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The learning project is directed to the forth year of a vocational school for hotel services. The class is formed by 24 students: the majority of them is from the same city where the school is. A small part of the students (5) are sons immigrants, who have attended the previous schools.

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Working with other: it involves a lot of competencies that allow people to work together. They need to collaborate and to work in order to reach common goals. They will be able to solve conflicts and to find solutions together.
Learning thorugh experience: it is fundamental because learning by doing allow a deep learning. If I did something I will remember it well. But post-reflection is really important, because thanks to it I understand what has gone well and what bad and I can achieve better results

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Reflective teaching
When you plan an activity you should always consider a moment of reflection after the conclusion of it. It is fundamental for professional growth asking what has gone well and what bad.
I've never made a reflective log, but I think it is a good idea, because it is impossible to remember all. We also teach our students that writing our reflections/impressions is at the basis of further learning

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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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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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Are you facilitating group work in your classroom?
I sometimes have used collaborative learning method, but students does not seem to like this kind of activity so much. They complain that there is who works and who doesn't. In fact they're not so used to work in this way. Probably I should follow more their works and prepare more structured materials, at least untill they will feel more confortable with team working.
Obviously the teacher can be a facilitator proposing at the beginning more structured and prepared activities or for example assigning specific roles to pupils. He has also to explain at the beginning the tasks of each role, the rules that one must follow (e.g. what behaviours are good for team working and which are not), the final goals and the assessment criteria.
The teacher should also intervene in case of conflicts that the children are not able to solve. He can mediate and propose solutions or help pupils to understand which is the problem and how to overtake it.
Team working is also a very inclusive didactic method. Because if the teacher chooses well the composition of the groups, pupils can help their weaker mates.
Assessment is important and it is part of the learning process. So a self-assessment grid used by students for evaluating them selves and their mates can be a really good idea.

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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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The ability to work with others is crucial for entrepreneurs. An entrepreneurial mind is able to not only collaborate with others, but also ignite further group work. A common misperception is that entrepreneurial minds are self-cantered. Quite the contrary, entrepreneurial people manage to leave their ego aside and recognise the importance of group collaboration and the potential that each member of the group has for contributing to the group results. Entrepreneurial minds recognise their own strengths and limitations and they can evaluate how they can contribute to team work. Entrepreneurial minds see the potential other teammates have and appreciate diversity of skills and knowledge.

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CV of failures
I was not able to take my first graduation in the three years as planned.
I was not able to get all my students involved during my lessons.
I attended the preparatory course for English B2 but I have not done the examination yet.
These are only some of my failures.

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The best way to develop a tolerance for ambiguity is to make mistakes early and to accept that failure is good. Give your students a chance to practice failing in the classroom so that they can deal with failure easier later on in the real world.
A useful technique for facing failure, which could be easily adapted to a classroom activity is the CV of failures. This technique can help students and adults to understand that failure is part of our lives by making them reflect on what they tried but have not succeeded in their learning or career path.

Challenge your students to think and write down everything they have tried but have not managed to succeeded during a project/school year, etc. Facilitate a discussion between them and help them reflect on lessons learnt.

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Coping with uncertainty, ambiguity and risk

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Coping with uncertainty, ambiguity and risk

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We can boost our students’ skills to cope with risk and ambiguity through various teaching methods - shifting of deadlines, setting multiple deadlines and the introduction of other forms of uncertainty. Responding to these constant changes requires applying several competences we have already come across in this MOOC. From spotting new opportunities to developing creative solutions, this all helps students to adjust to new circumstances and overcome non-predictable challenges.

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Planning entails defining goals, developing a roadmap of how these should be achieved, while also assigning priorities and considering financial aspects. In other words, planning means putting your vision in practical context and translating your ideas in concrete steps. Planning could refer to one particular project, a long-term process or one’s life in general.
Planning is also about making choices of how exactly to achieve our aims. By being able to plan we identify possibilities and different ways to proceed. Having an overview of the different possibilities makes it easy later on to change strategies and choose different steps, if necessary. That is why, being able to monitor our progress is important. Entrepreneurial minds are able to recognise how much progress they have made and evaluate whether they would need to make changes on the way.

