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Iniziative: as you start first looking for your mission
Plannin: strategy first

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Log in to Mentimeter – Create and access dynamic presentations - Mentimeter

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Welcome back! Log in to quickly access your presentations, review results, or create a new Menti. Engage your audience with interactive content.

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I reflect every day about my lessons and I'm very critic with my work. In 3 classrooms we are starting to use LIM and I'm thinking about use it well every hour.

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Core Entrepreneurial Education

Target group:
Students at Upper Secondary Level (Level B1)

Core Idea:
An active approach to learning from practical experience: students select somebody who has successfully implemented a business idea and interview them, using certain guidelines. Then they present their results to the class - using visual aids, if possible.

Core Competences:
Finding inspiration/orientation, conducting an interview
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Teaching materials

Click on the file to download the challenge. You will find videos related to this Challenge on the left side.

By downloading the teaching materials, you agree to our data protection policy and terms of use. The European Commission support for the production of these learning materials does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Mind & Body

Do you need something to activate your students or improve their concentration and mindfulness? Watch our videos or read the PDF descriptions.

Learn more

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Challenges - YouthStart - Entrepreneurial Challenges

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Core Entrepreneurial Education Target group: Students at Upper Secondary Level (Level B1) Core Idea: An active approach to learning from practical experience: students select somebody who has successfully implemented a business idea and interview them, using certain guidelines. Then they present their results to the class - using visual aids, if possible.

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Open membership educational platform that encourages the access to the job market thanks to the acquisition of digital skills. It gathers different organizations specialized in education to bring the best and latest solution in the education of digital skills for employability and entrepreneurship.

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I used cooperative work for a full week this year and it was ok where students are 19 years old, less where they are 16th.

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A project for primary and secondary schools, run over consecutive weeks, in which teams of pupils design, make and sell a product and conduct a marketing campaign.

Purpose and process

To set pupils real challenges in which they have to generate real solutions and so acquire knowledge and skills in designing, making and selling a product or service. Sessions include:

1. Selecting job roles, choosing the right person for the right role and working together in teams;

2. Product design, development and costing/pricing;

3. Production and safety;

4. Sales and marketing;

5. Customer service.

Although pupils can offer a service, the product has to be able to be "real" and something that they can provide or produce. The project works best when the product has a theme, for example, making something for a special occasion.

Learning outcomes

Students can:

Build knowledge and skills in teamwork (e.g. identifying and agreeing roles, meeting own responsibilities, supporting others to ensure deadlines are met);

Develop business and financial capability (costing and pricing, calculating profit ) through practical experience;

Design and produce innovative products/services;

Learn about marketing and customer service.

Curricular or thematic relevance

Can be used within and across multiple subjects. Fits with economic education, literacy and numeracy programmes

How to organise:

Students will need several weeks to complete the whole process, e.g. through a series of lessons, suspended timetable day, as exra-curricular activities.

Assessment and evaluation approaches

Evaluation is built into the process. The final session is always a reflection on what went well and not so well, what was learned, what the team did well and each individual's own performance and learning.

Volunteer involvement

Would be enhanced by involvement of a business mentor to bring in a real business perspective. Parents/carers could also be imvolved, for example, through being asked for feedback during the product design and marketing tasks, providing advice on customer service (what they look for), as customers for the product/service.

Additional comments

Workbook attached was used with a group of year 4 Primary school pupils.

Provider country

United Kingdom

Files for download:

dragonfire_workbook_rollesby.docx / 105kB

Angeliki Zisi

Basia

Anders

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A project for primary and secondary schools, run over consecutive weeks, in which teams of pupils design, make and sell a product and conduct a marketing campaign. To set pupils real challenges in which they have to generate real solutions and so acquire knowledge and skills in designing, making and selling a product or service.

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Dragon Fire Project. This is a nice activity, which could be used and adapted to both primary and secondary school, where pupils design, make and sell a product and conduct a marketing campaign in the course of several consecutive weeks.

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I have wrote my CV of failures, I am very proved.
Stop please!!!
:)

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Tomorrow I will attend an ict course on how to build virtual classrooms and to use social elearning

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Tomorrow I will be with my 3rd high school students at the local office of the italian fiscal agency. I think it will be very exciting forse my students.

