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Building the Simulated Workplace — Step-by-Step Implementation

Module 1 — Starting Conditions

What you actually need (and don’t)

Minimum viable setup

What NOT to overbuild

Module 1 Check Your Understanding

Module 2 — Defining Your Classroom Company

Choosing roles (simplified set)

Assigning students

Writing role descriptions

Module 2 Check Your Understanding

Module 3 — First Week Setup

Day 1 script (this is critical)

How to introduce the model

Setting expectations

Module 3 Check Your Understanding

Module 4 — Work System Setup

Ticketing (simple version)

Work orders vs assignments

Module 4 Check Your Understanding

Module 5 — Running the First Work Cycle

What a ‘day’ looks like

How to manage confusion

When to intervene vs not

Module 5 Check Your Understanding

Module 6 — Managing Chaos

What breaks first (and why)

Common failure points

Reset strategies

Module 6 Check Your Understanding

Module 7 — Assessment That Works

First simple badge

Observing performance

Not overcomplicating grading

Module 7 Check Your Understanding

Module 8 — Scaling the System

Adding complexity over time

Introducing more roles

Expanding infrastructure

Module 8 Check Your Understanding

Module 5 Check Your Understanding

Building the Simulated Workplace — Step-by-Step Implementation
Module 5 — Running the First Work Cycle
Module 5 Check Your Understanding

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Question 1 of 3

1. Question
1 point(s)

What are the parts of a daily agenda in order?

Work block, standup, checkpoint, closing huddle
Standup, work block, checkpoint, second work block, closing huddle
Checkpoint, work block, standup, closing huddle
Closing huddle, standup, work block, checkpoint

Work block, standup, checkpoint, closing huddle
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Standup, work block, checkpoint, second work block, closing huddle
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Checkpoint, work block, standup, closing huddle
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Closing huddle, standup, work block, checkpoint
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Question 2 of 3

2. Question
1 point(s)

When should you intervene as a teacher?

Whenever a student looks frustrated
Only at the end of the period
When there is a safety risk, total deadlock for 5+ minutes, or student distress
Never – students must solve everything themselves

Whenever a student looks frustrated
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Only at the end of the period
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When there is a safety risk, total deadlock for 5+ minutes, or student distress
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Never – students must solve everything themselves
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Incorrect
Question 3 of 3

3. Question
1 point(s)

What is the 'wait time' rule?

Wait 30 seconds before speaking to let students resolve problems themselves
Wait 5 minutes before starting work
Wait until Friday to give feedback
Wait for the principal to visit

Wait 30 seconds before speaking to let students resolve problems themselves
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Wait 5 minutes before starting work
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Wait until Friday to give feedback
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Wait for the principal to visit
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