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Topic: Family (Exercise)

In exercise for this topic we focus on skill: Design Thinking (BUILD)

Family business, illustrative stock photo.(Source: Gabriel Kuchta)

This exercise is prepared by the Leaf Academy. It is part of the Spectator College programme and it is linked to the articles: Business with family requires trust and Saša Miklášová: Family businesses are doing fine.

CONTENT
EXERCISE 1: Business with family requires trust
EXERCISE 2: Saša Miklášová: Family businesses are doing fine
Recommended Usage and Format for exercises

EXERCISE 1 linked to the article: Business with family requires trust

Lesson Objectives
-Read text and demonstrate understanding (comprehension, analysis, connection, and transfer)
-Analyze argument
-Respond to argument and work with evidence

1. Read article (5 minutes)

  • Underline any words you do not recognize or understand.

2. Understanding: (5 minutes)

  • Have each student share word(s) they don’t know and define them.

3. Summarize/Monitor Understanding (10 minutes)

  • Have students identify the author’s main points in the article.
  • Identify the dissenting and supporting points of view in regard to family businesses in Slovakia.

4. Focused Free Write: (5 minutes writing, 5 minute discussion)

  • Prompt: Small and medium sized entrepreneurs start by identifying a “need” in their community. In the article, entrepreneurs identified two needs, ice-lollies and healthy food. If you were going to start a family business, what “need” might you identify?
  • Have students share what they have written.

5. Discussion (15 minutes)

  • Are there common “needs” that have been identified?
  • Is there a common field or area where needs have been identified?
  • Summarize key points.

EXERCISE 2 linked to the article Saša Miklášová: Family businesses are doing fine

Lesson Objectives

-Read text and demonstrate understanding (comprehension, analysis, connection, and transfer)
-Analyze argument
-Respond to argument and work with evidence

1. Read article (5 minutes)

  • Underline any words you do not recognize or understand.

2. Understanding: (5 minutes)

  • Have each student share word(s) they don’t know and define them.

3. Summarize/Monitor Understanding (10 minutes)

  • Have students identify the author’s main points in the article.

4. Focused Free Write: (5 minutes writing, 5 minute discussion)

  • Prompt: Starting a family presents both opportunities and challenges for family businesses. Identify the opportunities and challenges as seen by Sasa Miklasova, use evidence from the interview to support your position.
  • Have students share what they have written.

5. Focused Free Write: (5 minutes writing, 5 minutes discussion)

  • Prompt: “Corruption and bureaucracy are still a barrier to family businesses.” Explain why Sasa Miklasova would agree or disagree with this statement.

6. Conclusion: (5 minutes)

  • Summarize key points from discussion

Recommended Usage and Format for exercises

We believe a discussion-based format is best for achieving the learning objectives. We also believe that using the technique Writing as Thinking helps students to formulate their ideas and practice their writing in advance of the discussion. The degree of facilitator and adult involvement will vary according to student background and secondary objectives.

Writing

Model by being willing to write along with students and also to share your writing with the class.
Let them know before writing if they will be asked to share their writing out loud.
Here writing is first thoughts, so poor spelling, punctuation or conventions are not the focus.
Focus on engaging with ideas.
They do not need to apologize for the quality of their writing.

Discussion

Set expectations for active listening and body language
Engage introverts and extroverts, be mindful of dominant voices
Be mindful of how much you are speaking
Manage time
Encourage students to respond directly to each other, and not through the facilitator, using evidence- I agree with Igor’s point because…
Encourage everyone to draw from evidence in the text to support their points, avoid generalizations:
-Can you point to a line in the text…
-Can you help me to understand…
-Could you give an example…

Use techniques to encourage other voices
-Let’s hear some other thoughts…
-Let’s hear from someone who hasn’t contributed yet...

Techniques for managing time/discussion
-Put this in the parking lot and move on…
-Let’s pause here…

Parts of the lesson
Focused Free Write- an opportunity for students to write freely, but about a specific prompt.
Reflection- an opportunity to think about the lesson, what they have learned and hopefully how it will help them or how it connects to their life
Underlining words- this strategy is a good habit for students and it also allows them more ownership of their vocabulary.

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Topic: Spectator College


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