepreneurship course will promote collaboration in many ways and encourage learners to achieve goals by working cooperatively in a collaborative manner. Not only will the learners share the Technology and Entrepreneurship course book with another learner, but they will also share a computer as they complete activities and projects together. They will enjoy the benefit of having another person to help them learn, solve problems, and create.

Collaboration provides opportunities for learners to improve academic success in that they must ask questions, discuss ideas, explore solutions, clarify their own thinking, and develop a deeper understanding of the content. Additionally, social skills such as taking turns, sharing, giving help to others, and accepting help from others can be acquired through collaboration.

The Learn Program recommends that the facilitator assign pairs that stay together for the duration of all activities within the Technology and Entrepreneurship course, with the goal of the two learning to work together effectively.  The learners collaborate by participating in pairs to complete the activities in the course. The pairs are formed at the end of Session 1 based on common interests or skills, and continue to work in pairs for the final project (Session 15-16). From Session 2 to Session 14, the pairs create end-products, which they will use in the business plan project that they will complete in Sessions 15 and 16.

Step 4 - Critical Thinking and Problem Solving (20 minutes)

The development of critical thinking skills - along with technology literacy and collaboration skills - are among the key learning objectives of the Learn program. Critical thinking involves problem solving. It also involves knowing to ask the right questions, so that a subject is properly analyzed.  There are many ways in which problems can be solved. The Technology and Entrepreneurship course will introduce learners to processes that will help them develop and demonstrate problem-solving and critical-thinking skills. For example, as part of every activity and project that they complete, they will be asked to plan, do, review, share and reflect on the activity.

Let us demonstrate higher order thinking skills, which are at the core of critical thinking and problem solving, by considering the following exercise:

• Working in groups of three to four people, spend the next three minutes brainstorming answers to the following question, "What five to ten scientific discoveries or technological inventions of the last 100 years do you think have had the most impact (positive and negative) on people and history? Write down your answers and be prepared to share them with the large group.
• Choose one discovery or invention from your list, and spend the next three minutes working with your group to come up with a list of three ways in which the impact has been positive. Write down your answers and be prepared to share them with the large group.
• Using the same discovery or invention, spend the next three minutes working with your group to come up with a list of three ways in which the impact has been negative. Write down your answers and be prepared to share them with the large group.
• Using the same or a different discovery or invention from your list, spend the final three minutes working with your same group to consider the following question, "Are there any scientific discoveries or technological innovations which seem possible at this time that you think should not be pursued? Write down your answers and be prepared to share them, as well as your reasons for choosing them, with the large group.
• What did you notice about the progression of the questions? How did the first set of questions help you to discuss the last question?  Did you notice how the answers to some of the questions could not be found in a resource book or on the Internet? They were structured so that you think critically as you formulate your answers.

Critical Thinking in the Technology and Entrepreneurship Course

Critical thinking is encouraged in the Technology and Entrepreneurship course through the steps of Plan, Do, Review, Share and Reflect.

• Plan it: This section takes about 30 minutes and encourages the learners to discuss what they need and want to do in the activity, and the technology product they need to help them create the end product. It provides guiding questions and resources to help the learners, working in teams, to plan and complete the activity.
• Do It: This section is completed in 75 minutes and is where the learners actually do the project, creating an end-product using a specific technology application.  Where learners need assistance, they can consult with one another.
• Review It: This section is covered in 5 minutes and provides guidelines for the learners to critically review the end product they have created, and consider how they could make it better
• Share It: This section is completed in 15 minutes and provides guiding questions to help the learners analyze what they have learned through the activity and encourages them to share this learning with other participants.
• Reflection Journal: In addition to Planning, Doing, Reviewing and Sharing, the Technology and Entrepreneurship curriculum also allows the learners to reflect on their learning. At the end of each session, the learners reflect on what they have learned in the session and ideas that will help them prepare them for the next session. This section is completed in 12 minutes.

Read the sections Using the Curriculum on Page 8 and the Reflection Journal on Page 21 of the Technology and Entrepreneurship course book to get a better understanding of how the steps of Plan, Do, Review, Share, Reflect are used in the sessions of the Technology and Entrepreneurship course. Discuss how the learners are engaged in critical thinking through these steps of completing the activity. You can note down the points. Be prepared to share your answers with the larger group.

Note: The first session, Getting Started does not follow the structure of Plan, Do, Review, Share and Reflect as this serves an introduction to the course. The learners still apply their critical thinking skills by participating in activities which require them to think and answer questions. At the end of the session, they reflect on their learning and on ideas that will help them prepare for the next session.

Activity 3: Thematic Instruction (10 minutes)

A theme refers to a set of activities or lessons focusing on a big idea or broad concept. A theme allows for the application of a wide variety of basic skills and provides good topics for projects. Thematic instruction often begins with the learners completing a set of activities or lessons addressing knowledge of basic skills that they must acquire. Then, the facilitator encourages the learners to develop questions about their growing knowledge and discover answers. In this way, thematic instruction can significantly contribute to learners' knowledge.

The Technology and Entrepreneurship course uses the theme of entrepreneurship to equip the learners with the essential skills of Technology Literacy, Critical Thinking, Problem Solving, and Collaboration.  As a part of this course, the learners will understand the basic concepts of entrepreneurship and business ownership. They will collaborate and use their critical thinking and problem solving skills to learn how technology can be used to set up, start and run a business.

Discuss the answers to the following questions in small groups. Be prepared to share your answers with the large group.

• How is thematic instruction effective and engaging?
• How will the theme of entrepreneurship help in making the course relevant to the learner’s lives?

Read the statement below and then circle the number that best represents your agreement with the statement.

1- Strongly Disagree

2- Disagree

3- Neutral

4- Agree

5- Strongly Agree

Why do you believe this? Write your answers down and be prepared to share your answer with the larger group.

As you will be implementing and facilitating this course, you will recognize that this course is NOT a business course. In fact, some of the business concepts have been simplified. The theme of entrepreneurship was selected as a medium to enable the learners to collaborate, learn critical thinking, problem solving and technology skills by making real life connections. However, this course could spark a learner’s interest in entrepreneurship, and may encourage the participant to learn more about entrepreneurship and what it takes to successfully start a new business.

Activity 4: Project Approach (10 minutes)

Think about how you were taught when you were student, through your primary and secondary school years.  In the chart below write down how you were taught, what you liked about how you were taught, and what your frustrations were about how you were taught. Be prepared to share your answers with the larger group.

