Entrepreneurship

1. Entrepreneurship as an
Instructional Model
STLinATL August 2019
Lynn Mittler, JK-12 English Dept Chair MICDS
lmittler@micds.org
https://tinyurl.com/y3y2d9wd

2. 3-2-1 Bridge
What is your initial response to the topic of entrepreneurship?
Provide:
Three words
Two questions
One metaphor/simile

3. OED

6. So we are using a term we can’t define?
• https://ecorner.stanford.edu/video/definition-of-entrepreneurship/

7. My Connection with Entrepreneurism
How can individuals
effect sustainable
change in the world ?
• Problems are big and overwhelming
• Where to start?
• Frame work for thinking

9. Tony Wagner
• Critical Thinking and Problem Solving
• Collaboration Across Networks and Leading by
Influence
• Agility and Adaptability
• Initiative and Entpreneurialism
• Effective Oral and Written Communication
• Accessing and Analyzing Information
• Curiosity and Imagination

10. Wagner’s Definition
“Leaders today want to see individuals take more
initiative and even be entrepreneurial in terms of the
ways they seek out new opportunities, ideas and
strategies for improvement” (Wagner 32).
• Self-directed
• Creative solutions
• Achievement orientation
• self-starters
• Embrace risk

11. • Critical Thinking and Problem Solving
• Collaboration Across Networks and Leading by Influence
• Agility and Adaptability
• Initiative and Entpreneurialism
• Effective Oral and Written Communication
• Accessing and Analyzing Information
• Curiosity and Imagination

12. Yong Zhao’s Thoughts
The World Economic Forum defines entrepreneurship
as: a process that results in creativity, innovation and
growth. Innovative entrepreneurs come in all shapes
and forms…Entrepreneurship refers to an individual’s
ability to turn ideas into action and is therefore a key
competence for all, helping young people to be more
creative and self-confident in whatever they undertake.
(World Economic Form, 2009, p.9)

13. Yong Zhao’s Thoughts
“An entrepreneurial mindset—a critical mix of success-
oriented attitudes of initiative, intelligent risk-taking,
collaboration, and opportunity recognition,” says a
report by the Aspen Institute Youth Entrepreneurship
Strategy Group” (Zhao 5).

14. Yong Zhao’s Thoughts
“There is also an inherent logical contradiction with
entrepreneurship education. ‘Entrepreneurship
education is the structured, formal conveyance of
entrepreneurial knowledge, namely the concepts, skills
and mentality individuals use during startups and
development of growth-oriented ventures; (Holmgren
& From, 2005, p.385). However, the entrepreneurial
spirit and qualities are about creativity, innovation,
persistence, risk taking, and other fundamentally
human spirits ” (Zhao 94).

15. Roger L. Martin & Sally Osberg
The entrepreneur is attracted to this suboptimal equilibrium, seeing
embedded in it an opportunity to provide a new solution, product,
service, or process. The reason that the entrepreneur sees this
condition as an opportunity to create something new, while so many
others see it as an inconvenience to be tolerated, stems from the
unique set of personal characteristics he or she brings to the situation
– inspiration, creativity, direct action, courage, and fortitude. These
characteristics are fundamental to the process of innovation.

16. Martin and Osberg
The entrepreneur is inspired to alter the unpleasant equilibrium.
Entrepreneurs might be motivated to do this because they are
frustrated users or because they empathize with frustrated users.
Sometimes entrepreneurs are so gripped by the opportunity to change
things that they possess a burning desire to demolish the status quo.

17. 3-2-1 Bridge
What is your current response to the topic of entrepreneurship
considering what these sources suggest?
Provide:
Three words
Two questions
One metaphor/simile
Bridge: Identify how your new responses connect
to or shifted from your initial response.

19. How?

22. An innovator refuses to
accept an existing reality.
A More Beautiful Question by Warren Berger

23. Q (question) + A (action) = I (innovation)
Q-A= P (philosophy)
A More Beautiful Question by Warren Berger

24. Asking Good Questions
“The ability or tendency to ask effective questions contributes a great
deal to children’s agency, and to their development of critical literacy”
(Johnston 55).