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My future challenge will be trying to apply new learning methodologies and to know more ICT (useful for lessons) and how to use them

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Take initiative and make a change in your classroom to support entrepreneurial mindset of your students, to enable them to explore, be curious, be active, initiative and enjoy learning. What is the first step you can do right tomorrow?
I will propose a brainstorming about "the school of your dream".
Then I will propose an activity of Design thinking applied to our school. In which ways they would like to modify it?
After that I will divide them in small groups and ask them to create a common project, starting from the discussion of their Design thinking projects.
As final act they will present their work to their mates.

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Enterprising people don't wait for someone else to tell them what to do. They take the initiative to find and solve problems and to meet and create challenges.

We all grow by challenging ourselves. Inspire your students to get outside of their comfort zone. It creates opportunities to fail and go back and try again. As we already know, it also builds resilience. Give them a chance and a challenge to be the valuable members of the community. Get inspired how you can do it.

To take initiative you should know how things work and how you can improve them. Encourage students to be curious. Create an atmosphere where pupils are not afraid to raise questions, let them test their own hypotheses, let them explore, discuss, brainstorm....

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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Entrepreneurship is about taking the initiative

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"Taking the initiative" is one of 15 competences that any learner can develop to become entrepreneurial, according to the European Commission Entrepreneurship Competence Framework, (http://europa.eu/!tx78fG), known as the EntreComp. In this video, Kornélia Lohyňová, teacher of Hotel Management, Marketing and Entrepreneurship at the Bratislava Hotel Academy explains that allowing students to take the responsibility by addressing challenges that they have come up with makes them develop the right can-do attitude.

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What if you organise an innovation week or at least an innovation day in your school? Introduce the design process to your students and let them turn their ideas into real outcomes.

Design thinking is a method of problem solving developed largely by Stanford University professors who sought to codify a product design process that emphasized creative solutions to meet users’ needs. The idea has spread across the country and across disciplines. It is used also at schools that provide students active learning.

Design Thinking is the confidence that new, better things are possible and that you can make them happen. How it works? There are some ways how to implement Design Thinking, you can use this one:

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I think that most of these competencies are strictly connected.
Motivation and perseverance: it is also called resilience and consists in being determined for reaching goals and in facing failures and difficulties without giving up.
Mobilizing others: it is a quite large option, because it can be required for many reasons. It consists in ability to convince and involve others in our ideas and projects.

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Probably it should not be hard to convince you to come to Italy.
About 70% of World Artistic heritage is here. Our cuisine is tasty and unique. We're really hospitable and kind.
Every corner of Italy has its own history and cultural heritage.
You probably don't know about the place where I live, the northern countryside of Rome. But even here you have a lot of places to see...
Do you want to walk in an abandoned city, used from preistoric age till 18th century?
Have you ever seen the so famous etruscan necropolis?
Have eaten near a medieval castle, built near a beatiful lake? You will spend only a few money?
Have you been to sulfourus springs surrounded by a large wood?
Come here to see...

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Challenges - YouthStart - Entrepreneurial Challenges

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Challenges - YouthStart - Entrepreneurial Challenges

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What we need in this case is excellent communication and negotiations skills. Entrepreneurial minds are able to share their vision with others in a way that is clear and engaging. This entails having the ability to communicate clearly what you want to achieve, showing passion and energy about your goals and ideas.

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I teach in an upper secondary school (vocational for touristic services). I've read a lot of interesting lessons from colleagues, so I will present the best ideas I have thought and read below.
- A nice idea could be dividing the class in many groups and giving to each group an amount of money. Then the teacher will make some questions related to his subjects. Each group could bet some money: if the answer given is correct they earn the corrispont amount, but if it wrong they lost it.
- Elder students could organize a real event for the school (e.g. carnival party): using real money and planning all with or without the supervision of the teachers.
- Younger students can be asked about what their family has bought this week and they can divide the things in useless, not necessary and necessary.
- Another activity can be giving to each student some money and he/she has to plan a purchase (maybe a car) or an entire holiday for example (how to go there, where to sleep and to eat etc.)