Traditional Instruction

Traditional instruction, featuring teacher-directed instruction and lecture is the most common teaching behavior found in schools worldwide. Teacher-directed instruction can be very effective, particularly for:

• Sharing information that is not easily found elsewhere
• Presenting information in a quick manner
• Generating interest in the information
• Teaching students who learn best by listening
• However, there are also several challenges with this approach, including:
• Not all students learn best by listening
• Often difficult to keep students' interest
• Tends to require little or no critical thinking
• Not all students learn in the same way

Good teachers recognize that there is more than one way to teach, and that different situations often require different teaching practices. Therefore, to further develop the 21st century learning goals of technological literacy, critical thinking and problem solving, and collaboration, the Technology and Entrepreneurship course incorporates elements of traditional, teacher-directed instruction, along with elements of the project approach.

The Project Approach

The project approach is a way of teaching and learning, where participants learn by doing projects. Projects typically involve an in-depth study of a particular topic, usually completed by a small group of students working together, researching and seeking answers to questions they have raised in cooperation with their teachers.

With the project approach, teachers encourage their students to do the following:

• Build on their existing content knowledge and skills
• Participate actively in the planning, doing, reviewing, and sharing of their work
• Explain, predict, check, interview, and engage in other critical thinking behaviors
• Take initiative and assume ownership of their ideas and work
• Interact with people, objects, and the environment in meaningful and relevant ways

Traditional, teacher-directed instruction and the project approach have different features and benefits, as summarized in the table below:

Although differences do exist between the two approaches, it is important to note that the project approach complements and enhances traditional, teacher-directed instruction by providing a purposeful and meaningful context for which students can master their emerging skills.

Divide into small groups as instructed by your facilitator. Discuss the answers to the following questions. Be prepared to share your answers with the large group.

• Why might the project approach be attractive to learners?
• Does after-school education provide more opportunities for learners to engage in the project?

In the Technology and Entrepreneurship course, the project approach is used in the form of the creation of a business plan. In each module of the course, learners will be introduced to a new application of technology by virtue of being introduced to a new element to be included in their business plan.  For example, the in the Finance section of the course, learners will learn to create a spreadsheet and calculate numbers by creating a startup cost budget, which will become part of the business plan.

You will find out more about how the Technology and Entrepreneurship course creates an effective and engaging learning experience by using the project approach when you explore the content of the course in the next session.

Activity 5: Preparing for the Course Content Presentation (25 minutes)

In the next session, you will be participating in a group activity for understanding the content of the Technology and Entrepreneurship course.

A brief overview of the sessions in the Technology and Entrepreneurship course book has been provided below:

Session 1: Getting Started

This session forms the introduction to the course. The session covers an overview of the Learn Program and its core objectives, the course and its objectives, an introduction to the theme of entrepreneurship and Internet search

Sessions 2-6: Business Idea Development

Sessions 2-6 are grouped under the heading Business Idea Development and cover activities from business idea generation, to analysis of the idea through market research and the finalization of the business idea. The sessions include:

Sessions 7-9: Finance

Sessions 7-9 are grouped under the heading Finance and cover the financial aspects of business planning. The sessions include:

Sessions 10-12: Marketing

Sessions 10-12 are grouped under the heading Marketing and cover activities on marketing strategy, branding, advertising and creating a website for the business. The sessions include:

Sessions 13-14: Business Operations

Sessions 13-14 are grouped under the heading Business Operations and cover activities on the operational and organizational aspects of the business. The sessions include:

Sessions 15-16: Developing the Business Plan

In the last two sessions, the learners will use the end-products that they developed through the duration of the course and build a business plan, which they will showcase to a select audience.

Divide into small groups as instructed by your facilitator. As a part of the group activity in the next session, each group will be creating and presenting a multimedia presentation on the content of two of the sessions of the Technology and Entrepreneurship course book.

The sessions will be assigned to the groups as follows:

Group A

Session 1 – Getting Started

Session 2 – Generating Business Ideas

Group B

Session 3 – Collecting Feedback

Session 4 – Survey Data Analysis

Group C

Session 5 – Analyzing your Business Idea

Session 6 – Finalizing your Business Idea

Group D

Session 7 – Estimating Startup Costs  

Session 8 – Pricing

Group E

Session 9 – Preparing your Budget

Session 10 – Developing a Marketing Strategy

Group F

Session 11 – Branding and Advertising your Business  

Session 12 – Creating a Web site for your Business

Group G

Session 13 – Understanding Core Business Operations  

Session 14 – Organizational Structure

Group H

Session 15 and 16 – Developing the Business Plan

Note: The number of groups and sessions assigned to each group may vary according to the number of participants in the training.

Review the outline of the sessions provided above with your group members and discuss the sessions assigned to your group. Decide with your group how you would like to prepare for the group presentation activity. You may want to read both the sessions assigned to your group or you may even divide the sessions into smaller sections and assign different sections to each group member to read thoroughly.

Activity 6: Reflect and Prepare (5 minutes)

You have come to the end of Session 2. Before we conclude, reflect on the following:

• What you have learned in this session? Write down your key points. Update the KWL Chart based on your present understanding of the Technology and Entrepreneurship course.
• In the next session, you will learn more about the content of each session of the Technology and Entrepreneurship course. Based on your understanding, how do you think this course will help a learner to implement a business idea?

Remember to review and make notes on the sessions assigned to your group from the Technology and Entrepreneurship course book so that you are better prepared for the next session.

Session 3: Session Overview

Activity 1: Sharing Your Reflections (5 minutes)

As a part of your reflection at the end of the previous session, you wrote your answer about how the content of the Technology and Entrepreneurship course can help learners implement business ideas.  Share your answers and discuss in small groups. Be prepared to share your discussion points with the larger group.

As you have learned already, the Technology and Entrepreneurship course includes activities on the theme of entrepreneurship. The activities in the sessions enable the learners to make connections with the entrepreneurial concepts and build end-products using technology.  

In this session you will learn more about the content of the Technology and Entrepreneurship course. The content that you will explore covers the general introduction to the course, and the areas of business idea development and finance, marketing, business operations and the development of the business plan.

Activity 2: Session Overview Presentation (110 minutes)

You will be participating in a group activity to explore the key concepts in the various sessions of the Technology and Entrepreneurship course. At the end of the activity each group will create a multimedia presentation, which will provide an overview of the sessions assigned to the group. You will complete this activity using the same steps as used by the learners for all their activities in the course.  You will Plan, Do, Review, and Share.

