The Wish Game Update: Entrepreneurship in Action

The Wish Game Update: Entrepreneurship in Action

“I can see this course will be the furthest thing from what I had anticipated – but in a great way!” – Jessie S. (student)

I learned about The Wish Game that Rebeca Hwang conducts in her Stanford entrepreneurship course, and my mind exploded with ideas for my MBA course! I threw out my plans for that course and redesigned the entire course around this one activity.

A Quick Review

Students write down big, specific wishes, such as being able to meet a celebrity, or visiting a certain place. The professor chooses one person to be the wish grantee, and the rest of the class works all week to deliver that wish at the beginning of the next class session.

This exercise is about hyper-collaboration, so all students benefit by working together under considerable constraints. I saw this as a powerful path to students learning entrepreneurial skills like ideation, customer interviewing, prototyping, selling, and mobilizing resources through iteratively practicing them.

Learning My Students’ Perspective

I purposely did not share my syllabus or any details of my class with my students prior to the first day. They tried (hard!) to get details, but I remained stoic in my refusal to ruin the surprise.

On the first day of class, I introduced myself, highlighting some details about me that show students I tend do things differently. The kind of details I shared:

  • I met my wife at a rest area while on the way to Grateful Dead shows
  • I hitchhiked from New York to Detroit
  • I have been banned from Canada

Here is my “Who Am I?” slide I show

All 27 students introduced themselves by sharing their name, favorite concert, and something unique or interesting about themselves.

I want to understand the context my students exist in when they are in my course, so I next put them through the Fears and Curiosities exercise. In this exercise, students post Post-It Notes on the wall that contain

  • the things they fear when thinking about life after their MBA, and
  • the things they are curious about when thinking about life after their MBA

What they fear most is not enjoying their job, not making enough money, and not being successful.

What they are most curious about relates to finding & enjoying their job, to maintaining & building new relationships, and to relocating/independence.

I explained to the students that the skills they would practice in this class would help them directly address those fears, and directly explore those curiosities.

I next wanted to understand how these students conceptualized “entrepreneurship” and “innovation”, so I showed this slide:

The students identified fairly typical topics, such as:

  • Ideas / opportunities
  • Problem-solving
  • Selling
  • Prototyping
  • Customer and Market Research
  • Legal Considerations
  • Strategic Planning

We discussed why these topics, I added some of my own from my experience, and then I moved into introducing the course.

Students sat up straight. I saw the anticipation building in them. It was really cool to watch!

I explained the core skills I invited them to practice throughout the course:

After this point, just to build the anticipation to a fever pitch, I asked students how they were feeling. Aaron G. said

“I think this class will challenge me in new ways that I have not been challenged in before, and quite frankly, I imagine they are the things I need to work on most.”

Introducing The Wish Game

I finally introduced The Wish Game, explaining they would each come to class next week with three wishes and their name written on a piece of paper. I stressed these wishes needed to be specific, they should be meaningful, and they should be big, and let them know we’d come back to that to practice a bit so they understood better. Next I explained the following steps we would follow:

I saw blank stares of complete confusion, maybe dismay, a healthy dose of fear, and a pinch of regret here and there. But what I saw overwhelmingly was a mix of curiosity and excitement.

“This is the unknown. It scares me, but excites me at the same time. I feel safe because I believe Doan will be a good guide on this journey. But I also feel scared, because it is such a different way of learning. I can’t wait to get started!” – Michael (student)

There are a few ground rules I shared with the students:

  • Have fun!
  • Do nothing illegal, & nothing you wouldn’t tell your grandmother about face-to-face
  • I contribute $50 per wish, and each of them contribute $10 per wish. Unused funds roll over to the following week
  • If they want to meet somewhere other than our classroom to deliver the wish, they had to tell me by Sunday evening

Practicing The Wish Game

My three wishes would be:

  • Have a conversation with my sister Laura, who passed away in 1998
  • Walk on Saturn
  • Hit the winning shot of the NCAA Men’s Basketball Championship Game

I guided the students through brainstorming how they would deliver the Saturn wish next Tuesday. One student mentioned I would need a space suit, so they could buy a space suit costume from Amazon. Many students Googled facts about Saturn – one mentioned the temperature there is -178 degrees Celsius. Another student volunteered that they should fill the costume with ice so I would be REALLY cold.

