Presentation of Learning: Lifelong Learning: A Valuable Product Indeed

Clipboards in hand and handmade products neatly arranged, iLEAD Exploration learners welcomed customers to the Entrepreneur Fair at our OC Studio, which was about much more than commerce. For some, the November 2025 event marked the real-world culmination of a four-week project-based learning (PBL) course designed to teach students how to learn—by asking questions, taking risks, and adapting—skills they will carry long after the tables are packed away.

The driving question of the class offered by Learner University invited learners to consider “How can we sell our ideas?” or “What will make people buy our ideas?” Using a “flipped classroom” model, the learners met for four Thursdays in September to prepare for the November fair. “Flipped classroom” is a teaching model where learners do pre-class learning via readings, videos, and tasks completed ahead of time, so in-person class time can be devoted to things like interactive tasks, informed discussion, peer assessments, problem-solving, and hands-on application or experimentation. In addition, the teacher “flips” from being the main source of knowledge to being a guide/mentor/facilitator.

After an initial introductory session, the ten or so learners who took the class first contemplated an ethical issue: Would the fair be simply about making money for them, or did they also intend to provide a product that would be good for their clients? Certainly an important philosophical question for any entrepreneur.

Some of their other tasks involved watching an inspirational video about teen millionaire entrepreneurs and catching an episode of Shark Tank to familiarize themselves with some specialized entrepreneurial vocabulary, such as valuation, revenue, cost, profit, and margin. Using a personalized form they each created, learners also collected and analyzed data from potential customers. They sent their surveys out to 20 or so people they knew and asked general questions about people’s expectations, budget, purchase preferences, and the like.

They also spent some time learning how to calculate the product’s price, which includes the costs of material, time, packaging, plus the learner’s desired profit margin. They used a Google Sheet to keep track of their costs so their price would be as realistic as possible.

As part of their marketing plan, learners were tasked with writing a news article persuading the reader to buy their product, service, or idea. The learners posted their articles on a Padlet to share and comment upon. The most convincing article even won a prize. A marketing expert, Carissa Watson, met with the class and shared her real-world insights about how to create a successful marketing plan. The learners even thought about how they would package their product and creative ways to set up their display tables.

At the final class meeting, it was time for the presentations of learning. Each learner created a 3-minute presentation on a platform of their choice that included their logo, the product, its price, as well as a mood board that represented the pop-up store at the fair. All those present at the POL, including classmates, EFs, and parents, were invited to provide feedback.

Next up, of course, would be the culmination of their hard work: bringing their products to market at the iLEAD Exploration Entrepreneur Fair! And while the class may have only lasted for four weeks and the fair for an afternoon, the lessons are built to last. Through project-based learning, these learners didn’t just prepare for an event—they practiced becoming lifelong learners. And while the noise of the fair eventually faded, its impact surely will not!

We invite you to take a look at our learners in action!