Teacher Tanasa Ana-Gabriela Ind ustrial High school ”Elie Radu” Botosani- ROM A NIA

1. Teacher Tanasa Ana-Gabriela • Industrial High school ”Elie Radu” Botosani- ROMANIA

2. Object: Entrepreneurial EducationGrade: Xth • THEME: PROMOTING THE PRODUCT • TYPE OF THE LESSON: FORMATIVE ASSESSMENT

3. THE ACTIVE-PARTICIPATIVE METHOD AND THE ASSESSMENT METHOD • THE PROJECT

4. THE PROJECT • WHAT?- another way of assessment • WHO?-students from Xth grade, guided by the teacher

5. THE PROJECT • WHEN- during the formative postponed assessment,like in the present example, performed after running through a double lesson : 1. OBTAINING THE PRODUCT; 2. PROMOTING THE PRODUCTS THROUGH ADVERTISING

6. THE PROJECT • WHY? -it underlines the cooperation between teacher-student, student-student, student-teacher, minimizing the inherent emotions from the assessment period -it practises the team-work skills, the desire to contribute personally to the success of their team, to accept other opinion -it develops the empathy and cooperation -it offers the students the opportunity to participate in preparing and presenting the project. -it awakes the interest for research, the confidence in one’s own power -it is realized in a favorable background for comparing, learning from the others, expressing their beliefs -it offers the students the possibility to be original, to leave the mark of the whole team on the project. -the students educate for life, by practising and developing their own abilities.

7. THE PROJECT • HOW?- the teacher, together with her students, decides some guide marks which will conduct the assessment: • The means used and applied in this project • Every student’s role • The final proposed structure and the way in which they present the product(originality si creativity) • The final product which must respect the informational characteristics presented in teaching lessons

8. I. PROJECTSTAGES • 1. ESTABLISHING THE INTEREST AREA AND THE PROJECT THEME • The assessment of the final product will be done through open verbal presentation, by every group, the teacher being a permanent guide and assessor, without neglecting the students’. The teams will have 4-5 students, each one having a leader. • Time: 3 weeks

9. THE GIVEN THEME • EACH TEAM WILL CHOOSE A PRODUCT AND WILL PROMOTE IT ON THE MARKET ACCORDING TO THE KNOWLEGDE AQUIRED DURING THE TWO PREVIOUS HOURS OF TEACHING. PRESENTATION TIME FOR EACH TEAM: 8 MINUTES (depending on students’ number)

10. II. PROJECT STAGES • Establishing initial premises, conceptual methodological background, general data of the investment, type of the information they need. The student can set down some essential questions which will define the key elements of the project. -CONCEPTUAL BACKGROUND: Source-Message-Audience-Way-Effect -INITIAL PREMISES: the students will determine first if the role of advertising in the case they choose is to inform, to persuade or to refresh the buyer’s memory.

11. II. PROJECTSTAGES • General data of the investment: • Each group determines the structure of advertisement: means of expressing, advertising support, advertising message, slogan, starting with the 5 fundamental questions of advertisement : Which are the objectives of advertisement? (mission) How much money can be spent? (money) What message must be spread? (message) What means of communication must be used? (means) How must be assessed the results? (measuring)

12. III. PROJECTSTAGES • Identifying and selecting the materials (other than those given as a support) – in those 3 weeks of work, students will accumulate documents using media, newspapers, specialized books, internet, www.iqds.ro, etc

13. IV. PROJECTSTAGES • Specifying the project’s elements of content (for the verbal presentation) - Theme, working up period, date of presentation • The reason of the chosen way • Developing the content elements (leaflet, posters, message, slogan, advertisement, diagrams, quotations, drawings, songs, etc) • Conclusions (reference elements resulted from the theme) • Annex (all the important materials resulted from project)

14. V. PROJECTSTAGES • MOMENT OF PRESENTATION – the teams formed 3 weeks ago will present the results of their work to their colleagues and teacher

15. LESSON STAGES 1. CAPTIVATING AND DIRECTING THE ATTENTION- 3 MINUTES. -the teacher provides a favorable atmosphere for carrying on the activity 2. INFORMING OF THE CHECKED UP CONTENT -2 MINUTES. -the teacher announce the way in which the class will go on and the competences she aims at; students are advised to come up with other information, to ask questions, during the project assessment