Some students began discussing the possibilities of using virtual reality. They assumed someone built a program about Saturn, so I encouraged them to find out. They couldn’t find one so they abandoned that idea.

One students suggested rigging me up in a bungee apparatus and suspending me from the ceiling so I felt weightless. (Now we were talking!)

Once the buzz rose to a crescendo and I knew the students were thoroughly excited and engaged in brainstorming ideas to deliver my wish, I gave them their task for the next week. It was to pilot test their wish-granting skills with my son (he’s the good-looking one in the middle down there).

We chose the “See the Mona Lisa” wish. After collecting money, the students had $330 available to spend (I let the students know that if they had financial hardship, they did not have to contribute, so some did not). The class set about brainstorming again.

Some mentioned virtual reality. Some mentioned drawing it on the board. Others mentioned purchasing a replica. One woman asked if she could interview my son. I called him and they asked him questions about why this wish, what it was about the Mona Lisa he liked, had he been to France, etc.

Many of their questions were very ambiguous questions that my 13 year old son had some trouble answering, but some were pretty specific about what he liked about the painting. He mentioned he liked the simplicity. And he mentioned he liked bread and cheese.

Eventually, the class settled on trying to recreate the scene of the room in which the Mona Lisa sits.

A couple students mentioned they have been in that room, that the painting is actually very small, that there are tons of people there and you can’t really see the painting. Students made suggestions about bringing in tons of people, about playing French music, about having people mill around and speak French. The brainstorming and organization was understandably chaotic this first time.

Because I have 27 students in my class, many of them sat silent through this process and a few took the lead. I imagined this might happen, and secretly hoped it did.

I wanted students to feel left out, because I wanted them to come back next week and suggest I split the class in two and deliver two wishes each week (one per group). With 13 weeks in the semester and 27 students, delivering two per week would be great. I wanted the students to want to participate, and to design a solution where everyone could be more engaged. More on that later.

Delivering The Wish

Student did not contact me during the week, other than some fun texts of versions of the Mona Lisa they thought my son might like better than the original, like this one:

 

I arrived with my son before class and had him sequestered where he couldn’t see the students constructing the wish. I must say I was disappointed at their effort – here is what they brought:

  • A framed replica of the painting – but much larger than the real one
  • Baguettes and a variety of cheeses cut on a cutting board
  • Grape juice in plastic flutes (I told them no champagne, or they would have brought champagne)
  • A set of retractable belts like you see in airport TSA lines (to block off the painting)

They rested the painting on the whiteboard trough where the markers go, put the retractable belts in front of it, set a chair there, with the bread, cheese and drinks on a table next to it, played French music, and said I should bring my son in.

The next 5 or so minutes were probably the most awkward of my entire life. My son entered, wasn’t sure what to do, nobody said anything, he made his way to the chair, sat for a few minutes, ate some cheese, thanked them for the wish, and left.

We debriefed the experience. Students discussed their confusion, the chaos of brainstorming, and of delegating tasks. We talked about expectations of doing the minimum – doing what is safe – or of stretching for what seems impossible – doing what is uncomfortable. Students shared what they learned – some talked about how difficult collaboration is when the goal is uncertain.

Some talked about how important it was to talk to my son to understand why that particular wish is important to him. Others talked about the frustration of not knowing how they could and should contribute, and also about entrepreneurship being hard. I showed the lessons I hoped we learned (which we absolutely did):

I saw lightbulbs coming on about the potential of this exercise as a learning tool for entrepreneurship and innovation. A realization creeped across their faces that they missed an opportunity. As one student anonymously informed me after class,

“I am sorry we failed in delivering Ethan the experience he dreamed of. We fell short of our potential. Now we understand that we can go big!”

