![[object Object]](https://image.slidesharecdn.com/bizworldtrainingymca-110420105523-phpapp02/85/bizworldymca-san-francisco-1-320.jpg)
Recomendados
Recomendados
Más contenido relacionado
Similar a BizWorld--YMCA San Francisco
Similar a BizWorld--YMCA San Francisco (20)
Último
Último (20)
BizWorld--YMCA San Francisco
- 5. VIDEO BizWorld Foundation Video
- 6. Setting the Stage: The Entrepreneurial Cycle
- 8. Design
- 9. Manufacture
- 10. Market
- 11. Sell
- 14. Teacher Manual
- 27. Teacher Manual pp. iv-v
- 28. Resource Guide
- 36. Stock Shares
- 37. Raw Materials
- 38. Resource CD
- 43. Teacher Tip: Word Walls Rock!
- 45. Teaching Part A: Design
- 47. Pre-/Post-Assessments Pre-Assessment Post-Assessment
- 52. Revenue High!
- 54. Creating Companies Student Packet p. S5
- 55. Job Application Student Packet p. S7
- 58. Company Name Student Packet p. S8
- 60. Business Contract Company Packet p. C3
- 63. Raising Capital (Incorporation and Pitching to the Venture Capitalist)
- 65. No!
- 66. How are you going to get more money?
- 67. You could go to the bank and ask for a loan…
- 68. …but there are people called venture capitalists who are interested in investing money in new businesses
- 69. And you are lucky, because one is coming to our classroom who is very interested in the friendship bracelet industry
- 70. Do you think the venture capitalist will just GIVE you the money you need?
- 71. Not a chance.
- 72. Venture capitalists make money by buying pieces of companies that they think will make a lot of money.
- 73. “But how can we sell a piece of our company?” you ask.
- 74. Simple. You can pay $1BB to incorporate with the state. That means the state recognizes you as an official company and you get 10 shares of stock.
- 75. These 10 shares of stock represent the value of your company. When you hold the shares in your hands, it’s like holding your company.
- 76. So, how do you think you can sell a piece of your company?
- 78. Explaining Stock Teacher Resource p. TR6 Students will need $15-20BB for Part A
- 79. Preparing the Pitch Student Packet p. S12
- 80. The VC Pitch
- 81. VC Pitch Rubric Teacher Resource p. TR7 Introduce Yourself & Make an Offer!
- 82. VIDEO
- 85. Tracking Finances: Company Ledger Student Packet p. S31
- 87. Tracking Finances: Company Ledger Student Packet p. S31
- 88. Teacher Ledger Teacher Resource p. TR 5
- 92. Price List Student Packet p. S13
- 99. Finance Worksheet A Teacher Resources p. TR9
- 109. Price List Student Packet p. S13
- 110. How a Bank Makes Money Company Packet p. C6
- 112. Raising More Capital: VC vs. Bank Company Packet p. C7
- 113. Raising More Capital: VC vs. Bank
- 114. Press Release #1 Teacher Manual, Session 6, p. 37
- 115. Bank Loan & Repayment Teacher Resources p. TR8
- 119. Finance Worksheet B Teacher Resources p. TR 10
- 121. Part C: Marketing
- 124. Pricing Worksheet Student Packet p. S22
- 125. Price List Student Packet p. S12
- 129. Press Release #2 Teacher Manual, Session 10, p. 57
- 131. Logos Student Packet p. S24
- 132. Slogans “ Just do it.” “ I’m lovin’ it.” “ Have it your way.” “ Melts in your mouth, not in your hand.” “ The thirst quencher.”
- 134. Marketing Poster
- 136. Company Commercial
- 139. Finance Worksheet C Teacher Resources p. TR11
- 141. Part D: Sales
- 144. Sales Bazaar Worksheet Company Packet p. C9
- 152. Finance Worksheet D Teacher Resources p. TR12 Other Cash Out: LOANS!
- 154. Income Statement Student Packet p. S36
- 155. Valuing Companies Teacher Resources p. TR15
- 157. Additional Info & Resources
- 161. Create Awareness
Notas del editor
- Prep before training starts: 1 Week Before: Send Registration Email Confirm that all paid participants have registered (Call if not) One Hour Before: -Prepare Printed Slides for reference to slide numbers -Get Teacher Manual and Resource Guide in front of you -Test speakers and mic -Open PowerPoint -Check Material Section is complete and viewable to participants -Set screen to “screen clean” and click appropriate program windows -Close timer to attendees -Close attendee list to attendees -Close chat viewing by attendees -Check screen resolution (10x24x768 or larger) -Mute all attendees -Make sure evaluation is set Right Before: Turn off Outlook Test Screen Mute yourself until you are ready to begin Start Recording. INTRODUCTION April – presenter Peyton – driving presentation, controlling the gotomeeting tools, answering your chat question, etc. Together we are the Education Team at the BizWorld Foundation – we develop and revise programs and create the trainings. Both former classroom teachers, experience with teaching the BizWorld program and happy to have you hear with us today.