25. • “When students have a voice in school, they are seven times more
likely to be academically motivated” (Fisher, Frey, Quaglia 12)
• “Purpose transforms our actions from compliance to commitment,
and it allows us to draw on intrinsic motivation to get the job done”
(Fisher, Frey, Quaglia 57).
• “Students move into the deep learning phase when they begin to link
concepts, see patterns, and build schema about the topic”
(Fisher, Frey, Quaglia 65).

26. • “Even more support comes from Kapur’s research on productive
failure (e.g., Kapur, 2008), which suggests that the more a student
struggles, and even fails, while trying to learn new information, the
more likely that student is able to recall and apply that information
later. As Kapur (2014) noted, learning from mistakes, errors and
failures seems intuitive and compelling. Everyone can relate to it. But
failure is a powerful learning mechanism, why do we wait for it to
happen? Why can’t we design for it, understand how and when it
works? What if designing for failure while learning a new concept or
skill could result in more robust learning?’” (Fisher, Frey, Quaglia 92-
93)

27. Critical Thinking
Paul and Elder (2005a) identified the following critical thinking
competency standards:
• Raise vital question and problems (formulating them clearly and
precisely);
• Gather and assess relevant information (using abstract ideas to
interpret it effectively and fairly);
• Come to well-reasoned conclusions and solutions (testing them
against relevant criteria and standards);
• Think open-mindedly with alternative systems of thought
(recognizing and assessing as need be, their assumptions,
implications and practical consequences); and
• Communicate effectively with others in figuring other solutions to
complex problems (Love and Stobaugh 4-5)

28. So what is entrepreneurship?
• Asking good questions
• Agency
• Critical thinking
• Willingness to fail

29. Scaffolding Questions
Blooms Taxonomy:
Level 1: Remember
What are the first ten amendments of the Constitution?
Level 2: Apply/Understand
What is an example of how you demonstrate one of the
amendments?
Level 3: Analyze/Evaluate
How could the amendments be grouped in three categories?
Which amendment is the most important and why?
What new amendment do you think we should add?
(Love and Stobaugh 234)

30. Four Types of Questions
Factual Questions: have one correct answer
Ex. What is Jack given in exchange for a cow?
Interpretive Questions: have more than one good answer
Ex. Why does Jack make the exchange?
Evaluative Questions: ask you to decide if you agree with the ideas in the text
Ex. Would you have made the same choice as Jack? Why or why not?
Speculative Questions: ask about information that is not supplied in the text
Ex. How might things be different if he hadn’t chopped down the beanstalk?
(Love and Stobaugh 235)

35. How do you build a better questioner if your
class?
• What types of questions do students as in your classroom?
• What types of questions do you wish they would ask?
• What is a way that you can help students change how they ask
questions?

36. Exercise
• Write a level one, two and three question for a topic relevant to your
class.
• Now raise the level of each question (1 to 2, 2 to 3, etc) and note
what you needed to do to change the level.
• Share with a partner.

37. Agency
• What is the definition of agency?
• Understanding how the world works so that you feel like you have the ability
to take action and effect change.

38. Defining Systems
“A system is an interconnected set of elements that is coherently
organized in a way that achieves something…a system must consist of
three kinds of things: elements, interconnection, and function or
purpose.”

39. Defining Systems
“A system is more than the sum of its parts. It may exhibit adaptive,
dynamic, goal-seeking, self-preserving, and sometimes evolutionary
behavior.”
“Purposes are deduced from behavior, not from rhetoric or stated
goals.”
“An important function of almost every system is to ensure
its own perpetuation.”
“Systems can be nested within systems.”

40. Feedback Loop
“Feedback Loop: a closed
chain of causal
connections from a stock,
through a set of decisions
or rules or physical laws
or actions that are
dependent on the level of
the stock, and back again
through a flow to change
the stock.”

41. Application
• “What happens when an entrepreneur successfully brings his or her
personal characteristics to bear on a suboptimal equilibrium? He or
she creates a new stable equilibrium, one that provides a
meaningfully higher level of satisfaction for the participants in the
system” (34).