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Entrepreneurial minds are able to take informed and educated decisions regarding money management. Financial and economic literacy is an important factor for the practical implementation of a project. When we have financial and economic literacy, we can estimate easily the cost that a project requires. This competence touches upon a variety of skills - the ability to understand economic and financial concepts, to manage budgets, to find and manage funding. Starting from knowing how to spend wisely pocket money for the week, to managing budget of a project, it all requires some financial literacy.

Financial and economic literacy can be frustrating when first introduced in the classroom. That is why teachers should try to make it relevant for their students by introducing activities and scenarios that students can relate to. Viewing the concepts through their everyday life - saving money for a bike, creating a budget planning for the reconstruction of the school playground, etc.

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Entrepreneurship is about mobilizing resources

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Kick the IM away from possible
This is a scout motto and this image was drawn by the founder Lord Baden-Powell

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Do you think you can implement Genius Hour in your classroom? What can you do at school to get children passionate?
I did not know Genius Hour. It sounds interesting, but I should know more about it.
I think it should not be so easy to apply. In Italy teaching is quite conservative and this transforms often students in passive people. Sometimes they prefer a passive lesson than one in which they have to be the protagonists. At least I experimented this in upper secondary school.
So we should prepare students to activities like these and make them aware about the potentialities of this methodology. Using their passions could get it easier.
We teachers are sometimes scared about activities not strictly connected to curriculum or to contents in general, but we have to find the positive things also in such methods.

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Do you know people who are good at dealing with ups and downs, who have a positive attitude also in a difficult situation? These people have one thing in common – resilience.

Resilience is not one specific thing, but a combination of skills and attributes that help to solve problems, cope with challenges, adapt and bounce back when things don´t go as planned. Resilient people learn from their mistakes, they look at their failures and mistakes and as opportunities for growth.

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Cerca e salva idee relative a Student self assessment su Pinterest, il catalogo delle idee del mondo.

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Self-efficacy is mostly affected by the teachers´ evaluations and feedback. How to assess students´ performance? What assessment activities do you use in your school?

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Self-efficacy is mostly affected by the teachers´ evaluations and feedback. How to assess students´ performance? What assessment activities do you use in your school?

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Assessment can be a powerful instrument to facilitate learning. First of all we should plan formative and summative assessment. But also self-assessment is really important.

We have many ways to enhance self-awareness and self-efficacy:

Educate our pupils to define the starting situation: what they can do, what they have to reach (goals), what can they use (instruments)...ecc

Planning is a key word to success. If I am able to plan an activity it's easier for me to evaluate it and to be successful.

You can use for example self-assessment sheets that help the students to understand  what has happened, the causes of success/failure. It helps them to analyze the process of learning.

Also discussion between the student and the teacher can help the pupil in understanding and evaluating: e.g. asking a student ater a performance to tell what has gone well and what doesn't. This could be applied also through the peer review. Assessing each other students learn a lot.

Periodical and continuous check are fundamental to see how all is going and what can I do to get better the process avoiding the failure.

Defining what was an obstacle to learning and saying how to not repeat the failure situation.

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Write down 2 goals (one short-term goal, to be achieved next week and one long-term goal, to be achieved in 1 year) in your personal or professional life and then add the necessary steps to accomplish those goals.
My short-term goal is to finish this course, as many colleagues have already written. I should dedicate some afternoons to this course trying to understand better the contents and to go deeper. Another short-term goal is to have an oral assessment with one of my students about a project on which he has been worrking on from a week.
My long-term goal is to improve my L2 English competencies and to try to get the B2 certification. Last year I have attended a preparatory course, but I wasn't able to do the final examination, because I had to study for teacher national selection. So I will study more the language, train myself through videos, books and exercizebooks and speaking english in every situation I can use it.