- -program designed to take participants through the entire entrepreneurial cycle from design to sales -finance in middle because it is in each part of the cycle -for each stage of the entrepreneurial cycle there are prescribed expenses and finance worksheets to be completed - EMPHASIZE : funding needs to be secured before anything else can begin because it costs money to create a design
- 6 sessions, 2, 2, 3
- 1 st become familiar with all materials in kit -take out Teacher Manual -includes lesson plans, answer keys, script and pacing for the entire program -each day is set out with objectives, materials that you need to prepare, vocabulary words, etc. -PITCH
- 1 st become familiar with all materials in kit -take out Teacher Manual -includes lesson plans, answer keys, script and pacing for the entire program -each day is set out with objectives, materials that you need to prepare, vocabulary words, etc. -PITCH
- 1 st become familiar with all materials in kit -take out Teacher Manual -includes lesson plans, answer keys, script and pacing for the entire program -each day is set out with objectives, materials that you need to prepare, vocabulary words, etc. -PITCH
- 1 st become familiar with all materials in kit -take out Teacher Manual -includes lesson plans, answer keys, script and pacing for the entire program -each day is set out with objectives, materials that you need to prepare, vocabulary words, etc. -PITCH
- 1 st become familiar with all materials in kit -take out Teacher Manual -includes lesson plans, answer keys, script and pacing for the entire program -each day is set out with objectives, materials that you need to prepare, vocabulary words, etc. -PITCH
- 1 st become familiar with all materials in kit -take out Teacher Manual -includes lesson plans, answer keys, script and pacing for the entire program -each day is set out with objectives, materials that you need to prepare, vocabulary words, etc. -PITCH
- 1 st become familiar with all materials in kit -take out Teacher Manual -includes lesson plans, answer keys, script and pacing for the entire program -each day is set out with objectives, materials that you need to prepare, vocabulary words, etc. -PITCH
- 1 st become familiar with all materials in kit -take out Teacher Manual -includes lesson plans, answer keys, script and pacing for the entire program -each day is set out with objectives, materials that you need to prepare, vocabulary words, etc. -PITCH
- 1 st become familiar with all materials in kit -take out Teacher Manual -includes lesson plans, answer keys, script and pacing for the entire program -each day is set out with objectives, materials that you need to prepare, vocabulary words, etc. -PITCH
- 1 st become familiar with all materials in kit -take out Teacher Manual -includes lesson plans, answer keys, script and pacing for the entire program -each day is set out with objectives, materials that you need to prepare, vocabulary words, etc. -PITCH
- 1 st become familiar with all materials in kit -take out Teacher Manual -includes lesson plans, answer keys, script and pacing for the entire program -each day is set out with objectives, materials that you need to prepare, vocabulary words, etc. -PITCH
- -Turn to page roman numeral vi and v. -useful because it is everything that you need to do before teaching the program. -end of the program you will be inviting the shoppers to buy the bracelets -try to set out a date in advance and secure shoppers (students or adults) -Make sure you have one day after Bazaar to finish the program
- 2 nd Book: Resource Guide 4 tabs: Teacher Resources, Pre and Post-Assessments, Student Packet, Company packet -Teacher Resources and visuals to help with direct instruction or classroom logistics -Pre and post-assessments explained in a couple of slides Important: every student will receive a copy of the student packet, while each “company” or team will receive a company packet – suggest a colored cover for easy distinction We will be making reference to these throughout the training – watch for colored bubbles with page numbers
- 2 nd Book: Resource Guide 4 tabs: Teacher Resources, Pre and Post-Assessments, Student Packet, Company packet -Teacher Resources and visuals to help with direct instruction or classroom logistics -Pre and post-assessments explained in a couple of slides Important: every student will receive a copy of the student packet, while each “company” or team will receive a company packet – suggest a colored cover for easy distinction We will be making reference to these throughout the training – watch for colored bubbles with page numbers
- 2 nd Book: Resource Guide 4 tabs: Teacher Resources, Pre and Post-Assessments, Student Packet, Company packet -Teacher Resources and visuals to help with direct instruction or classroom logistics -Pre and post-assessments explained in a couple of slides Important: every student will receive a copy of the student packet, while each “company” or team will receive a company packet – suggest a colored cover for easy distinction We will be making reference to these throughout the training – watch for colored bubbles with page numbers
