ERIC Number: ED253329
Record Type: Non-Journal
Publication Date: 1984
Reference Count: N/A
Student Enterprises with Personal and Social Value. Series B: Writing 14 to 18, Discussion Booklet 3.
Dixon, John; Stratta, Leslie
Addressed to classroom teachers, this booklet illustrates ways student enterprise projects offer uncommon opportunities for students to write and ultimately produce materials having social value. It is suggested that, for elementary school students, teachers can structure enterprise projects involving play. For example, one teacher invited students to make up rules for a new game, instruct players, report on the process of designing the game, and play and evaluate a game designed by another group. Groups of older students produced a study guide on "Pride and Prejudice" and conducted a survey report for local authorities designed to assess student opinion about potentially dangerous areas of open water. Other older students created a manual on stage lighting for use by future students and wrote articles for a local newspaper. To indicate the ultimate aim of student enterprise project activities, the last example is a university student's brief retrospective account of decisions made in establishing and operating a small business. Concluding remarks specify four phases of project activity for teachers of English to consider in establishing a rationale for and implementing student enterprises. Finally, participants in the Writing Development Group of the Southern Regional Examinations Board, Southhampton, England, are listed, and comments on the booklet are invited. (RH)
Descriptors: Educational Innovation, Elementary Secondary Education, Entrepreneurship, Experiential Learning, Foreign Countries, Guidelines, Student Experience, Student Projects, Teaching Methods, Writing Exercises, Writing Skills
Southern Regional Examinations Board, Avondale House, 33 Carlton Crescent, Southampton, S09 4YL, England (35 pence, post free).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)