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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. In this process, assessment is not used to evaluate learners’ performance per se. Rather, the aim of this assessment is the one to provide  feedback to both teachers and learners so that both parties can reflect on their teaching/learning and improve it.

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Entrepreneurship is about self-awareness and self-efficacy

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An example with parents from the study of dr. Dweck

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An example with parents from the study of dr. Dweck

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Most caring parents would tend to see themselves as nurturing their children’s growth. No decent parent would ever consciously think to himself, “I wonder what I can do today to undermine my children, turn them off learning, and limit their achievement.” Yet, many of the things we do often send kids the wrong message. “Parents think they can hand children permanent confidence - like a gift - by praising their brains and talent,” writes Dweck. Unfortunately, the wrong kind of praise “makes children doubt themselves as soon as anything is hard or anything goes wrong.” In her view, if parents want to give their children a gift, the best thing they can do is to teach their kids to love challenges, be intrigued by mistakes and enjoy effort. That way children don’t have to be slaves of praise. They will have a set of beliefs that will allow them to build and repair their own confidence. Does this mean we can’t praise our children enthusiastically when they do something great? Not at all. It just means that we should keep away from a certain kind of  praise – praise that implies that we’re proud of them for their raw intelligence or natural talent, rather than for the hard work they put in. For example, instead of congratulating your daughter for being “so smart” the next time she successfully completes a big project for school, Dweck suggests you say something like: “That project was so long and involved. I really admire the way you concentrated for a couple of hours every night and finished it.” Children who believe that effort leads to improvement are far more likely to up their game, especially when the going gets tough. The same principle applies to all of us, especially as we get older.

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In Mindset, Dweck shows that praising people only for their talent – as opposed to their hard work, good strategies, or even good fortune – does not build mental toughness, or give them lasting confidence when the going gets rough. Instead, it may even make them weaker in the face of adversity. People who believe they’re naturally more talented than others often expect “it” to always be there when they need it, and they may not learn how to go and find it.

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It is not only important to be capable, but also to believe that we are capable. People with entrepreneurial mindset believe that they are able to succeed at tasks. They have a clear perception of their personality, strengths, weaknesses, thoughts, and emotions which is the first step in creating what they want and shaping the future.

Students not believing in their abilities get disappointed when facing failure, they are afraid of dealing with challenging situations. We form habits at early ages.  Little children believe that the sky is the limit. Not only parents, but also teachers should foster self-belief habits of children. Students’ beliefs about their own ability to succeed are essential to setting and achieving goals.

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Creativity: it depends from imagination and many people think that it is a innate feature and that it cannot be taught. But we can educate to be creative, to see things from a different perspective, to image a different world.
Ethical and sustainable thinking: in this case we try to think to the effect of each thing and to the relationships between man and environment. People, planet and profit are three elements we have to consider when we create and plan something.

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Real-life dilemmas could be really effective to let people think from different perspectives and to enhance ethical and sustainable thinking.
Some examples of real-life dilemmas:
*The clerk in the market has given you a lot of money as change due to a mistake. What would you do?
*John is a victim of homophobia. What can he do?
*You and your father are walking in your city and he throws some rubbish on the street. Did you say something?
*ILVA factory in Taranto grant many people to have a job, but its machineries are killing inhabitants with pollution. What can we do?

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

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 food and livelihoods.

The activity focuses on learning through developmental group work, a constructivist approach to learning that is directed by learners themselves.

Use the 'My Next Fairtrade Adventure' films as part of a plenary for these activities.