- 2 nd Book: Resource Guide 4 tabs: Teacher Resources, Pre and Post-Assessments, Student Packet, Company packet -Teacher Resources and visuals to help with direct instruction or classroom logistics -Pre and post-assessments explained in a couple of slides Important: every student will receive a copy of the student packet, while each “company” or team will receive a company packet – suggest a colored cover for easy distinction We will be making reference to these throughout the training – watch for colored bubbles with page numbers
- 2 nd Book: Resource Guide 4 tabs: Teacher Resources, Pre and Post-Assessments, Student Packet, Company packet -Teacher Resources and visuals to help with direct instruction or classroom logistics -Pre and post-assessments explained in a couple of slides Important: every student will receive a copy of the student packet, while each “company” or team will receive a company packet – suggest a colored cover for easy distinction We will be making reference to these throughout the training – watch for colored bubbles with page numbers
- 2 nd Book: Resource Guide 4 tabs: Teacher Resources, Pre and Post-Assessments, Student Packet, Company packet -Teacher Resources and visuals to help with direct instruction or classroom logistics -Pre and post-assessments explained in a couple of slides Important: every student will receive a copy of the student packet, while each “company” or team will receive a company packet – suggest a colored cover for easy distinction We will be making reference to these throughout the training – watch for colored bubbles with page numbers
- 2 nd Book: Resource Guide 4 tabs: Teacher Resources, Pre and Post-Assessments, Student Packet, Company packet -Teacher Resources and visuals to help with direct instruction or classroom logistics -Pre and post-assessments explained in a couple of slides Important: every student will receive a copy of the student packet, while each “company” or team will receive a company packet – suggest a colored cover for easy distinction We will be making reference to these throughout the training – watch for colored bubbles with page numbers
- -Program operates in simulated economy where BizBucks are the currency -Everything is about the BizBucks -should be treated like real money -VPs of FINANCE should be given an envelope or baggie to be used as a “bank account” – VERY IMPORTANT RESPONSIBILITY -one and five denominations in kit
- -Again, this is what the stock cards look like -come in sets of 10 -to be kept in bank account by each team because they have value
- -Again, this is what the stock cards look like -come in sets of 10 -to be kept in bank account by each team because they have value
- -Before details, reminder that this is a project-based program where students are put into teams -photo of optimal way to set up classroom Teacher Tip : have bin for each company to place their materials in after each session. Teacher Tip: prepare visuals – ideal to set up bulletin board if you have access to space
- -This program is front-loaded with vocabulary Explain the concept of the word wall. INSERT VIDEO
- -program begins in the design phase -longest part of program -includes sessions 1-6 (almost half of the program) -front-loaded with vocabulary and concepts necessary to make decisions for remainder of program -stress: keep the program “real world” by giving students the tools they need to work together and think critically about decision-making. -sometimes, in an effort to see our students achieve the greatest level of success, we want to tell them what they should do, but at the end of the program, students will learn more if companies achieve different levels of success, based on making their OWN decisions GIVE THEM THE TOOLS AND LET THEM FIGURE IT OUT, EVEN IF IT MEANS MAKING MISTAKES
- -string in kit – use for class of up to 30 students -Great thing is that program is completely reusable , we replace string for you -Resource Guide = pre and post-assessments - Need data on effectiveness/impact to secure donor funding - Answer Cards : implement pre/post and send completed answer cards back in the postage-paid envelope -we send you assessment results & free string for each class you teach every time you teach it. ADD PAGE WITH PRE-POST QUESTIONS – TEST?
- -main activities that we will cover in Part A -everything else is self-explanatory or optional
- -Use word wall together with role play -begin with introducing words: business, product, service as outlined in guide -rest of vocab can be taught through lemonade stand role play -materials section = word document that explains how you can take students through a role-play of a lemonade stand. -Click on “i” to open document.