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Mobilizing resources: it is the art to use what we have or that someone can give us free of charge;

Mobilizing others: it is the art to show in our projects what other people look for in their life (so they will merge their life with us).

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Ascoli Piceno

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I'm a teacher of business administration.

In the first classes we begin with the economy of the family. We talk about how parents gain the money and how the family spend it. We talk about needs, as food, dress, shoes, holidays, furnitures, books, cars, motorcicles and so on.

Then we drive the discussion about economic entities.

And so on.....

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Find solutions you would never have dreamt of

Unleash the power of social networks and let the whole world come togther to solve your problem. You can set up your crowdsourcing campagne within minutes. It has never been easier to get loads of opinions and new ideas. Your clients and potential customers will love this new way of brainstorming and voting online.

Free and no registration.

Multiple channels to attract innovators

Where to find the best ideas or potential customers? No need to limit yourself: use Twitter, Facebook, LinkedIn, E-Mail or Google to spread your question. Set up various points where people can find your crowdsourcing campagne: your blog, your website, your Facebook fan page or even the tricider Public Ideas Space. One fishing-rod with many hooks.

Let the crowdsourcing games begin

It's no secret: If there is something to win, we all put on a bit extra effort. But why not? Just add some small rewards to your question and give way for a brainstorming storm of great ideas.

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Brainstorming and Voting Amazingly Easy. Free Online Tool | tricider

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Collect ideas and vote. Free online tool for easy brainstorming and voting. For decision making, crowdsourcing and idea generation.

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I will try it next week

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Boosting students ability to mobilize resources

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Create and share your own free customized motivational posters. Armed with a digital camera and that non-stop wit of yours, you now have the power to turn a simple photograph into a humorous or inspirational message. Print it, frame it! Make two-we know you've got hundreds of digital images and photos to spare!

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I never hear talk before of the genius hour, I think it's an incredible very good strategy to develop the "genius" of our students. I will try it soon.

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Playful, childlike curiosity. Ask lots of questions, want to know how things work. Play with new developments. Enjoy themselves as children do. Have a good time almost anywhere. Wonder about things, experiment, make mistakes, get hurt, laugh. Ask: "What is different now? What if I did this? Who can answer my questions? What is funny about this?"

Constantly learn from experience. Rapidly assimilate new or unexpected experiences and facilitate being changed by them. Ask "What is the lesson here? What early clues did I ignore? The next time that happens I will...."

Adapt quickly. Very mentally and emotionally flexible. Comfortable with contradictory personality qualities. Can be both strong and gentle, sensitive and tough, logical and intuitive, calm and emotional, serious and playful, and so forth. The more the better. Can think in negative ways to reach positive outcomes. "What could go wrong, so it can be avoided?"

Have solid self-esteem and self-confidence. Self-esteem is how you feel about yourself. It determines how much you learn after something goes wrong. It allows you to receive praise and compliments. It acts as a buffer against hurtful statements while being receptive to constructive criticism. "I like, appreciate, and love myself...."

Self-confidence is your reputation with yourself. It allows you to take risks without waiting for approval or reassurance from others. You expect to handle new situations well because on your past successes. "These are my reliable strengths...."

Have good friendships, loving relationships. Research shows that people in toxic working conditions are more stress resistant and are less likely to get sick when they have a loving family and good friendships. Loners are more vulnerable to distressing conditions. Talking with friends and family diminishes the impact of difficulties and increases feelings of self-worth and self-confidence.

Express feelings honestly. Experience and can express anger, love, dislike, appreciation, grief--the entire range of human emotions honestly and openly. Can also choose to suppress their feelings when they believe it would be best to do so.

Expect things to work out well. Deep optimism guided by internal values and standards. High tolerance for ambiguity and uncertainty. Can work without a job description, is a good role model of professionalism. Has a synergistic effect, brings stability to crises and chaos. Ask "How can I interact with this so that things turn out well for all of us?"

Read others with empathy. See things through the perspectives of others, even antagonists. Win/win/win attitude in conflicts. Ask "What do others think and feel? What is it like to be them? How do they experience me? What is legitimate about what they feel, say, and do?"

Use intuition, creative hunches. Accept subliminal perception and intuition as valid, useful sources of information. Ask "What is my body telling me? Did that daydream mean anything? Why don't I believe what I'm being told? What if I did this?"

Defend self well. Avoid and block attacks, fight back. See through and side-step cons, "games," and manipulations that others attempt. Find allies, resources, and support.