I urged them to take risks, to think big, to put themselves in the wish grantee’s shoes. We talked about how awesome it would have been for Ethan to walk into the room and actually imagine himself being in that room in the Louvre.

I challenged my students that they were capable of recreating that room, and that they missed an opportunity. Not an opportunity to make my son happy, but an opportunity to prove to themselves they could make it happen.

(I felt like what I imagine an Indiana High School basketball coach feels like after a HUGE halftime speech to energize his players).

Playing the Wish Game Again

One student did raise his hand and suggested it was really difficult for 27 students to feel engaged in one wish. Another student piggybacked on this and suggested we split the class into two groups, so that 26 students could have wishes granted instead of just 13. YES!!!!!

We split the class into two groups. I drew two pieces of paper. One had the following three wishes:

  • Climb Mount Kilimanjaro
  • Repel down the clock tower at John Carroll University
  • Sail around the world

The group decided to deliver the wish about the clock tower. This is the highest point on our campus. It will be basically impossible for them to pull this off in reality because nobody is allowed in the clock tower (due to liability concerns), but I’m excited to see what they come up with for this!

Administration Building (ca. 2003), John Carroll University

The other piece of paper had the following three wishes:

  • Pitch at a Chicago Cubs game
  • Start a successful business
  • Win the lottery

The other group decided to deliver the wish about pitching at a Cubs game. Again, not at all possible to deliver in reality, but I’m excited to see what they come up with.

Thoughts on The Wish Game

The experience so far has been what I hoped. The students struggled to grasp the concept. Some jumped in and tried with my son’s wish. They failed at delivering an effective wish, they realized the potential they have, and became very excited .

As one student mentioned to me on the way out of class:

“We are 27 John Carroll University MBA students in an entrepreneurship class. If we can’t take advantage of this opportunity, shame on us. We are excited to do better”

In what I take to be a very good signal for the future of The Wish Game, 12 students emailed me after class Tuesday evening (after 10pm) with three new wishes and asked if they could update their wishes because their original ones were not big enough! This is going to be a fun journey.

An Added Wrinkle Beyond The Wish Game

I knew that The Wish Game wouldn’t be enough for an MBA level entrepreneurship course. I firmly believe it is a vessel in which students can practice critical entrepreneurial skills while practicing generosity and giving. But I was worried it would not be sufficient workload for them.

After we debriefed my son’s wish delivery and before selecting new wishes for the next week, I talked to my students about entrepreneurship in reality. I told them that most people start entrepreneurial projects, ideas, products, services as a side hustle. They had their 9-to-5 gig that paid the bills and gave them stability, but they practiced and built their passion in the off hours and on the weekends.

I told my students that The Wish Game was our 9-to-5 gig that paid the bills; each week they turn in a reflection on that week’s experience, that I grade with the following rubric.

Just like entrepreneurs who work on their side hustle, I want students to have the opportunity to work on ideas they are passionate about. I asked students to share a 30 second video in a discussion board on our learning management system about an idea they are passionate about.

Specifically, I asked them to state the problem they want to solve, what group of people experience that problem, and what their solution to that problem is. I asked students to watch every video, and let me know the top three ideas they want to work on.

This semester I will give my students the tools through our learning management system and guide any of them who want guidance through the journey of turning their ideas into reality; this will happen mostly outside of class time and will not be graded.

This is an opportunity for them to engage or not, to make choices about how they spend their time and resources. Much like an entrepreneur must decide how to spend her time – with family or building a business – and his resources – on a vacation or building a business.

Want To Follow Doan’s Journey?

We will run a series of blog posts highlighting Doan’s journey throughout his semester-long Wish Game Course this Spring.

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Steve Blank: An Interview with Your Questions

Steve Blank: An Interview with Your Questions

Steve BlankSteve Blank is one of the most influential people in modern entrepreneurship education, and he wants to answer your questions about teaching entrepreneurship.