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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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A website for real-life dilemma scenarios

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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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Sustainable thinking means considering

people

planet

profit

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Entrepreneurship consists in changing opportunities in action and depends from

attitudes

behaviours

values

mindset

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How would you introduce entrepreneurial learning in your classroom? How could you foster entrepreneurial competences in your students? How can entrepreneurship be part of your subject?
It's not so obvious fostering entrepreneurial comptencies through my subjects (I teach humanities) or maybe I should think in a more entrepreneurial way.
Above all I think that literature could help students in fostering creativity and let them able to see things from other perspectives.
Here I attach a history project about the territory in which the school is.

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In order to evaluate an idea we need to see it through various perspectives and consider all aspects of it. How would it affect me? How would it affect the people around me?
One activity which is very useful for bringing awareness to all aspects of an idea, and the various opportunities it may bring, is mind mapping (also called mental map). Mind mapping is a way of capturing your thoughts by presenting them in a visual form, identifying strategies and patterns, steps in achieving a certain aim. Mind mapping allows you to consider several aspects of an idea, a project, a topic. Mind mapping could be facilitated by many different digital tools but sometimes just using a pen and putting all ideas on paper would work just fine.

Mind mapping helps students to put ideas in context and evaluate their relevance to the world that surrounds them. Mind maps can be presented in different ways: spider's web, fish skeleton, network scheme, etc. You can find different examples of the types of mind maps online.  If you want to explore this method further

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How does your dream job look like?
I love my job and I think I would not quit it. But I'd like to do many changes.
I would like to work without the fear of a court judgement, to have a headmaster who is able to understand ours potentialities, to have many instruments of ICT for my lessons, to be creative in my work and to have many chances to collaborate with my colleagues.
In italian school we usually have a few or no one possibility to collaborate with colleagues, a great lack of ICT instruments (laptops, tablets, printers etc.) and often headmasters are not so interested in valorising us teachers.

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What can you do to support your students in visualising future scenarios?

What teachers need to make sure is to provoke curiosity about the future, and ask questions in order to develop students’ strategic thinking. Be sure to have always clear, and simple questions to guide your students through the process of visualising ideas. (Imagine that…How does it works? What are the steps to achieve this? What if? )

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Sir Ken Robinson: Do schools kill creativity?

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Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.

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30 circle challenge
Really difficult! I spent so many time in making little details

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Suggest ways for your school to support the empowerment of students in spotting opportunities.
A very nice idea is the use of QR-code connected to places, asking students how to get them better (the use of apps and smartphone is motivating too).
I teach humanities and so I think that for my subjects it could be easier to work about thinking in a different perspective. Literature in general allows you to see the things in a different way, discovering the thoughts of various authors sometimes far in space and time. You can plan an activity in which you ask the student to think how that character (historical or not) should act or think.
Obviously with history and geography we have to work on the valorisation of the territory in which the school is. We can go on the places, asking students what they would  do for getting them better.
Also cooperative learning force students to work together for reaching a common goal. A good idea should be to insert creativity criteria into the evaluation grid. So they will be more motivated in thinking differently.

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motivate your students to identifying needs and challenges and seize opportunities for creating value

see things from a different perspective

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Entrepreneurship is very often associated with identifying problems, needs, and coming up with creative solutions for the benefit of others. Often, entrepreneurship minds bring the attention of others to needs and opportunities that they have not considered before by trying to look at things from various perspectives.

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What is the state of entrepreneurial education in your country/region/school?

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What is the state of entrepreneurial education in your country/region/school?

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Entrepreneurship education is not taught in Italy. Italian ministry of education have elaborated its own key competences of citizenship and "sense of initiative and entrepreneuship" (of European framework) is not present.
I have to say that here schools has a rigid and classical organization, due to a not renewed didactic. There is still many resistance against learning through competences; here learning is content-based.
So I think that here entrepreneurship is not an aim, neither a method. School is bad connected to Job, although a new reform has introduced the "alternanza scuola-lavoro". It allows many projects between the school and privates, who e.g. accepts a student for a stage or a training.
I think that the difficult is to think in a "entrepreneurship way". I teach humanities and I would find difficulties to find practical aspects in my subjects.