42. “We define social entrepreneurship as having the following three
components: (1) identifying a stable but inherently unjust equilibrium
that causes the exclusion, marginalization, or suffering of a segment of
humanity that lacks the financial means or political clout to achieve any
transformative benefit on its own; (2) identifying an opportunity in this
unjust equilibrium, developing a social value proposition, and bring to
bear inspiration, creativity, direct action, courage and fortitude, thereby
challenging the stable state’s hegemony; and (3) forging a new stable,
equilibrium that releases trapped potential or alleviates the suffering
of a targeted group, and through imitation and the creation of a stable
ecosystem around the new equilibrium ensuring a better future for the
targeted group and even society at large (35).
“Social Entrepreneurship: The Case for Definition” by Roger L. Martin and Sally Osberg
Stanford Social Innovation Review

45. Leverage
“Leverage is a phenomenon where small effort results in outsized
impact. When one exploits areas of leverage in a system by affecting
key dynamics it can result in wider ripple effects that ultimately help
the system change itself.”

46. Ways to find places for leverage
— Where is the system frozen? Look for places where
system behavior is deeply entrenched and unlikely
to change in the near future.
— Where is there pent-up energy for change? Look
for places where energy is disrupting the status quo
or trying to reorganize and cause new patterns to
emerge.

47. — Where are places that seem like a mixed bag?
(Meaning places with both good and bad
elements.) Look for places that could swing either
positive or negative.
— Where are there places that seem like bright spots?
Look for places where positive change is happening
already.
— Where are you seeing ripple effects? Look for
strong factors and dynamics which have the
potential to affect many other factors or dynamics
downstream.

48. Taking Action
— Strengthen a positive dynamic
— Weaken a negative dynamic
— Shift a dynamic (from negative to positive)
— Create a new dynamic
— Shorten or speed up a time delay

49. Application
• Are there areas in your subject area where an examination of systems
would be applicable?
• Are there places where cycles can be examined and leverage points
identified?
• How can an understanding of systems help our students develop
agency (and thus grow their entrepreneurial IQ)?

50. Ways to frame your thinking

51. Ways to frame your thinking

52. Ways to frame your thinking

53. Kumu.io

56. Kumu.io
• Add element
• Add connection
• Add a loop label by selecting all of the elements in the loop
• Click on connection, then use add connection to identify the type
• Use ALT when clicking on loop label in order to move entire loop
drag to adjust position

58. Complexity
Spectrums
Chart

60. ST Thinker App

67. d.school: Institute of Design at Stanford

68. d.school: Institute of Design at Stanford

70. Journey Maps
Doing
Thinking
Feeling
Experience
http://engagingplaces.net/2013/10/15/hbr-the-truth-about-the-customer-experience/

72. Thinking Frameworks

74. Ideate models

76. How Might We Question
• “how might we question.”

77. User Ex

78. collaboration

80. Mission Statements
Now more than ever our nation needs responsible men and women
who can meet the challenges of this world with confidence and
embrace all its people with compassion. The next generation must
include those who think critically and resolve to stand for what is good
and right.
Our School cherishes academic rigor, encourages and praises
meaningful individual achievement, and fosters virtue. Our
independent education prepares young people for higher learning and
for lives of purpose and service.

83. Value Proposition
What value do we deliver to the customer?
Which one of our customers problems are we helping to solve?
Which customer needs are we satisfying?
Elements to consider:
• Newness
• Performance
• Customization
• “Getting the job done”
• Design
• Brand/status
• Price
• Cost reduction
• Risk reduction
• Accessibility
• Convenience/usability

84. Key Activities and Resources
Activities:
• Production
• Problem solving
• Platform/network
Resources:
• Physical
• Intellectual
• Human
• Financial

85. Customer Segments
There could be multiple customer segments within the
same business.
Customer segments include:
• Mass market
• Niche market
• Segmented
• Diversified
• Multi-sided

86. Revenue Streams
Possible Revenue streams:
• Asset sale
• Usage fee
• Subscription fee
• Lending/renting/leasing
• Licensing
• Brokerage fee
• advertising

87. Cost Structure
Cost-driven vs. Value-
driven
Elements to consider:
• Fixed costs
• Variable costs
• Economies of scale
• Economies of scope

