GUIDE OF THE BEST PRACTICES

Project co-financed under the European Union Erasmus + program. Action ka2, Strategic partnerships,
Vocational education and training sector
No of the project: 2018 - 1 - PL01-KA202- 051120

Students evaluate themselves on a scale from 1 (lowest

level) to 10 (highest level).

which sides they are happy with and which they would

like to change. How?

Step 2:

Reflection on the

roles and

challenges in the

game

Students present their reflections on the game on the

basis of questions written by the teacher on a flipchart:

• What was my role in the game and how did I find myself
  in it?


• What role in the game would I like to play in the future?


• What skills did I use in the game?


• What have I learned about myself and my competences
  thanks to participation in the game?


• What was the easiest for me and what was the
  challenge?

11 - 35

If the number of students is small, you can ask

everyone to give a short comment.

If students will focus on negative situations (e.g., role

mismatch, failure), ask: What has this situation taught

you?

You can write down the skills and competences that the

students talk about. They will be used to debate the

characteristics of the employee / employer.

Step 3:

Sales success

markers

The duck buying student discusses the product

presentation strategies that allowed the sellers to get the

highest prices.

35 - 40

You can give your students feedback based on your

own observations.

BONUS:

CLASS DEBATE

What qualities of an employee / entrepreneur allow to

achieve success on the market? 40 -^45