The Session Overview presentation helps in familiarizing yourself and other participants with the concepts and activities of the sessions, and the learning that will be achieved through each session. With each group sharing their presentation on a particular session, you will gain an insight into the content and structure of the entire course.

Please note that the presentation should reflect the group’s learning of the sessions and provide an insight into the content of the sessions assigned. You will get 6 minutes to present this to the audience and an additional minute or two to answer any questions from the audience. Each group will be assigned a computer and a workstation to create the presentation. You are free to use images, clip arts, video and audio links in the presentation.

Step 1 – Plan It (20 minutes)

Understanding the Sessions

• Divide into the small groups as instructed by your facilitator.
• Review thoroughly the sessions assigned to your group.
• Discuss the concepts of the sessions and the related appendices. You should use this time to clarify any doubts that you may have about the concepts with the facilitator.

Answer the following questions for each session assigned to you. This will help you plan your Session Overview presentation:

• What is the topic of the session?
• What is the learning outcome(s) of the session? What will the learners have achieved at the end of the session?
• What are the different concepts being introduced in this session?
• What end product (s) is being developed in the session?  How is the learner being supported in developing the end-product (s)?
• Which technology applications are being used to develop the end product?

Discuss and make an outline for your presentation.  You may consider the multimedia elements (image samples, audio and video clips, animations and transitions) that you wish to include in the presentation.

Step 2: Do It (20 minutes)

Creating the Group Presentation

Prepare the Session Overview presentation using your answers to the questions in the Plan it section.

You may (optional) use the following order for each session in your presentation:

• Topic of the session and learning outcome(s)
• Business concepts delivered through the session
• Technology applications used in the session (for example, word processing, multimedia, spreadsheets, email, Internet search and so forth)
• End products developed in the session
• Any additional information you wish to share

Please note that the above order of presentation is merely a suggestion. Be as creative as you want while designing and preparing your presentation. However, take care to ensure that the presentation is able to provide information on the questions raised in the Plan It section.

Step 3 – Review It (10 minutes)

Reviewing the Final Group Presentation

Verify that your Session Overview presentation has the following elements:

• A title slide and appropriate section titles.
• All the animations and transition and links, if any, included in the presentation are working properly.
• Use of fonts, colors and visual elements in all the slides that make the presentation interesting, engaging, and seem well put-together.
• Information on Learning outcome(s), business concepts introduced, end-products to be developed and technology application used for each assigned session
• Answers to all questions raised in the Plan It section

If any of these elements are missing, add them now. You should also make any other desired changes. Remember to save your work when you are finished.

Step 4 – Share It (60 minutes)

Presenting the Group Presentation

When instructed by the facilitator, present your multimedia presentation to the rest of the participants. Each group will get 6 minutes to make their presentation and an additional minute or two to answers questions posed by the audience.  

When you are not presenting, you will be participating as the audience. Listen to all the presenters carefully to ensure you gain an insight into the entire course content.  You can make notes, if needed, for each session as the groups are presenting.

Remember the following points during your group presentation:

• Go through each slide of your session overview presentation and explain the content of the session to your audience.
• When you are finished, allow members of the audience to ask questions.
• As other teams present their sessions, watch and listen quietly.
• Make note of things they have done similarly and things that they have done differently from your team.
• Pay attention to the all the sessions presented. Try to understand the content of each session.

Activity 3: Reflect and Prepare (5 minutes)

You have come to the end of Session 3. Before we conclude, reflect on the following:

• How did creating the Session Overview presentations help you in becoming familiar with the content of the Technology and Entrepreneurship course book?
• What you have learnt in this session? Write down your key points. Update the KWL Chart based on your present understanding of the Technology and Entrepreneurship course.
• How did the Plan, Do, Review and Share steps help you in organizing, preparing and presenting information to your audience? (The answers to this will provide you an insight into how each learner is supported by the Plan, Do, Review and Share steps while they are working on their end products)

In the next session, you will get an opportunity to role-play as a learner and develop technology end-products for a session. The session, you will be working on is Session 2 – Generating Business Ideas and the role-play will allow you to experience the course as a learner.

Session 4: Let’s Learn with Technology and Entrepreneurship

Activity 1: Sharing Your Reflections (5 minutes)

As a part of your reflection at the end of the previous session, you wrote your answers on how the overview presentations helped you in gaining an insight into the sessions in the Technology and Entrepreneurship course. Share your answers and discuss in small groups. Be prepared to share your discussion points with the larger group.

You will now get an opportunity to explore Session 2 of the Technology and Entrepreneurship course book as a learner. A good facilitator understands the role the learner plays in the teaching-learning process. And, one of the effective ways to understand and empathize with the learner is to be able to think like the learner.  In this session, you will participate in activities which will enable you to think and complete the activities of the Technology and Entrepreneurship course as a learner.

Activity 2: Generating Business Ideas (Session 2) -Role-play (100 minutes)

To know more about the learning that occurs during a typical class session, you will observe and participate in a role play. For the duration of this activity, you will play the role of learners who will be attending the Technology and Entrepreneurship course in your community. Your trainer will play the role of the facilitator. When you role play as the learner, also pay attention and observe how the facilitator is conducting the session. You will be role-playing as a facilitator later on in the training and this will help you prepare for your role.

Step 1 - Understanding the Session (10 minutes)

As learners, you will complete the activities in Session 2 – Generating Business Ideas on Page 22 of the Technology Entrepreneurship course book.

Before you begin the role-play, based on your understanding, work in small groups and answer the following questions:As learners, what would you have achieved by the end of Session 1?

• What will be the focus of Session 2? What part of business planning will this session cover?
• What are the concepts being introduced in Session 2? How does the understanding of these concepts help an entrepreneur?
• What end-products will be created in this session? What technology applications will be used?

Step 2: Role Play (90 minutes)

You will now begin the role-play. As learners participating in this session, you will be active 14-25 year olds with intermediate experience in using the computer. All of you will work in pairs, sharing one computer, Technology and Entrepreneurship course book, paper for planning, and pens or pencils.

Once we begin, you will be expected to act as learners and to address your trainer as your facilitator for Session 2. That means if you have any questions that a learner is not likely to ask, such as those involving ways of facilitating the session, then these should be saved for a later time when such queries will be addressed. Although Session 2 is scheduled for 2 hours, we will be completing the activity in much less time.