In addition to being a successful (and more importantly failed) entrepreneur, Steve is the creator of customer development, an instructor at Stanford, UC Berkeley, NYU and Columbia, the developer of Lean Launchpad and helped popularize the Business Model Canvas. Steve has graciously agreed to speak with us, the TeachingEntrepreneurship.org community, about how he:

  • Increases student engagement
  • Helps students conduct high quality customer interviews
  • Ditches the textbook and makes entrepreneurship classes real
  • Sees the future of entrepreneurship education

Steve will be accepting the entrepreneurship education lifetime achievement award at this year’s USASBE conference and agreed to sit down for an interview with us about how to continue innovating the way we teach innovation and entrepreneurship.

Interview with Steve Blank

The Future of Real Entrepreneurship Education

Ask Steve anything about entrepreneurship education.

Click here to:

  • Submit your entrepreneurship education question for Steve
  • Get a free recording of the interview
  • Get updates on a possible live stream of the interview

Who is Steve Blank?

Even if you haven’t heard of Steve, you’ve probably heard of some of the tools he’s helped introduce to modern entrepreneurship education:

Steve is first and foremost an entrepreneur, both successful and failed. After his two major entrepreneurial failures, one dotcom home run, and several base hits, he retired from entrepreneurship and began teaching. As he codified what distinguished his entrepreneurial successes from his failures, he developed the process of customer development, which is now the bedrock of much of today’s entrepreneurship education.

Steve has taught customer development at Stanford, Columbia, NYU, and UC Berkeley, at one point teaching a young man named Eric Ries. Ries, inspired by Steve’s customer development framework, combined it with another tool that Steve popularized – Alexander Osterwalder’s Business Model Canvas – and agile software development to form the three pillars of what would become known as Lean Startup.

Customer development, the Business Model Canvas, and Lean Startup are all possible and/or popularized because of Steve, and have revolutionized the way entrepreneurship is executed and taught throughout the world.

We couldn’t be more excited to sit down with him and ask him your questions, as well as our own, about the future of entrepreneurship education.

Interview with Steve Blank

The Future of Real Entrepreneurship Education

Ask Steve anything about entrepreneurship education

 

For more on Steve check out his amazing blog or his manifesto on customer development, The Startup Owner’s Manual.


To see a fully experiential entrepreneurship curriculum inspired by Steve’s customer development methodology, check out ExEC.


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Engage your Students: Ask About Their Fears and Curiosities

Engage your Students: Ask About Their Fears and Curiosities

We are going to help you get students bought into your course by understanding their fears and curiosities.

Learning increases exponentially when we put the information and skills into a context that is top-of-mind for our students. In other words,

Put your course material into a context that matters for your students, and the learning comes alive.

We work very hard to understand what context matters to our students. But we often don’t even scratch the surface. Most students keep an emotional distance from their professor and hesitate to discuss their context.

To discover the context that matters to the students, we need to understand what is top-of-mind for them. We can then place the learning in their “right now” context. Student learning will soar. The classroom will buzz with excited energy.

Understanding what’s on students’ minds requires only two simple questions.

What Are You Thinking About Right Now

This post is an effective way to understand what is on students minds right now. For full details, check out the complete lesson plan.

Stop for a moment: what are you thinking about right now, at this very moment?

What is top-of-mind for any of us at any given moment are the things we are afraid of and those we are curious about. Here are some fears you might have right now:

  • Embarrassing yourself in that class you’re teaching in 10 minutes
  • Your manuscript you submitted two months ago will get rejected
  • You’re not spending enough time with your children
  • You are about to buy the wrong house.

The fears on your mind right now might be big or small, but they are there.

You are also curious about a variety of things right now. Here are some things you might be curious about right now:

  • What is for dinner?
  • Will I get tenure?
  • How does [fill in name of professor you look up to] relate so well to his/her students?
  • Should you get a labrador retriever or a Jack Russell Terrier? (Doan recommends a lab!)