Have a talent for serendipity. Learning lessons in the school of life is the antidote to feeling victimized. They can convert a situation that is emotionally toxic for others into something emotionally nutritious for them. They thrive in situations distressing to others because they learn good lessons from bad experiences. They convert misfortune into good luck and gain strength from adversity.

A good indicator of exceptional mental health is when a person talking about a rough experience says "I would never willingly go through anything like that again, but it was the one of best things that ever happened to me." Ask "How can I turn this around? Why is it good that this happened? What is the gift?"

Get better and better every decade. Become increasingly life competent, resilient, durable, playful, and free. Spend less time surviving than others and survive major adversities better. Enjoy life more and more.

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If you would like to order multiple copies of this report, please visit Amazon for pricing information.

Amid growing recognition that strong academic skills alone are not enough for young people to become successful adults, this comprehensive report offers wide-ranging evidence to show what young people need to develop from preschool to young adulthood to succeed in college and career, have healthy relationships, be engaged citizens, and make wise choices. It concludes that rich experiences combining action and reflection help children develop a set of critical skills, attitudes, and behaviors. And it suggests that policies should aim to ensure that all children have consistent, supportive relationships and an abundance of these developmental experiences through activities inside and outside of school.

The Wallace Foundation awarded a competitive grant to UChicago CCSR in 2013 to undertake the project, which included a review of relevant literature spanning decades as well as interviews with national experts in research, policy and practice, and young people and the adults who work with them in schools, programs and agencies throughout Chicago.

The report offers evidence to show how, where, and when the "key factors" to success develop from early childhood through young adulthood, emphasizing the kinds of experiences and supportive relationships that guide the positive development of these factors. Recognizing that there are no silver bullets to promoting social-emotional learning, the report emphasizes a range of factors that build on one another over time. It also emphasizes factors that are particularly malleable, as well as the age at which each of the key factors comes into prominence, offering adults the most promising window for positive intervention.

A key problem the report identifies is that disadvantaged youth often face extra challenges. For example, they often have fewer in-school and out-of-school opportunities for consistent, positive developmental experiences and relationships and face significant opportunity gaps to developing the essential skills to become productive adults.

Click below to view a session from Teach For America's 25th Anniversary Summit - Broader Student Outcomes: Educating the Whole Child, featuring report author Camille Farrington (February 6, 2016).

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Foundations for Young Adult Success: A Developmental Framework

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If you would like to order multiple copies of this report, please visit Amazon for pricing information. Amid growing recognition that strong academic skills alone are not enough for young people to become successful adults, this comprehensive report offers wide-ranging evidence to show what young people need to develop from preschool to young adulthood to succeed in college and career, have healthy relationships, be engaged citizens, and make wise choices.

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What Kids Can Do combs the country for
compelling examples of young people working with adults in their schools and
communities on the real-world issues that concern them most.

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ITCG Umberto I Ascoli Piceno - Italy

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itcgap.com is your first and best source for all of the information you're looking for. From general topics to more of what you would expect to find here, itcgap.com has it all. We hope you find what you are searching for!

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Spotting: that's the game of thinking about better products or services than daily products and services, how to better solve real problems, how to spend less resources to give products and services to people, how to make thinks better at all...

Vision: that's how I relly see the world in the future, how thinks works, how people eats every morning, how people travels, studies, marries, loves, has children, behaves, ...

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A key competence framework

The development of the entrepreneurial capacity of European citizens and organisations has been one of the key policy objectives for the EU and Member States for many years, and is one of the eight Key Competences for Lifelong learning.

The Joint Research Centre, in partnership with DG Employment, Social Affairs and Inclusion, has developed EntreComp: The Entrepreneurship Competence Framework. EntreComp describes entrepreneurship as a lifelong competence, identifies what are the elements that make someone entrepreneurial and describes them to establish a common reference for initiatives dealing with entrepreneurial learning.

"Entrepreneurship is when you act upon opportunities and ideas and transform them into value for others. The value that is created can be financial, cultural, or social".

Definition proposed by the Danish Foundation for Entrepreneurship & Young Enterprise.

Value creation in any sphere of life

Turning ideas into shared value is equally relevant to progressing one's career, supporting one's local sports team or establishing a new social enterprise. Entrepreneurial value creation and entrepreneurial learning can take place in any sphere of life.

