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Entrepreneurship in the Classroom (Part 2)

Implementing entrepreneurship in your school.

This article is a continuation on my previous article discussing entrepreneurship in the classroom. However, this publication relates to implementation of the principles defined in the previous article. So, if you haven’t read Part 1, please do so. Otherwise, what follows might not make any sense!

What if teachers collaborated? Intersubjectively. For example, what if the math teachers coordinated with the art and history teachers. Sure, they’re not specialists in art or history, but surely they could be competent enough to at least be able to form communications. For what purpose? To create a seamless learning experience.

By now, it’s proven that the more connections are made to information, the better it’s retained. To be specific: when you have a new idea, if you connect it to something you already know and find similarities in the two things, you better understand it.

So why then are active connections not made between subjects in high schools or in grade schools? Even if teachers must stay within their chosen fields, meaningful and underlying connections between subjects can occur.

I touched on this topic briefly in “Entrepreneurship in the Classroom (Part 1).” Within this article, I’ll go into greater detail as for what I mean in hopes to introduce a new mode of thinking.

Probably, the easiest way to describe this thinking relates to projects. A single student project or group project, in my mind, should not, nor does not need to stay germane to one specific class or subject.

Let’s take for example, building a mobile phone application. In building the app, students could easily use what they’ve learned in coding class and graphic design class. Persuasive writing for the application could be learned in English class. The specifics all rest on the imagination and creativity of the instructors. However, the point to remember relates to the fact that these skills would be learned and applied all at the same time. This would be a great way for one project to be a source of grades for multiple classes. For example graphics tie into their graphic design class grade, persuasive writing could be graded in english class and of course the coding would be graded by the coding class instructor.

What I’m not saying is that students are using concepts they’ve already known for five years to help them on a project. Students wouldn’t be tested on their grammar in persuasive writing for the app example. (By the time of the assignment they should have key grammar skills down for years.) But, they will instead be tested on new concepts, such as the “structure” of the writing in the previously mentioned example.

A major point of interdisciplinary study involves application and connection of new concepts for better memory retention and real world experience. Theory is great, but practicality is better!

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