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I teach Physical Education in a secondary school. My students dream of a career in the world of sports. They imagine themselves as world champions, everyone in his favorite sport.

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Webinar 2: Lucy Griffths, Island Friends: Engaging the youngest learners

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Webinar 2: Lucy Griffths, Island Friends: Engaging the youngest learners

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Meet the enterprise eggs:
Be positive - Thing big - Create it - Have a go - Work together - Keep going - Nurture nature.

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1.4 Stimulating learners' creativity and value creation - part 2

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1.4 Stimulating learners' creativity and value creation - part 2

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The idea of showing any object to the students and ask them what you can do with this object is really very interesting.

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1.4 Stimulating learners' creativity and value creation

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1.4 Stimulating learners' creativity and value creation

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Very interesting!

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Maybe we should start asking advice to our students for some of the problems in schools: they would take an active part in the life of the community and we would be offered hundreds of ideas. The problem is how to organise and structure this sort of activities

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1.1 Entrepreneurial mind-set and sense of initiative

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1.1 Entrepreneurial mind-set and sense of initiative

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Creativity - Problem solving - Taking risk - Teamwork - Innovation.

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Learning Designer

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I'm Fausto Finocchiaro, I'm 27 years old and I'm from Catania. I have a degree in physical education and currently I'm teaching in a Catania's secondary school, even if it's a temporary position.

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Taking the initiative-being proactive and striving to create something new and innovative, being determined and persevere to accomplish your goals even when the challenges occur, having a 'can do' attitude.

Learning through experience-acquiring skills and taking the opportunities to learn from, learning by doing, reflecting and learning from your successes and failures, learning from your peers and mentors.

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Every time I go out of a classroom unsatisfied, with. a sense of having wasted my time, I first tell myself: "My students weren't good enough today"; but soon after I tell myself: " wasn't interesting enough today".
And from this last point I start and try to be better the next time.

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I often assign group activities to my students trying to put together different personalities giving them specific roles but also the occasion to compare their ideas. Also I usually ask to one of the students to help someone in difficulty adopting the peer to peer and the cooperative learning. At the end, the ''weakest'' and the ''strongest'' have learnt something from each other. (Dragon Fire Project)

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4.3 Coping with uncertainty, ambiguity and risk

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4.3 Coping with uncertainty, ambiguity and risk

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A big failure for me is not managing to move and live in a city different from Catania.
Reasons why I failed with this goal is that I have never planned it well enough to make it happen.
I didn't promote the idea enough with my family so that they have never been by my side with this project.
I never sought for their involvement effectively.

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Simple roadmap template

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Tomorrow I will try to follow the steps of “design thinking” process. I will ask to my pupils "If you were able to design the classrooms how would you design it?"

There are three ways adults can kill the enthusiastic exploration of the curious child: fear, disapproval and absence of the caring supportive adult.

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Motivation and perseverance: keeping the vision clear in your mind, despite the difficulties and obstacles that inevitably arise.

Mobilizing others: being able to communicate your idea effectively, and inspiring potential coworkers to join in the project, by valuing their skills and creative contribution.

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Have you ever walked on a beach looking at a volcano?

Come to Catania

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Once I did some lessons to 12 years old students about entrepreneurship. I asked them to work in groups and think about a shop or an activity, what they need, financial and human resourse. They found it very interesting and each student did his activity.

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I find the glasses challenge very interesting and one of these days I am going to try it with my students.

Students could fix turns to use pc but, if they have, they can use also personal devices

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I had never heard of Genious Hour before. I do think it can work at school, but why not giving students 10 or 20% of school time as a whole, independent of any subject?
Students could be warned in advance of this activity and they could take to school anything related to their passion, like for instance a drawing book and pencils, different kinds of materials for craftwork, imagination would be the limit, following of course certain principles so as not to disturb others.
It sounds like a great idea!

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3.1 Self-awareness and self-efficacy - part 2

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3.1 Self-awareness and self-efficacy - part 2

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Self-efficacy is defined as people's beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives. Self-efficacy beliefs determine how people feel, think, motivate themselves and behave. Such beliefs produce these diverse effects through four major processes. They include cognitive, motivational, affective and selection processes.

A strong sense of efficacy enhances human accomplishment and personal well-being in many ways. People with high assurance in their capabilities approach difficult tasks as challenges to be mastered rather than as threats to be avoided. Such an efficacious outlook fosters intrinsic interest and deep engrossment in activities. They set themselves challenging goals and maintain strong commitment to them. They heighten and sustain their efforts in the face of failure. They quickly recover their sense of efficacy after failures or setbacks. They attribute failure to insufficient effort or deficient knowledge and skills which are acquirable. They approach threatening situations with assurance that they can exercise control over them. Such an efficacious outlook produces personal accomplishments, reduces stress and lowers vulnerability to depression.

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Assessment for Learning (AfL): Quiz and the description of the skills at the beginning of the school year or a project. Ask students to keep evidence of their achievements conected with each skill. Inspire them to set the goals and the tasks to accomplish to develop certain skills. Re-visit the quiz during the course of the project to reflect on students' progress.
This method can be described as a process that uses assessment in a way that allows teachers to understand how and if learners are learning, and thus adjust their teaching strategies to the learning achievements of students, and allows students to understand how much they have learned, thus empowering them to adjust their learning strategies.

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Vision: it's the ability to see clearly the realisation of the idea and its impact on the future.
Valuing ideas: it's the ability to analyse an idea, considering it through various perspectives and considering all aspects of it.

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Daily Dilemma: Attitudes - Behaviours - Values - Mindset - People - Planet - Profit.
Dilemma scenarios: Are we insulting anyone? Is this legal? Is it moral? What should be done? Is this fair? What is the right thing to do? Are we allowed? What are we supposed to do? What if? Should we benefit from an unfair situation?
I think ethical behaviour and Sustainable thinking are related to every field of life. It may involve environment, religion, sport, music, race, and so on. So it could be useful to focus discussion starting from a topic related to students’ interests and from then driving the attention on bad and good habits and their consequences for other people.

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Here it is my mind mapping, we also use bubblu and mindmeiste.

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1: Split children into groups of 4-5.
2: Choose a number of ideas.
3: Spend 5 minutes on each idea.
4: Brainstorm.
5: Let each membre of team put in the glasses.
6: Write down the answers.
7: Present and conclude.
What facts do we know? What is positive about the idea? What is negative? What sort of feelings do we have when we realise the idea?