By focusing on the development of competences through the actual creation of entrepreneurial value, EntreComp breaks down the boundaries between education, work and civic engagement. In this respect, the EntreComp is transversal to formal, non-formal and informal learning contexts and applies equally to education and training systems --from primary to vocational education and training-- and to non-structured learning contexts including civil society, communities, youth work, start-ups and existing organisation such as corporations, non-governmental organisations or public administrations.

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EntreComp: The entrepreneurship competence framework - EU Science Hub - European Commission

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The development of the entrepreneurial capacity of European citizens and organisations has been one of the key policy objectives for the EU and Member States for many years, and is one of the eight Key Competences for Lifelong learning. The Joint Research Centre, in partnership with DG Employment, Social Affairs and Inclusion, has developed EntreComp: The Entrepreneurship Competence Framework.

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I would talk with my students about the ethical questions of the "Advertising. It seems there are no limits for advertising leverages, tha's  really right? Or there are any ethical problems?

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Close Receive the latest teaching resources, education campaigns, and schools' news directly to your inbox. Sign up to our newsletter Skip to content Here you'll find everything you need to teach about Fairtrade in your school.

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Lesson kit: Leandro and the Mysterious Case of the Disappearing and Reappearing River for ages 11+ | Fairtrade Schools

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This Geography lesson focuses on tea, and builds learners' understanding of hydrology, climate change, and of how human and physical processes interact to influence environments and the climate. Through a focus on sustainable food production, they'll also be able to reflect on how all of us rely on effective functioning of natural systems for our ...

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Character Education - Social Emotional Learning - Life Skills - Lesson Plans & Curriculum

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A collection of moral and ethical dilemmas for classroom discussion. Includes age-appropriate real-life examples for Elementary to High School students.

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My students say ... a dream job is:
- I do what I like!
- I have free time!
- I have enough money!
- I help other people!

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My students (19 years hold!!) are very confused about their future work to attend, even if they study in a technical high school on business administration. That's because most of them have a big FAIR of the future. Every day I spend many words to my students they must be fearless about future.

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Entrepreneurial skills you should teach your kids

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Entrepreneurial skills you should teach your kids

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Inspiring Kids to Make their Own Luck

We believe that if children learn to be self-starters from a young age, they'll be better equipped to 'make their own luck' in life, and that nature is the best example of this spirit in action. That's why we developed the Island Friends stories - children's books about Puffin Pal and his Island Friends that are designed to help children learn how to make their own luck in life.

Quick Links:

More about the Stories...
We couldn't find any books for young children out there that were aimed specifically at developing 'self-efficacy' from their earliest years.
We also know how amazing nature is as an example of characteristics such as innovation, creative problem solving, adaptability, overcoming adversity and sheer perseverance. In developing the books we worked closely with the fabulous folks at the Wildlife Trust of South and West Wales, who look after the wildlife on Skomer and Skokholm Islands which inspired the stories - please support them by becoming a member today.

We've brought these together in books that are fun, vibrant and engaging for young children (ages 2 to 7), but which also have really positive messages about the environment and a 'make your own luck' approach to life. Teachers and parents can also download free and fun activities and resources here...

The Island Friends series of books, learning materials, games and resources, are stories with a purpose. They aim to instil in very young children an independent, enterprising and adventurous spirit, whilst also helping them learn about the natural environment.

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We believe that if children learn to be self-starters from a young age, they'll be better equipped to 'make their own luck' in life, and that nature is the best example of this spirit in action.

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The importance of ideas with a social value, and sustainability considerations

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The importance of ideas with a social value, and sustainability considerations

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Evaluating opportunities and disadvantages in an idea

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Evaluating opportunities and disadvantages in an idea

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the first set of competences in the EntreComp framework:

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the first set of competences in the EntreComp framework:

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Spotting opportunities and creativity

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Vision, Valuing ideas, and Ethical and sustainable thinking

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Very interesting...

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If opportunity doesn't knock, build a door

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I'm thinking about a big school event organized to raise money for student activities by a students/teachers commitee. Every classroom could suggest an idea to develop. Any school student could suggest a solution to pre-set problems as needed money to invest, place where to do someone, logos, web activities, and so on

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Entrepreneurial mind-set is a way of thinking being creative, curious and fearless.