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Making it "real" results in real life lessons Print E-mail
"It was a great project. We want to do it again!"
--Dwayne Carson, 10th grade, Renaissance High
"We got a lot of hands-on economics training"
--Will Fletcher, 10th grade, Renaissance High

As told by Lanell Lasenby, teacher, to new High School of Business™ teachers at Summer Training Institute 2008

Making it “real” results in real life lessons

Sure, we all know that when students work on real projects, they tend to become more engaged, resulting in a higher level of learning.  But, as we’ve heard from teachers participating in the High School of Business™ program, an important by-product of project-based learning is learning about real life.  At Renaissance High School in Detroit, High School of Business™ Teacher Lanell Lasenby saw that important lesson delivered in a major way.  Here’s her story:

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Benefits of Implementing High School of Business Print E-mail

  High School of Business will...

  • Position students for success in the areas of business administration
  • Build relationships with local businesses and universities through each school's active local steering team
  • Provide an avenue for reaching "honors level" students who plan to major in business or marketing in college
  • Develop courses positioned for weighted (honors) status
  • Create near-college-level courses that may be articulated at each school's local college or university
  • Answer the question on students' minds ("why do I need to learn this?") by teaching academic concepts in the context of real-world business problems
  • Gain recognition for school, teachers, and community as a leader in business and marketing education for college-bound students
  • Provide an opportunity to bridge the gap between the career tech and academic areas of the school
  • Assist teachers in using standards-infused project-based learning by providing complete projects in each course guide
  • Keep faculty on the forefront of business and marketing education by delivering high-quality professional development
  • Actively support teachers and administrators in implementing the program via phone, email, and in-person during professional development sessions
  • Encourage constructive peer networking through conference calls the program's listserve, and during professional development
 
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