After the role play is complete, divide into small groups as instructed by your facilitator. Discuss with the group members and write the answers for the following:

• What steps does a learner complete while participating in an activity?
• Which step in the activity did you enjoy most as a learner?
• What did you find challenging in the session as a learner?

Activity 3: Evaluating Learner Work (10 minutes)

During the duration of the Technology and Entrepreneurship course, as a facilitator, you will have many occasions to evaluate the work done by the learners. In addition, the learners will also have opportunities to evaluate themselves and their peers.

It is important for both the learners and the facilitator to have a good understanding of the learning goals, and the criteria for evaluation of an activity or a process. The Review It section can help further the learners' understanding of what is expected from them for the activity being completed, as it lists which key elements should be found in each item they create.

As part of reviewing the learners’ work, the facilitator should routinely check to ensure that all of the identified elements as specified in the Review It section are present in each item the learners create and evaluate their work based on the following criteria.

If a learner’s work is Approaching Expectations, then the learner should be encouraged to go back and add any missing elements. The goal is for all learners to produce work that Meets Expectations. However, it is hoped that many learners will strive to do more and Exceed Expectations.

Review the Mind Map and the Ranking Chart that you worked on earlier during your role play in this session. Use the guidelines in the Review It sections for the Mind Map and the Ranking Chart of the Technology and Entrepreneurship course book. Decide whether your work approaches expectations, meets expectations or exceeds expectations. Give your reasons to support your decision.

Activity 4: Reflect and Prepare (5 minutes)

You have come to the end of Session 4. Before we conclude, reflect on the following:

• What you have learnt in this session? Write down your key points. Update the KWL Chart based on your present understanding of the Technology and Entrepreneurship course.
• In the next session, you will learn about some general facilitation skills that will help you in facilitating the technology and entrepreneurship course. According to you, what skills should an effective facilitator have?

Session 5: Basics of Facilitation

Activity 1: Sharing Your Reflections (5 minutes)

As a part of your reflection at the end of the previous session, you identified essentials skills of an effective facilitator. Share your answers and discuss in small groups. Be prepared to share your discussion points with the larger group.

In this session, you will learn about some essential skills for effective facilitation. The activities in this session will not only help you in effectively implementing the Technology and Entrepreneurship course, but also enhance your facilitation skills.

Activity 2: Your Role as a Facilitator (5 minutes)

Your role in the Learn Program is that of a facilitator of the Technology and Entrepreneurship course. The vast majority of your time will be spent facilitating learning, and a much smaller amount of your time will be spent providing direct instruction.

As you anticipate being a facilitator of learning, what are your concerns or worries, or your biggest challenge? What do you want to learn? Write down your answers and be prepared to share your ideas with the larger group.

There are many facilitation skills and strategies, including effective listening, questioning, giving directions, observing and monitoring, encouraging, making learning relevant, providing critical feedback, facilitating collaboration and setting rules. You will now explore some of these skills and strategies, to help you be better prepared to implement this course.

Activity 3: Basic Facilitation Skills (10 minutes)

Work with your designated partner and review the basic facilitation skills listed below.

Listening and Speaking Skills

To promote listening and speaking skills with learners, consider the following:

Giving Directions Skills

Facilitators who have good skills for giving directions:

• Provide directions orally and in writing
• Share directions a few steps at a time so as to not confuse or overwhelm learners
• Model the expected steps for learners
• Check for understanding to ensure that learners know what is expected from them
• Structure activities accordingly

Observing and Monitoring Skills

Once directions have been given and the learners begin work, good facilitators observe, monitor, and check their progress. The facilitator always needs to know what the learners are doing. It’s important to move around the room and listen to conversations among the learners to assess their understanding of the activities. This will also help the facilitator find out which learners may need help and encouragement.

Encouraging Skills

Good facilitators build relationships with learners and come to recognize the ways in which each learner is special. They focus on giving encouragement as it:

• Conveys respect and belief in the learners' abilities
• Recognizes the learner’s efforts
• Stresses the learners’ contributions, skills, and areas of improvement
• Promotes acceptance of being imperfect
• Advances self-sufficiency and independence

Some strategies to encourage learners include:

• Focus on “You” statements, such as “You handled that very well”
• Be positive - avoid negative statements; example: "It’s evident that you worked a long time on that."
• Focus on strengths - minimize weaknesses; example: "You used details in your drawing."
• Encourage learners to strive for improvement - not perfection; example: "Since you are not satisfied, what can you do to get better?"
• Encourage effort; example: "Look at the progress you have made!"
• Be specific in identifying the behavior to be encouraged; example: "Thank you for being patient."

Discuss and note down any additional strategies that you can think of for the above skills. Be prepared to share your answers with the larger group.

Activity 4: The Art of Questioning (15 minutes)

Questioning is an important skill for a facilitator. Questioning can be an effective way to extend thinking. To grow and learn, we question. Questioning allows us to make sense of what is around us. Questioning also leads to the ability to create solutions, make decisions, and plan successfully.

Effective questioning strategies include:

• Using language that everyone can understand
• Asking questions that have more than one correct answer
• Replacing questions that can be answered with a "Yes/No" or one-word answer with questions that ask How…?", "Why …?", or "Which …?"
• Encouraging sharing of answers with a partner or small group
• Avoiding the temptation to interrupt or correct immediately
• Withholding judgments and responding in a non-evaluative manner
• Redirecting incorrect answers
• Encouraging experimentation by saying” Why don’t you try that and see what happens?”
• Asking follow-ups: "Why?" "Can you tell me more?" "What is another example?"
• Inviting learners to "unpack their thinking" and share how they arrived at an answer

Work with a partner and answer the following questions. Be prepared to share your answers with a larger group.

• What are some other effective questioning strategies? As answers are shared, record good ideas.
• Choose one question that you think is very effective from the content of the Technology and Entrepreneurship course book.(You may find it easier to choose a question from the sessions you reviewed for your Session Overview Presentation in an earlier activity). Write the down question and explain why you think it is effective.
• Now choose a question that you think could be improved. Write that down question and then rewrite the question to make it more effective.
• How has your change made the question more effective?

Think Time or Wait Time

Think time or wait time is important to facilitating, learning, and classroom management. It is the time between a facilitator's question and a learner's response. It is also the time between a student's response and the facilitator's or next learner's response. Allowing a few seconds of think or wait time after a question is asked or a response given promotes thoughtful reflection.