88. Channels
How do customers want to be reached?
Two types of channels: owned and partner
• Direct: Sales force or web sales
• Indirect: Own stores, partner stores,
wholesaler
Channel Phases:
• Awareness
• Evaluation
• Purchase
• Delivery
• After sales customer support

89. Customer Relationships
Things to consider: customer acquisition and
retention
Types of relationships:
• Personal assistance
• Dedicated personal assistance
• Self-service
• Automated services
• Communities
• Co-creation

90. Key Partners
• Strategic alliances between non-competitors
• Cooperation: strategic partnership between
competitors
• Joint ventures to develop new businesses
• Buyer-supplier relationships to assure reliable
supplies
• Tri-sector partnerships: business, NGO (nonprofit),
government

93. Willingness to fail
• Must move past the “scratch it off the list” mindset
• Must move past the “everything counts” mindset
• 60% of innovation fails

94. Process

95. Testing, Iterating

96. Testing

98. So what is entrepreneurship?
• Asking good questions
• Agency
• Critical thinking
• Willingness to fail
If they can’t define entrepreneurship, then we can!

99. New understanding?
• With these definitions and this
additional information, has your
definition of entrepreneurship
changed?
• Do you see a current role in
your classroom?

100. Compass Points Check In
• E= Excitements: What excites you about design
thinking?
• W=Worries. What do you find worrisome about design
thinking?
• N=Needs. What else do you need to know or find out
about design thinking?
• S=Stance, steps or suggestions. What is your current
stance of opinion on design thinking? What are your
next steps? What suggestions do you have?

101. Works Cited
Gears: https://cdn.pixabay.com/photo/2016/05/09/14/53/gears-1381719_960_720.jpg
OED: https://oed.com/view/Entry/62991#eid5512295
Entrepreneur: https://ied.eu/project-updates/what-does-it-mean-to-be-an-entrepreneur/
Entrepreneur: http://www.businessdictionary.com/definition/entrepreneur.html
Entrepreneur: https://ecorner.stanford.edu/video/definition-of-entrepreneurship/
Wagner: https://images-na.ssl-images-amazon.com/images/I/5128b9ajaaL._SX329_BO1,204,203,200_.jpg
Sorting: https://cdn-images-1.medium.com/max/1600/1*LUqmS0k8cYMqv4ZQizADbA.png
Zhao: http://zhaolearning.com/wp-content/uploads/2012/05/Cover-e1337943301929.jpg
Martin&Osberg: https://ssir.org/articles/entry/social_entrepreneurship_the_case_for_definition
Thinking Visible: https://m.media-amazon.com/images/I/51wyIpMiIAL._SR500,500_.jpg
Fyre: https://s3.amazonaws.com/sbstatesman/wp-content/uploads/2019/03/03120453/fyre-festival-netflix.jpg
Fyre dinner: https://www.bbc.com/news/newsbeat-46904445
Theranos: https://www.theverge.com/2019/1/25/18197713/the-inventor-review-theranos-scandal-silicon-valley-startup-elizabeth-holmes-fraud-sundance-2019
Apollo 13: http://www.wingclips.com/system/movie-clips/apollo-13/solutions/images/apollo-13-movie-clip-screenshot-solutions_large.jpg
Fyre: https://www.thedailybeast.com/inside-ja-rules-fyre-festival-disaster-how-the-luxury-music-fest-became-lord-of-the-flies
Johnston: https://images-na.ssl-images-amazon.com/images/I/41wpGgOpn3L._SX332_BO1,204,203,200_.jpg
Engagement: https://images-na.ssl-images-amazon.com/images/I/5133PAqo%2BkL._SX402_BO1,204,203,200_.jpg
User X: https://public-media.interaction-design.org/images/uploads/7b9d726df9d9b4bfcadc5c4c00771fce.jpg
http://randomtidbitsofthought.files.wordpress.com/2010/09/img_6690.jpg?resize=490%2C367
Dictionary: https://www.listenandlearn.org/blog/wp-content/uploads/2018/08/www.maxpixel.net-Book-Newspaper-Page-Paper-Dictionary-3066466.jpg