The things you’re curious about right now might be big or small, but they are there, alongside the fears. This is true of you, and it’s also true of the students sitting in your class. In the lesson plan we offer below, we talk about how to leverage this to get your students bought in. Here is a quick overview.

What Are Your Students Afraid of Right Now

To begin, give each student a stack of post-it notes and a Sharpie. Give students the same color post-it notes and Sharpie (so there is anonymity). The Sharpie is so they can fit very few words on the post-it note. What we want here is the essence of what they are thinking.

Step 1:

Ask students “When you think of life after college, what are you afraid of?” and instruct them to write one thought per post-it note. Tell them that putting their fears into the world can be scary. That is why you’re not asking them to speak them, or to put their name on the notes. If students believe they are sharing their fears anonymously, they are more likely to be honest.

Share a few of the things you are fearful of at this moment – make sure you share some “little” fears and some “big” fears.

Make a strong point that quantity is the goal, not quality. Urge students to get as many fears onto post-it notes as they can

Tell them when they finish to hand you all their fear post-it notes. Your job is to stick them randomly on a wall – do not group them by student, but mix them up all over a large wall.

Step 2:

Ask the students to organize the notes into fear clouds by grouping them together by general category/theme, without talking. Give them a few examples – things relating to budgeting money, or to making friends, or to being happy. Then ask students to name the groups.

**NOTE: You may have to help them by aggregating some categories. For instance, you will likely have many categories that relate to financial management. Combine all those into one “Financial Management” category

Here are the fear categories Doan has assembled over many years’ of his courses:

Fear CategoryExample Statement% of Total Mentions
Financial Management"Not making enough money"22
Getting a Job"Not being able to find a job"15
Job Dissatisfaction"Not being happy at work."11
Job Performance"Not performing well in my job."8
Relationships (losing)"Growing apart from friends and family."6
Purpose"Not chasing my dreams."5.5
Work/Life Balance"Not having enough time to actually live life how I want."5
Moving"Where will I live?"4
Happiness"Not being happy with my life."3.5
Relationships (making)"Making friends in new locations."3.5
Growth"Not being prepared to live alone."3
Failure"How can I deal with rejection effectively?"2.5
Missing an Opportunity"Regretting not doing something."2
Value of College"Was classroom knowledge actually useful?"2
Reputation"How can I manage my professional reputation?"1
Success"Not being successful."1

Step 3:

Show your students how the material and skills they will learn and practice in your course map onto the things they are currently afraid of.

For instance, if you’re teaching cash flow management or startup financials, relate that to the Financial Management category (how to budget, how it applies to buying a house, etc).

When you teach customer interviewing, talk about how that skill will help them form and strengthen relationships, and how they can use that skill to build a network and identify a job that will give them a sense of purpose.

Show students how the knowledge they will acquire and the skills they will practice apply to the things they are afraid of right now.

What Are Your Students Curious About Right Now

Now we want to shift gears and focus on some fun stuff – what are they curious about? Identify that being curious can sometimes make them feel vulnerable. That is why you’re not asking them to speak their curiosities, or to put their name on the notes. If students believe they are sharing their curiosities anonymously, they are more likely to be honest.

Share a few of the things you are curious about at this moment. Make sure you share some “little” curiosities and some “big” curiosities.

Make a strong point that quantity is the goal, not quality. Urge students to get as many curiosities onto post-it notes as they can.

You will complete the same process you went through with the fears – for full details, check out the complete lesson plan.

Step 4:

Ask students “When you think of life after college, what are you curious about?” and instruct them to write one thought per post-it note. Tell them when they finish to give you all their curiosity post-it notes. Your job is to stick them randomly on a wall away from the fear clouds.

Step 5:

Ask the students to organize the notes into curiosity clouds by grouping them together by general category/theme. Give them a few examples – things relating to getting a job, work-life balance, paying off student loans. Then ask students to name the groups.