The benefits of allowing for a few seconds of think time include:

• More frequent responses by different learners
• Better listening among learners

Activity 5: Providing Critical Feedback (20 minutes)

As a facilitator, you will have to provide feedback on the learners’ work and their performance and participation during the duration of the course. To do this, you have to transform yourself as the critical friend of your learners.  A critical friend is a peer, buddy, or co-learner who asks questions, and offers comments on a person's work in a positive manner. The critical friend takes time to fully understand the work presented before offering feedback. It is very important when sharing activity work and presenting projects that the presenters feel like they are in a safe environment. You should also encourage learners to become critical friends of their peers.

Core qualities of a critical friend:

• Respect
• Trust
• Rapport

In addition, critical friends:

• Listen well
• Clarify ideas
• Offer constructive feedback when asked

Constructive Feedback

Constructive feedback is a face-to-face conversation about what was presented. It provides the necessary information for refinement and revision as well as positive comments. Effective feedback explains clearly what the strengths and weaknesses are of the performance. It provides helpful guidance, in a positive tone, on how to improve. Feedback should be prompt and effectively communicated. If feedback is done correctly, it reinforces effective learning as well as motivates the learner.

Guidelines for giving constructive feedback:

• Focus on the positive. You should always try to start what you are saying with something positive, and if possible end with something positive. An example to start off is: "I really learned a lot during …."Or “I liked how you …."

Constructive feedback is descriptive, rather than evaluative. When feedback is evaluative, the receiver tends to become defensive. "I saw …."is descriptive. "I think …."is evaluative.

• Comments should be specific, rather than general. Give an example where possible.
• When giving negative feedback, use an "I …"statement. "I don't understand …."is better than "You didn't explain …."
• The focus of the feedback should be on things that the individual can change and that are relevant to desirable learning or performance.
• It is normally useful to give negative feedback only about things that can be changed. Where feedback is negative, suggest alternatives where appropriate.
• Feedback is only good when it is well timed. Give feedback as soon as possible after the event.

When giving feedback:

• Focus feedback on behavior rather than personality traits
• Be descriptive and non-judgmental
• Be specific and concrete
• Make feedback immediate
• Focus on positive actions

Work with your partner to identify two or three feedback starters or statements that can be shared with learners for each situation mentioned below:

• When you agree with a learner … (Example: "Good point!")
• When you disagree with a learner … (Example: "There may be some other ideas to consider.")
• When you need to encourage a discouraged learner … (Example: "Let us solve it together.")
• When you want to express empathy … (Example: "It sounds so frustrating.")
• When a change should be suggested … (Example: "Check that you have done all the things listed in the Review It section.")

Activity 6: Facilitating Collaboration (20 minutes)

Technology and Entrepreneurship course is a collaborative course, where learners work, interact, learn and share with each other.

There are many ways to facilitate collaboration. For example, ways to work together should be discussed, including taking turns, listening when others are speaking, and being responsible for your own learning. Also “role plays” should be used to demonstrate collaborative skills.

Collaboration may not come naturally to all learners and may require practice. Some learners will want to take control, while others will be content to allow others to do the work.

Discuss the following questions in small groups. Be prepared to share your answers with the larger group as well.

• What are some of the challenges you may face while facilitating collaborative activities?
• What can be done to ensure that all learners are equal participants?

Forming Collaborative Groups or Pairs

Collaborative groups or pairs can be formed in many ways:

• By learners themselves, based on friendships or interests
• By random assignment
• By a facilitator

Discuss the following questions in small groups. Be prepared to share your answers with the larger group.

• What might be the advantages and disadvantages of each way?
• Is there one way you might prefer to form groups or pairs? Why?

In the Technology and Entrepreneurship course, the pairs are formed at the beginning of the course during the ice-breaker activity which helps pair learners with common skills and interests.

Setting Rules and Handling Conflicts

While collaboration has its advantages, it can also make the learning environment more chaotic and give rise to conflicts. As a facilitator, you should be prepared to handle such conflicts. Some ways to create a harmonious learning environment are:

• Decide and implement a set of class rules. These class rules can be formed in discussion with the learners.
• Decide on the rewards and consequences for ideal and inappropriate behavior.
• Decide preventative measures to prevent or limit conflicts from arising. For example, social skills such as sharing, turn taking, and apologizing, should be introduced, modeled, practiced, and reinforced with learners.

We recognize that from time-to-time pairings or groups do not work well together.  Sometimes, efforts to break up pairs that are not getting along can be counterproductive, as it denies the learners the opportunity to learn the skills needed to resolve problems that sometimes occurs when collaborating with others.  Facilitators are strongly encouraged to have teams try to work through their differences and learn to work together rather than immediately break up or rearrange teams. Of course, teams may be reassigned if doing so is the only way to manage the classroom effectively.

• Working with your partner, review the list of Common Conflicts listed in the Working with Others section on Page 5 in Session 1 - Getting Started of the Technology and Entrepreneurship course book and come up with a list of solutions for the conflicts. Be prepared to share your list with a larger group.

Activity 7: Making Learning Relevant (10 minutes)

Good facilitators make learning relevant by helping learners make connections between past experiences and new experiences. As a facilitator implementing the Technology and Entrepreneurship course you will be expected to make the activities in the course book relevant to the learners in your community. Accordingly, if the learners are asked to create a logo, you might consider sharing logos of some organizations that work in your community and discussing how they help in creating an identity for the organization.

• Working with your partner, generate a list of ideas on how you can make the theme of entrepreneurship relevant to the learners in your community. Be prepared to share your ideas with the group.

Activity 8: Sequence of Learning Events (30 minutes)

Each session of the Technology and Entrepreneurship course book can be facilitated using a similar sequence of learning events which starts with opening a session, guiding a learner to understand relevant concepts and apply them through a technology assisted activity and concludes with a reflection followed by a closing of the session. This similar sequence of learning events occurs during the sessions (2-16) in the Technology and Entrepreneurship course book.

Note: The sequence of learning events does not apply to the first session, Getting Started as it does not follow the structure of Plan, Do, Review and Share. The first session provides an overview of the Learn Program, its core objectives and the Technology and Entrepreneurship course and its objectives.

Listed below is a suggested facilitation of each learning event:

Opening

• Approximately 5 minutes in duration
• Review what happened during the last session.
• Discuss the reflection journal questions from the previous session.
• Make connections between what happened during the last session and what will happen during today's session.
• Preview what will happen during today's session.
• Make learning relevant by sharing local and meaningful examples.
• Generate enthusiasm and excitement for today's session.