- -also taught as part of role play -Emphasize importance of this equation -level of understanding will impact student’s ability to make vital company decisions for the rest of the program -make sure they understand before moving on -Explain chant. INSERT VIDEO OF CHANT
- -After introducing the initial concept of business, one of the first things students will do is apply for jobs. -You will show these classified ads to the students. -Teaching Tip: Combine the VP of Sales and Marketing for groups of 5 or have 2 for groups of 7
- -teacher assigns the jobs
- -Things to think about when assigning jobs: gender balanced, leadership and math skills in each group
- -After the students have been placed into teams they are now a company and the first thing that they will do as a company is form a name. -This is the first test of their teamwork. -if your group is inexperience with teamwork, review what this skill entails -explain that group work isn’t easy - even adults have trouble working in teams - and that everyone needs to be patient and try really hard to make it work -They should try to think of a name that will help them sell their product
- Throughout this training today, your teams will be faced with challenges, similar to what your students experience. Have teams create names and write that on chart paper
- -After naming company students will sign a contract -reinforces expectations of cooperation, participation and accountability for tracking of finances. -explain importance/seriousness of signing their name and what happens in the real world if contracts are broken -Teaching Tip: Have students stand, put hand over heart, and repeat the pledge.
- -At the beginning of Session 4 the teacher should ask, “Do you have enough money to start a business?” Next 10 slides = script to introduce the concepts of incorporation, stock and venture capital -This is not in the Teacher Manual, but experience has taught us that that this is a linear way to introduce these concepts simply and successfully
- SWITCH ORDER OF CONCEPTS FROM TEACHER MANUAL: VC/CAPITAL 1ST, INCORPORATION 2ND
- -have VPs of Finance check bank account envelope or baggie to draw this conclusion
- -typical student responses will range from bank loans to borrowing money from parents and friends
- -companies will have the opportunity to take loans from the bank in parts B and C of the program -in Part A, everyone goes to the Venture Capitalist for initial seed funding
- -helps to discuss venture capitalists before introducing stock and incorporation so that they are immediately addressing a need that the students have and they want to listen/understand
- -role to be played by teacher/admin/volunteer -details discussed later
- -at this point your students should be thinking, “how can I sell a piece of my company?”
- -incorporation is now being introduced in context and removes the abstract nature of the concept -students will take the $1BB from their bank account envelope/bag and give it to you in exchange for 10 shares of stock
- -students should understand that they will later be selling their shares of stock to the Venture Capitalist
- -After initial expenses recorded on company ledger, return to concept of stock to help them prepare them for the VC pitch. -explain that each company’s stock is currently valued at the same price, show sample, $10BB -introduce concept of PITCH – value of stock will change depending on how much they can sell shares for Remind them of the fact that when they are selling ownership of their company that the VC will get a % of their profits at the end of the program. Teacher Tip: Also a good lesson on percentages
- -Memo 5 = resource to help students structure VC pitch. -Students can talk about anything from how their company works together or something special about their product. -only President and VP of Finance to pitch (or elected substitute), rest of company can help to prepare them through role playing
- Turn to page TR7 -You want to make sure someone comes in as the VC or you can act as the VC. -The VC is going to judge the pitch with this rubric. They can use Memo 7 to get information on product and employee contribution You want them to also practice the soft skills. Tell them to start with an introduction and end with how much they want to sell – DO NOT OFFER PRICE, ASK WHAT VC IS WILLING TO PAY & try to NEGOTIATE BETTER PRICE Coach your VC to use the amounts are correspond at top-price for each share of stock
- This video gives you an example of a VC pitch.
- prep and presentation
- -After they have incorporated, understand the concept of stock, and know that they will be selling stock to the VC, you will need to explain the company ledger: -Have all students record each deposit and withdrawal (at this point only parent letters and incorporate) -Teacher Tip: Put a post-it or fold corner of this page of each student packet for quick reference – could also make this a color page
- -Make sure all expenses are recorded on the company ledger: design package, string, etc.
- -An additional support for you is this teacher ledger, this will help you keep track of student expenses -highly recommended that you stay on top of their finances -but don’t panic if sheets don’t balance! Make “quick fix” and check later. Teacher Tip : use this to ‘audit’ their company. Charge them for any errors.
- -However many shares of stock they have sold, make sure that they have it recorded in the ledger. - It is very important that everyone is keeping track of all money going in and out
- -After they have money from the VC, it is time for them to design their bracelets and make a prototype. -set up company store for students to buy design packets and string
- -At this point you will show them the price list and they will have to buy a design package, which is paper and markers -after designing, you will show how to make a bracelet (next slide) -You will then explain the difference between wholesale and retail pricing and they will choose how much string they want to create their prototypes -If you want to let students use real-world resources (beads), add them to the price list (you may purchase or have students donate and buy back)
- They use the design package to think about any special designs they have. -might choose themes like seasons, sports, etc. -have them think about their customers when choosing colors and designs
- Teacher Tip: Have the VP of Finance and President work on VC Pitch, give the teams a bill for the design package, and have other students start working on designing
- -Shows close-up of video of how to make a bracelet. This video shows the easiest way of making the bracelet.
