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1) link activities to learning outcomes
2) each activity not more than 35% (good 4 activity)
3) teamwork shoun't be less than production time (30% and 30%?)
Review: not judgemental and supporting
good guidance

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Use mentimer to vote
https://www.menti.com/7974a5

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From a colleague's Padlet (Bojana, from Macedonia)
Prior to teaching the unit

1.  Why do we think that the unit or the selection of topics will be interesting?

2.  What do students already know, and what can they do?  What have students encountered in this discipline before?

3. What does experience tell us about what to expect in this unit?

4. What attributes of the learner profile does this unit offer students opportunities to develop?

5. What potential interdisciplinary connections can we identify?

6. What do we know about students’ preferences and patterns of interaction?

During teaching

1. What difficulties did we encounter while completing the unit or the summative assessment task(s)?

2. What resources are proving useful, and what other resources do we need?

3. What student inquiries are emerging?

4. What can we adjust or change?

5.  What skills need more practice?

6.  What is the level of student engagement?

7.  How can we scaffold learning for students who need more guidance?

8.  What is happening in the world right now with which we could connect teaching and learning in this unit?

9.  How well are the learning experiences aligned with the unit’s objectives?

After teaching the unit

1. What were the learning outcomes of this unit?

2. How well did the summative assessment task serve to distinguish levels of achievement?

3.  Was the task sufficiently complex to allow students to reach the highest levels?

4. What evidence of learning can we identify?

5. What artifacts of learning should we document?

6.  Which teaching strategies were effective? Why?

7.  What was surprising?

8. What student-initiated action did we notice?

9.   What will we do differently next time?

10.  How will we build on our experience to plan the next unit?

11. How effectively did we differentiate learning in this unit? •

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Learning is often about unlearning or re-learning!
Reflecting on the experiences!
Hero challenge YouthStart activity!
http://www.youthstart.eu/en/challenges/interview_an_entrepreneur_/
Selfie entrepreneur initiavie
Learning from our peers! Job shadowing, getting into some colleagues' class!

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http://www.tesguide.eu/tool-method/dragon-fire-project.htm

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RACI matrix: Who is:
Responsible: who is in charge of something
Accountable: who is to trust
Consulted (parents? outside)
Informed (addresees, stakeholders)
SWOT analysis:
Strength
Weakness
Opportunity
Threats

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1. Explore "serendipity"

2. explore... my genius hour!

3. http://www.geniushour.com/what-is-genius-hour/

4. develp financial skills! https://www.practicalmoneyskills.com/teach/lesson_plans/grades_9_12

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Become more resiliant!
Resilience is the process of successfully adapting to difficult or challenging life experiences. Resilient people overcome adversity, bounce back from setbacks, and can thrive under extreme, on-going pressure without acting in dysfunctional or harmful ways. The most resilient people recover from traumatic experiences stronger, better, and wiser.

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8 Entrepreneurial skills for kids & parents

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8 Entrepreneurial skills for kids & parents

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Amasing project on how children want school

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If you are not ready to be wrong, you will never be creative
Educating means moving out from creativity

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Ask students what it could be, rather than what is it?
Or: if you can't do this (drink from the bottle), what would you do?
REVERSE THINKING: how could you not learn anything?

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If opportunity doesn't knock, build a door

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The sense of initiative and entrepreneurship is the ability to turn ideas into action through creativity, innovation, and risk-taking as well as the ability to plan and manage projects.

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1) Set clear entrepreneurial goals
2) Innovative Curriculum
2) Assessment: a) assess ideas (students); b) assess business plan (teachers)

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The first useful resource