Introduction to the Topic (for Technology and Entrepreneurship Course Sessions 2 till 16)

• Approximately 5 minutes in duration
• Begin by directing learners to the concept being introduced in the session.
• Read the introductory paragraph aloud, if needed. Alternatively, you may begin with explaining the concept. Use examples to support your explanation where necessary.
• If a question is asked, pause and allow time for learner discussion before continuing.
• Technology Activity (for Technology and Entrepreneurship Course Sessions 2 till 16)
• Approximately 125 minutes in duration and consists of the four steps of Plan It, Do It, Review It and Share It.
• Tell the learners that they will have an opportunity to practice their technology skills by completing an activity based on the topic of the session. For example, if they have been introduced to Advertising, they will make a flyer to promote their business.
• Remind the learners of the Plan It, Do It, Review It, and Share It process.

Plan It

• Approximately 30 minutes in duration
• Read the Plan It section, pausing to facilitate discussion around the questions that are asked; remind the learners that an activity always begins with planning on paper, often away from the computer.
• Ask the learners to begin planning on paper.

Do It

• Approximately 75 minutes in duration
• Introduce the Do It section, highlight a few key steps, and remind the learners that they are to read and follow the directions in this section.
• Review the strategies that the learners can use to solve any problems that may come up, including exploring on their own, or even asking other learners.
• Remind the learners that the Challenges either may be assigned or may be optional for those who are interested; reference the Challenge Examples as well.

Review It

• Approximately 5 minutes in duration
• Tell the learners that, after they finish doing their activity, they should read the Review It section to make sure that they have included the important elements; if they haven't, they should go back and do so, along with any other desired changes.

Share It

• Approximately 15 minutes in duration
• Explain to the learners that they should read and discuss their answers to the Share It questions with their partners before they start sharing the answers with the larger group. It might even be helpful for them to note down their ideas on a sheet of paper, a word document or a personal notebook. This will help them to give meaningful opinions.
• After five minutes, facilitate a ten minute discussion involving the answers to the questions asked within the Share It section.
• Have the learners close and exit any applications.

Note: As the learners are working on the activity, walk around, facilitate, check to see that learners are following the Plan It, Do It, Review It, and Share It process according to the directions you provided, including all the required elements, and discussing the sharing questions.

Reflecting

1. Approximately 12 minutes in duration
2. Discuss the Reflection Journal questions.
3. Ask the learners to record their responses for the Reflection Journal questions. Let them know that if they want they can add to their reflections later as well, once they have given the questions a second thought.

Closing

• Approximately 3 minutes in duration
• Reinforce what happened during this session, making sure the learners have the words to describe to others after class what they did and learned in class.
• Generate enthusiasm for the next session.
• What questions do you have about the sequence of learning events that occur during each session?

Activity 9: Reflect and Prepare (5 minutes)

You have come to the end of Session 5. Before we conclude, reflect on the following:

• What you have learned in this session? Write down your key points. Update the KWL Chart based on your present understanding of the Technology and Entrepreneurship course.
• In the next session, you will learn more about the facilitation of each session of the Technology and Entrepreneurship course. Based on your understanding, how do you think each learning event should be facilitated for the sessions assigned to your group?

Session 6: Preparing to Facilitate the Technology and Entrepreneurship Course

Activity 1: Sharing Your Reflections (5 minutes)

As a part of your reflection at the end of the previous session, you wrote your answer about facilitating the sessions of the Technology and Entrepreneurship course book. Be prepared to share your discussion points with the larger group.

In this session you will review the modules of the Technology and Entrepreneurship course, identify the facilitation challenges that may arise, and prepare for facilitating each module.

Activity 2: Getting Ready for Effective Facilitation (100 minutes)

You will now participate in a group activity to explore the modules of the Technology and Entrepreneurship course, and anticipate and prepare for facilitation challenges that may arise. Each small group will review the select course sessions previously assigned to them, identify challenges they may face while facilitating those sessions and brainstorm with a larger group to come up with solutions to deal with the same.

Step 1 – Review the Course sessions (40 minutes)

Divide into the groups you formed in Session 2 of this training, and identify the course sessions that you have previously reviewed.

For each session that has been assigned to your group make sure you do the following:  

• Review the sequence of activities in the session.  Note and discuss what might be expected of the facilitator in each segment or activity; what instructions, direction, or feedback might be most helpful to the learners; and what actions or activities are expected of the learner.
• Note down any additional information, resources and references you might need to understand the concepts of each module and to facilitate the sessions
• Discuss and brainstorm ideas on facilitation that can make the sessions interesting for the learners. What facilitation techniques would be most useful to convey the objectives of the session, engage the learners, and provide them with helpful and encouraging feedback?

Step 2: Dealing with Challenges in Facilitation (60 minutes)

You will now participate in an activity which will help you to identify and deal with challenges you may face while facilitating any of the sessions in the Technology and Entrepreneurship course.

• For the sessions assigned to your group, discuss and come up with a list of challenges which the facilitator of the Technology and Entrepreneurship course may face while facilitating these sessions. These challenges could include probable queries by learners, example queries you may face while introducing a topic, difficulties you may face in making real life connections with a topic or, while explaining a concept. For example: How would you explain the difference between a product and service to the learners? How would you make real life connections while explaining the different types of costs?
• Each group must come up with challenges, one for each session that has been assigned. You have 15 minutes to discuss and list the challenges. Write each challenge on a separate piece of paper, fold the paper and hand it over to the facilitator. The facilitator will place these folded pieces of papers in a bowl and keep it on the table.
• When called by the facilitator, each of you will pick a piece of paper from the bowl, read the challenge aloud and provide a solution to deal with it. You have two minutes to come up with the solution and share it with the audience.
• If you are unable to come up with an answer within the specified time, the solution for the challenge will be sought from the larger group of remaining participants.
• Take time out for noting down the discussed challenges and suggested solutions as this will help you when you have to facilitate the Technology and Entrepreneurship course.
• The activity will continue till all the challenges have been addressed and everyone has got an opportunity to suggest a solution.

Activity 3: Preparing for Role-Play as Facilitator (10 minutes)

You have developed an understanding of the different sessions and activities in the Technology and Entrepreneurship course through the group presentation activity, and also role-played as a learner. You have learned and discussed techniques for how to facilitate the sessions of the Technology and Entrepreneurship Course, and even come up with solutions to possible challenges you may face. You are now ready to facilitate a session!

In the next session, you will participate in a role-play.  The role-play will be focused on the course ‘Session 11- Branding and Advertising Your Business’.