16. General competence • Analyzing and applying the conditions of achieving a way of promoting in order to satisfy the needs of the target market

17. Specific competences • Acquiring correctly the notion of promoting a product • Identifying the main ways of promoting the products through advertisement • Elaborating correctly an advertising message and a slogan • Experimenting new strategy of communication • The quality of presentation

18. LESSON STAGES 3. REVISING THE ELEMENTS AND CAPACITIES OF LEARNING BY CHECKING THE PREPARED CONTENTS – emphasizing the main aspects of the promoted product: of direct benefits which it brings to consumer, of its characteristics, of the services it offers - 40 minutes

19. Team no. 1 • Producing (making) the product on a low scale, but after its acceptance the production will increase

20. Team no. 1 • Promotional activity-free samples • Information about the product

21. Team no. 1 • Result- the target group (their colleagues)answer positively to the informative advertising actions, so that after applying questionnaires team no. 1 noticed that they can increase the production. • Te teacher scores originality, theoretical-practical concordance, competences specific to marketing, suitability of their clothes; she draws attention to the real aspects of the presented situation; she congratulates the students.

22. Team no. 2 • ADVERTISING-TWO GIRL FRIENDS AT A COFFEE – THEY ARE TALKING ABOUT WHISKAS- CAT’S GREAT LOVE, ESPECIALLY OF THAT UNDER THE DESK.

23. Team no. 2 • Result –THE CAT COMES OUT EVENTUALLY ONLY AFTER SHE SMELLS WHISKAS AND THE GROUP NO. 2 REACH THEIR OBJECTIVE, THAT OF PERSUADING THE BUYER THAT CATS LOVE THIS PRODUCT. • The teacher underlines the fact that advertising message creates some feelings towards the product; the colleagues discuss about this group’s advertising; the teacher congratulates the students.

24. Team no. 3 • ”European Food products offer energy to your body”-the campaign of promoting the products by strengthening the target market and attracting new consumers: -promotional materials (pennons, caps, pens), posters (for mineral water, juice, sweets distributed by European Food) -free samples

25. Team no. 3 Team no. 3 inform their potential customers about the characteristics of the products they present: quality, wrapper, delivery conditions, information written down on the tickets, features of the products- all these according to their slogan (which fulfils the theoretical content- having no more than 5-8 words)

26. Team no. 3 • Result - Students appreciated positively the originality which attract them, the multitude of materials and the way in which the promoting campaign took place; • The target group was convinced by the quality and the vitality of the presented products. • The teacher appreciates positively the fact that they underlined the main aspects of the product, which are important for any educated consumer; she congratulates the students.

27. EVERYONE’S PARTICIPATION • The other groups present their own projects. • The teacher conducts and requests questions from the colleagues- potential consumers; she underlines the concordance between practical and theoretical aspects and empathic ones. • Finishing up the presentations.

28. LESSON STAGES 4. APPRECIATING THE RESULTS- 2 MINUTES • The teacher announces that she noted in the assessment slip the observations and appreciations on every student, which she will read next time, after she will verify the assessment questionnaires which students will complete at home. • She congratulates the whole class and asks students to complete the self-assessment questionnaire, for next time. 5. EXPLANATIONS-3MINUTES - The teacher underlines the small lacks from the presentations, in order to correct the mistakes and offers suggestions to valorizing the contents presented in the future activity.

29. Self-assessment questionnaire • The self-assessment of cognitive behaviour, but also the emotional one can be realized through: questionnaires or classification scales. • The teacher gives every student a self-assessment questionnaire and asks them to complete it until next time.

30. An example of self-assessment questionnaire 1. Which are the stages you run through for solving the task? ..................................................... 2. Solving this task I learn: • ............................. • ............................. • ............................. 3. The difficulties I had encountered were: • .................................. • .................................. • .................................. 4. I think I could improve my performance if: • ....................................... • ....................................... 5. I think my activity could be appreciated as: .............................................................................

31. The end ”(...) the events which can explain why the entrepreneurial system becomes efficient aren’t probably economical events themselves. The causes seem to consist in the change of values, perception and attitude(...)” (Peter F. Drucker, ”The innovation and the entrepreneurial intellect”)