- Here is what the bracelets looks like, if you use the basic design
- -To finalize each stage, you fill out the finance worksheet. -record all cash in and cash out. -In the other section, you can record any additional BizBucks for a management techniques/audits/or parent letters. Teacher Tip : One tip is to fill out the common amounts in green and the varied amounts in red (stop and check your ledger) PART A: TEST
- -At the end of each stage of the cycle, you should collect rent and salaries Teacher Tip: You might have to explain that the salaries are a company expense, which is the reason they are not receiving the salaries.
- -Mention that we are moving into the manufacturing stage - 5 MINUTE BREAK: make bracelet, ask questions
- -main activities of the manufacturing cycle.
- -In the Manufacturing Section students will buy string needed to make bracelets -need 15-20 BB for PART B -need to raise more money
- - However, this time they have an option to take out a bank loan or pitch to the V.C. -Explain this resource and how it can be used to guide a role play -After you explain what a loan and interest is, they have to make a choice
- At this point you are going to use this resource to help students realize the pros/cons of taking a loan and selling stock to the VC. Have participants raise hands if they would like to move one of the x’s into the right spot -Give control of the mouse.
- Reminder: answer keys for these resources are usually at the end of each session at the end of the teacher manual - This helps them practice the critical thinking skills they will need to make the decision of whether they want to take out a loan or sell more stock to the V.C.
- -Read these press releases to help them figure out how much the VC is potentially willing to pay for their stock (Part B – confidence down, value low, Part C – confidence up, value up) -Suggested values also located on the top of the V.C. rubric.
- -If they take out a loan. -They will go to the bank (table labeled ‘Bank’ and take out the loan. They do not pay interest yet (can be confusing for person completing receipt – explain). -They will pay the interest on the Finance Worksheet at the end of each part of the cycle
- -At this point students will begin the manufacturing process. All students should participate. Teacher Manual allots 35 minutes for this, but students always want more time. They should make 25+ bracelets per company If allowed to make at home, put a limit on the number to maintain equal opportunity among companies Timesaving Tip : Pre-Cut String.
- -After manufacturing, complete Finance Worksheet B -collect rent/salaries -different from Finance Worksheet A:collect interest on bank loans/ count inventory and put it on bottom of worksheet.
- Explain that the next stage is marketing
- -main activities to be covered
- Turn to S22 -Have students make three piles and create a pricing structure. Teacher Tip : Complete in pencil
- -The expense associated with Marketing is the Marketing Package: markers and poster board needed to create the poster they are going to use in the Sales Bazaar
- -students can also purchase packaging for their bracelets -Some teachers have bypassed this option in the interest of being green (and saving time!)
- If they do not have 15-20 BB they can go back to VC or take out another loan - Teacher Tip: To emphasize the fact that Venture Capitalists are interested in the long-term success of the company, companies can receive 5 min help with their commercial from the V.C. if they choose to sell additional stock in the Marketing Section.
- -You will introduce the concepts of logos -Ask participants to identify logos
- -Ask participants to identify these slogans
- Both slogans and logos will be included on their poster.
- -students will also create a 30-60 second commercial. -Each company will present the live-action commercial to the shoppers.
- Final team challenge
- -At the end of the Marketing cycle, it is time to complete Finance Worksheet C. -Make sure they pay interest on their loans, rent and salaries - It is ok if they have just a few BB at the end of this session, because they will be selling in Part D
- -complete this sheet before Finance Worksheet D
- -Make sure you give plenty of $1BB to the shoppers -Define expectations for the shoppers: watch commercials, look at posters, shop slowly, try to bargain
- And shoppers are released to buy the bracelets You can also teach the students sales techniques. -bazaar should not last more than 15-20 min-to keep the energy up. -announce when there are two minutes of time remaining before bazaar closes
- Shoppers watch the commercials
- -Make sure each company counts the money they made. -Make sure they put that amount on the Sales Bazaar worksheet.
- -Collect money from loans -Pay back the entire loan (other cash out) -Insert the amount from the Worksheet used at the bazaar
- -After Finance Worksheet D, have students complete an income statement. Tip: Take VPs of Finance aside to do this, while other students clean up.
- -Final Step is valuing the company -Transfer C1 to C5. -It hits home for students who have sold most of their company that they have to share the profits with the V.C. TEST 2
- Ways to engage volunteers
- -We have a press release to create awareness -find it and other resources on the RESOURCE page of our website: click teachers or programs, resources -You simply have to change name and write quotes to alter template
- Complete survey and answer questions.