Some of you will role-play as the session facilitators.  Most of the remaining participants will role-play as learners. Two of the participants will be designated as ‘Observers’ and their task will be to observe the facilitators and note down their thoughts on the facilitation, which they will later share as “Critical Friends”. The purpose of the role-play is to provide you with an opportunity to practice your facilitation skills in a safe and supportive environment in which you can receive feedback to make you successful.

We will have multiple facilitators who will each implement a portion (selected segment or activity) of the session. However, each of you should prepare to implement any or all segments of the session. Come prepared by going through the session in the Technology and Entrepreneurship course book and review the notes you have made for preparation.

Note: Multiple role-plays may be conducted simultaneously in smaller groups if the number of participants is very large. You may even choose different course sessions for other role-plays.

• Spend some time with the other participants and discuss the key points that you need to remember to facilitate the session.

Activity 4: Reflect and Prepare (5 minutes)

You have come to the end of Session 6. Before we conclude, reflect on the following:

• What you have learned in this session? Write down your key points. Update the KWL Chart based on your present understanding of the Technology and Entrepreneurship course.
• In the next session, you will get an opportunity to role-play as a facilitator and facilitate a small portion from Session 11- Branding and Advertising Your Business.  Based on your learning so far, think of all the points you will have to keep in mind to ensure that you are able to facilitate effectively.

Session 7: Facilitation Role-Play

Activity 1: Sharing Your Reflections (5 minutes)

As a part of your reflection at the end of the previous session, you thought of all that you should keep in mind to be able to effectively facilitate a session. Share your answers and discuss in small groups. Be prepared to share your discussion points with the larger group.

In Session 4, you role-played as a learner to observe how the facilitator facilitates the session and understand how the learners gain the essential skills through the Technology and Entrepreneurship course. In Sessions 5 and 6 you identified and practiced some general facilitation skills, and how they might be applied to the sessions of the Technology and Entrepreneurship course. In this session, you will all participate in a role-play, where you can actually practice facilitation of at least one of the course sessions.

Activity 2: Facilitating the Technology and Entrepreneurship Course (115 minutes)

We will begin the role-play shortly.  Much like the role-play we all participated in Session 4, it is important to remember that once the role-play begins, you are expected to play the part of either facilitator or learner or Observer. After the role-play ends there will be time for answering questions and engaging in discussions.

Step 1: Preparing for Facilitation (5 minutes)

At this time, you will be assigned a specific role as a facilitator, learner, or Observer.  (Facilitator to assign roles)

Spend a few minutes preparing for the facilitation of the session. In a few minutes some of you will get a chance to facilitate a section of the session assigned to you. Even if you are assigned the role of a learner, you will be able to observe others and learn from them.

Use the following checklist to assess your preparation.

Checklist for Facilitation

Step 2 –Role-Play (90 minutes)

We will now begin the role-play. The role-play will be focused on course ‘Session 11- Branding and Advertising Your Business’.

Read the following guidelines before you begin the role-play:

• You may be asked to open a session or facilitate any of the steps of the Plan It, Do It, Review It, Share It process, the Reflection Journal part or even be asked to close the session.
• As you finish facilitating your portion of the session, the person who has been assigned the next portion of the session will take your place.  When you are facilitating, your relationship with the other group members will be that of a facilitator guiding the learners. Any instructions and guidelines you provide should be relevant to the learner. Any tips and clarifications regarding facilitation should be saved for later.
• The two participants designated as ‘Observers’ will note down their thoughts on the facilitation during the role-play. If you are asked to support the role-play as an Observer, you will use the Role-Play Observation Sheet to record your observations. This will help you to give meaningful feedback to your colleagues as you will have noted what went well and where you felt things could have been handled differently to enhance the learning experience.
• When you are not role-playing as the facilitator, you will be playing the role of the learner and following the instructions given by the person playing the role of the facilitator. All the questions that you ask should be as a learner and any queries regarding facilitation should be saved for later.
• Role-play will end when each portion of the session has been facilitated.

Note: Multiple role-plays may be conducted simultaneously in smaller groups if the number of participants is very large. You may even choose different course sessions for other role-plays. The trainer will spend some time observing each group and give feedback at the end of the role-play.

Step 3 – Giving Feedback (15 minutes)

Now that the role-play has ended, it is time to provide critical feedback to your colleagues. The feedback will be provided in the following manner:

• Each facilitator will receive feedback starting with the first person who facilitated.
• The first facilitator will begin with sharing what he/she liked about facilitating the assigned portion of the session, and what he/she perceived as his/her strengths and weaknesses.
• The first to give feedback will be those who were designated ‘Observers’. Then, the remaining participants in the group will share what they thought the first facilitator did well.  Suggestions on enhancing the facilitation will also be shared.

This same sequence on giving feedback will be repeated till all the participants who had role-played as facilitators have been provided feedback.

Activity 3: Reflect and Prepare (5 minutes)

You have come to the end of Session 7. Before we conclude, reflect on the following:

• What you have learned in this session? Write down your key points. Update the KWL Chart based on your present understanding of the Technology and Entrepreneurship course and its facilitation.
• In the next session, you will be working together to identify the strengths and challenges in implementing the Technology and Entrepreneurship course. What are some of the challenges that you faced during your role-play?

Session 8: Next Steps, Feedback and Wrap-up

Activity 1: Sharing Your Reflections (5 minutes)

As a part of your reflection at the end of the previous session, you wrote your answer about some of the challenges you faced during your role play.  Share your answers and discuss in small groups. Be prepared to share your discussion points with the larger group.

You are gathered here in this workshop to ensure that the learners in your community benefit from the Technology and Entrepreneurship course. You have spent the last few sessions in understanding the goals of the course, its content and structure, and facilitation techniques for effectively delivering the course to the learners. You have also role-played as learners and completed activities from the course, and many of you facilitated portions of the course. You will now discuss the strengths and challenges of the Technology and Entrepreneurship course.

Activity 2: Anticipating Challenges and Proposing Solutions (80 minutes)

Divide into small groups as instructed by your trainer for this activity. You will be discussing the strengths and challenges of the Technology and Entrepreneurship course.  As you discuss the challenges you will also propose solutions for effective implementation, which you will share with the larger group. Identify one or two people from your group as the presenter(s) for presenting the discussion points.