**NOTE: You may have to help them by aggregating some categories. For instance, you will likely have many categories that relate to financial management (such as paying off student loans, investing, budgeting). Combine all those into one “Financial Management” category

Here are the curiosity categories Doan has assembled over many years’ of his courses:

Curiosity CategoryExample Statement% of Total Mentions
Financial Management"How do I budget for life after college?"23
Job Search"What is the best way to find a job I love?"14
Where To Live"Where am I going to live?"10
Job Fit"How to find a job that will make me happy and still make money."7
Education"How do I apply classroom material to real-life scenarios?"6
Job Switch"How long should I stay at my first job if it isn't my dream job?"5
Relationships (making)"How to create professional relationships."4
Work/Life Balance"How can I best manage my work and social life?"3.5
Job Choice"What will I do for a living?"3
Skills"What skill will make me stand out?"3
Networking"How to build a network."2.5
Start a Business"How to afford starting a business?"2
How to Negotiate"How to negotiate the terms of a job."2
Promotion"How do I move up in a company?"2
Happiness"How important is happiness in a workplace?"2
Relationships (keeping)"Will I stay in touch with my friends?"1.5
Success"How can I become successful?"1
Gain Experience"How to gain more experience."1
Purpose"How do I find something I love to do?"1
Benefits"How does insurance work?"1
Travel"Should I travel when I'm young?"1
Internships"How to get an internship."1

Step 6:

Show your students how the material and skills they will learn and practice in your course map onto the things they are currently curious about.

For instance, if you’re teaching prototyping, talk about how they can test out jobs by job shadowing or interning.

When you teach ideation, show them how those skills can help them identify their purpose, find a good job fit, or start a business.

Show students how the application of the skills they will practice applies to the things they are curious about right now.

Your Course in Students’ Context

Return next class session with the fear and curiosity categories mapped onto the content/lessons/modules/skills you cover in the course. For instance, if you lay out each week in your syllabus with the topics you will cover, add one column for “Fears” and one for “Curiosities”. List in each column the fear and curiosity categories to which each particular topic relates.

This last step is the most critical. It is your chance to reinforce the connection between the course material and the things your students are currently thinking about. Show them how you will give them the tools to address each one of their fears, and each one of their curiosities.

Students Now Have the Context to Launch

After this activity, your students will understand the value of the what they are about to learn. They will be more engaged, because the learning is now very real for them.

Below is the complete lesson plan of the Student Fears and Curiosities exercise.


Get the “Student Fears and Curiosities” Lesson Plan

We’ve created a detailed lesson plan for the “Student Fears and Curiosities” exercise to walk you, and your students, through the process, step-by-step.

Get the Lesson Plan

 

It’s free for any/all entrepreneurship teachers, so you’re welcome to share it.

 


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Wish Game: Entrepreneurship Through Giving Back

Wish Game: Entrepreneurship Through Giving Back

Rebeca Hwang recently introduced us to The Wish Game – an exercise she uses in her E145 Technology Entrepreneurship class at Stanford University. We all want to increase the intensity and success of teamwork in our courses. Through this exercise, Rebeca accomplished just that.

After hearing Rebeca share about this exercise, our co-founder Doan Winkel realized it could be so much more. He saw it as a transformative entrepreneurship training ground. Doan transformed his upcoming MBA class into one semester-long Wish Game. He will be sharing his journey throughout the Spring semester – follow the journey to see how it goes.

The Wish Game As An Exercise

“Every week, I was looking forward to the Wish Game. It created a sense of excitement all around.” – ENGR145 Student

Step 1: Sharing Wishes

On the first day of class, Rebeca asks students to write down three wishes on one piece of paper. She encourages no boundaries here; examples Rebeca shared include meeting Mark Zuckerberg, or getting a job at Google.

Throughout her E145 Technology Entrepreneurship class, Rebeca chooses one person’s paper from a hat and the rest of the class, working as one, fulfills that wish. If one student significantly helps fulfill a wish, that student gets his/her wish fulfilled next. Paying it forward is a critical part of the Wish Game and an overall goal Rebeca has to WOW her students.