Consider the following in your discussions as a part of this activity:

• The theme and content of the course
• The duration of the course
• The learner profiles
• The resources provided for the learners
• The benefits for the learners
• The support and resources provided to you as facilitators
• Any other factor that will contribute to making the Technology and Entrepreneurship course effective for the learners in your community

Step 1: Identifying Strengths (15 minutes)

Discuss within your group and identify at least five strengths of the Technology and Entrepreneurship course. Explain how these strengths will aid the facilitators in facilitating the course and the learners in achieving the learning outcomes.  An example has been provided in the first row of the following table for your reference.

Step 2: Identifying Challenges (20 minutes)

Now that you have identified the strengths, discuss and list five challenges that a facilitator or a learner may face during the implementation of the Technology and Entrepreneurship course. Explain how they will affect the facilitators and the learners. An example has been provided in the first row for your reference.

Step 3–Proposing Solutions (20 minutes)

For the challenges you have identified, discuss and list solutions. Consider how you can use the strengths of the Technology and Entrepreneurship course book and its supporting resources to deal with the challenges or note down any suggestion that can help in improving the implementation of the course. An example has been provided in the first row for your reference.

Step 4–Large Group Sharing (25 minutes)

Now, you will share your discussion points with the large group. The presenter(s)from your group will present the discussion points to all the other participants and invite them to share their thoughts and suggestions on the conclusions your group has drawn.

As each group presents their conclusions, note down the important points and suggestions that come from the larger group as these will help you in effectively implementing the course.

Activity 3: Feedback on the Workshop (20 minutes)

It is time for you to provide feedback on this workshop. Share your thoughts and concerns and address any queries that you have regarding the workshop, the Technology and Entrepreneurship course and facilitating the course during this time.  

Complete the Staff Training Feedback Form provided to you and submit the completed form to the trainer.

Activity 4: Wrap-Up (15 minutes)

Remove Files

You may be asked to save the work that you did as part of Staff Training to a specified location. After you have done so, you will need to remove all files that you created or added during the training from the computer assigned for your use.

Certificates/Celebrations

During this time, those who have successfully completed the training will receive their certificates.

Congratulations on successfully completing the training!

Thank you for your contribution.

Appendix 1: Technology and Entrepreneurship Implementation Plan

Session 1: Getting Started

Opening (2)

Overview (5)

Working with Others (3)

Using this Curriculum (5)

Entrepreneurship (50)

Internet Search (30)

Reflection Journal (25)

Closing (5)

Session 2: Generating Business Ideas

Opening (5)

Introduction to Mind Map (5)

Business Idea Activity (125)

Mind Map

• Plan It (20)
• Do It (40)

Introduction to Ranking Chart (5)

Ranking Chart

• Plan It (10)
• Do It (30)
• Review It (5)
• Share It (15)

Reflection Journal (12)

Closing (3)

Session 3:Collecting Feedback

Opening (5)

Introduction to Survey Method (5)

Survey Questionnaire Activity (125)

• Plan it (30)
• Do It (75)
• Review It (5)
• Share It (15)

Reflection Journal (12)

Closing (3)

Session 4: Survey Data Analysis

Opening (5)

Introduction to Data Analysis (5)

Data Analysis Activity (125)

• Plan it (30)
• Do It (75)
• Review It (5)
• Share It (15)

Reflection Journal (12)

Closing (3)

Session 5: Analyzing your Business Idea

Opening (3)

Introduction to Business Idea Analysis (7)

Business Idea Analysis Activity (125)

Competitor Analysis

• Plan It (15)
• Do It (35)

SWOT Analysis

• Plan It (15)
• Do It (35)
• Review It (10)
• Share It (15)

Reflection Journal (12)

Closing (3)

Session 6: Finalizing your Business Idea

Opening (5)  

Introduction to Setting Goals (5)

Business Idea Presentation Activity (125)

• Plan it (30)
• Do It (75)
• Review It (5)
• Share It (15)

Reflection Journal (12)

Closing (3)

Session 7: Estimating Startup Costs

Opening (5)

Introduction to Start-up Costs (5)

Startup Costs Activity (125)

• Plan it (30)
• Do It (75)
• Review It (5)
• Share It (15)

Reflection Journal (12)

Closing (3)

Session 8: Pricing

Opening (5)

Introduction to Pricing (5)

Pricing Activity (125)

• Plan it (30)
• Do It (75)
• Review It (5)
• Share It (15)

Reflection Journal (12)

Closing (3)

Session 9: Preparing your Budget

Opening (5)

Introduction to Sales Forecast and Budget (5)

Sales Forecast and Budget Activity (125)

• Plan it (30)
• Do It (75)
• Review It (5)
• Share It (15)

Reflection Journal (12)

Closing (3)

Session 10: Developing a Marketing Strategy

Opening (5)

Introduction to 4 Ps of Marketing (5)

Marketing Strategy Activity (125)

• Plan it (30)
• Do It (75)
• Review It (5)
• Share It (15)

Reflection Journal (12)

Closing (3)

Session 11: Branding and Advertising your Business

Opening (5)

Introduction to Branding and Advertising (5)

Logo and Advertisement Activity (125)

• Plan it (30)
• Do It (75)
• Review It (5)
• Share It (15)

Reflection Journal (12)

Closing (3)

Session 12: Creating a Website for your Business

Opening (5)

Introduction to Business Websites (5)

Creating Website Activity (125)

• Plan it (30)
• Do It (75)
• Review It (5)
• Share It (15)

Reflection Journal (12)

Closing (3)

Session 13: Understanding Core Business Operations

Opening (5)

Introduction to Flowcharts (5)

Operational Flow Chart Activity (125)

• Plan it (30)
• Do It (75)
• Review It (5)
• Share It (15)

Reflection Journal (12)

Closing (3)

Session 14: Organizational Structure

Opening (5)

Introduction to Organizational Chart (5)

Organizational Chart Activity (125)

• Plan it (30)
• Do It (75)
• Review It (5)
• Share It (15)

Reflection Journal (12)

Closing (3)

Session 15 and 16: Developing a Business Plan

Opening (10)

Introduction to a Business Plan (5)

Business Plan Activity (260)

• Plan it (60)
• Do It (150) (Session 15 (70), Session 16 (80))
• Review It (25)
• Share It (25)

Reflection Journal (20)

Closing (5)

Appendix 2: Role-Play Observation Sheet

Facilitator’s Name___________________

1. What did the facilitator do that was effective?

2. Did the facilitator invite participation from the learners?

3. Was the facilitator confident in knowledge and skills?

4. Where do you think the facilitator can improve?

5. Other Comments

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