In Rebeca’s class, The Wish Game is about hyper-collaboration; if her students work together under considerable constraints, they all benefit. 

Step 2: Planning the Wish

When a wish is picked, students interview the student whose wish was picked. Their goal is to dig beneath the surface of the chosen student’s wish. Rebeca reported that often what the chosen student wants isn’t exactly what they wrote on the paper.

Through this process, students build stronger relationships with each other, and understand the hopes and dreams of each other.

Students practice their interviewing skills each week as they work to better understand how to deliver a truly amazing experience for the chosen student. 

Through planning and executing wishes, The Wish Game:

  • pushes students to think about what resources and assets they have,
  • pushes them to share those with peers
  • enables students to build lasting relationships, and
  • enables students to positively impact on each other.

The Wish Game as a Course

“When I heard Rebeca describe The Wish Game, I sat up straight in my chair and began scribbling ideas on my notebook. I immediately understood the potential this exercise had to be the perfect playground for my entrepreneurship students.” – Doan Winkel

Step 1: Sharing Wishes

The first thing Doan will do in Day 1 of his MBA class (held for 3 hours once per week) is to ask students to imagine their three biggest wishes. He will encourage his students to write down the ones that scare them or make them a little giddy when they imagine that reality. To model this, he will share his three big wishes:

  • Have a conversation with his sister Laura, who died more than 20 years ago
  • Step foot on Saturn
  • Hit the winning shot in the NCAA Men’s Basketball Championship Game

Step 2: Planning the Wish

Doan will invite students to talk through how they would plan his wish to step foot on Saturn.

wish game example

He will push them to think creatively about how they would create that scenario. Doan will challenge them to get into an uncomfortable place in terms of what they think they can accomplish and what they think is possible. His main tool here would be “What if . . .” prompts to push the students to think bigger, or to believe they can execute their ideas.

At the end of this discussion, he will lay out the course structure, as follows, for each subsequent week:

  1. Doan will pick a piece of paper at the beginning of Week 2.
  2. Students will select a leader – a student in charge of strategy and execution.
  3. Students interview the chosen student to better understand the desire for the wish, because often what people share about their hopes and dreams is only surface-level. Doan wants his students to practice digging deep beneath that surface to understand the impetus for the wish. By perfecting their interviewing skills, the students will be more capable of delivering value to their “customer” (the student getting the wish granted in this case).
  4. Once students feel they have a good understanding of the true wish, Doan will excuse the chosen student for the week so the remaining students can plan the wish.
  5. Students plan the wish and deliver it at the beginning of the next class (one week later).
  6. Rinse and repeat; Doan chooses another student and the process begins again.
  7. If one student significantly helps fulfill a wish, that student gets his/her wish fulfilled next. Otherwise, Doan will choose another piece of paper for the subsequent week.

Doan will encourage students to mobilize their resources each week. This could take the form of money (he will set the expectation that each student should contribute $10 to each wish). He will help students understand how to use their network. Perhaps people in their network could contribute advice, or materials, or participation.

Step 3: Assessing the Wish

Doan will assess students in two ways.

  1. Each chosen student will write a reflection one-pager, sharing his/her perspective of the experience, and grading the accuracy and the impact of the delivered wish.
  2. Each student who delivered the wish will write a reflection one-pager, sharing his/her perspective of the experience and grading their effort in that wish delivery.

The Wish Game as Entrepreneurship

What excited Doan so much about Rebeca’s Wish Game exercise was the possibility of his students practicing entrepreneurship skills while doing something impactful for others. Each week, students will practice, at minimum, the following skills that are critical elements of entrepreneurship education:

  • develop and evaluate ideas
  • interview customers
  • iteratively prototype under time constraints
  • mobilize and deploy limited resources
  • presentation
  • reflection

Want To Follow Doan’s Journey?

We will run a series of blog posts highlighting Doan’s journey throughout his semester-long Wish Game Course this Spring.

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