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Activit: Choose at least two competences and explain them briefly in your own words in the Padlet below.

Vision: a dream or a passion you have about something that you think is impossible to be done but you work on it to make it true.

Ethical and sustainable thinking: think before realizing an idea the impact will have this to the others

Question of the Week 2

"Do you foster a participative culture in your classroom? Often we ask students to come up with ideas with social and community value but how seriously are we taking these ideas? Do we just discuss the ideas or we encourage them to take the ideas further and realise them? "

The question
Can we grow herbs at the end of the winter? Why we should do it and how we can relate it to our project?
The answer
"Well, we could buy herb seeds with the money we earned from selling olives, we can grow them and then sell them to our teachers and parents while explaining them the value they have in our health"
The result (as an encouragment to help pupils take their ideas further and realise them)
We bought the seeds, we planted them and we are waiting for them to grow up.

Earlier today, we planted seeds of herbs and we'll wait until they grow...what should be our next activity? Well, for the moment let's wait for mother's nature miracle to happen...

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The table below shows how the 5 competences, relate to Entrepreneurship, are described in the framework.

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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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Activity:Can you think of ethical questions/doubts that you can use in the classroom with your students, similar to the real life dilemmas?

My contribution

Ethical questions that I ask to my students while developing our model enterprice is about the name of it and how we advertise it.

Should we use a name for enterprice that already exists?

Should we use a logo that is from the web?

Why don't we create our own one?

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Sustainable thinking

An entrepreneur should always have in mind that what he do today will have an impact on his and everyone’s tomorrow. (on the community, environment, economy and society as a whole). A good example is Fair trade.

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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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Ethical behaviour

"Solving real –life dilemmas in class is a good way to introduce your students to ethical thinking. The topics could be inspired by situations that children and young people can closely relate to."

Example of a real-life dilemma: ‘Lea has been offered something she really wants. Unfortunately, it's terribly unfair to a lot of other people and she knows it. Should she allow herself to benefit from an unfair situation?’"

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Entrepreneurship is about ethical and sustainable thinking

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Activity 2

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? Use pen and paper and make a mind map of your ideas and concrete steps, including examples of activities that come to your mind. Take a picture of your notes/sketch and share them in the Padlet below.

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Virtual guide to entrepreneurial learning

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Virtual guide to entrepreneurial learning

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In order to evaluate an idea we need to:

see it through various perspectives

consider all aspects of it.

for example:

1. How would it affect me?

2. How would it affect the people around me?

One useful activity is mind maping, a way of:

capturing thoughts by presenting them in a visual form

identifying strategies and patterns, steps in achieving a certain aim

considering several aspects of an idea, a project, a topic

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An activity that Kornelya suggests is to let our students reflect on an idea according to the following:

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We should "help our students to find the right balance between imagination and applicability of ideas by teaching them how to evaluate their ideas."

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What teachers could do to support students in visualising future scenarios?

provoke curiosity about the future

ask questions to develop students' strategic thinking

guide students through the process of visualising ideas. (Imagine that…How does it works? What are the steps to achieve this? What if? )

Activity 1-Option 1

Ask your students to imagine their dream job. How do they imagine themselves as successful professionals? Would they work at all? Please tell them that they can be very innovative in their vision: maybe they wish to work 3 hours per day, or a few days a year. Ask them to think about work in different terms that nowadays.

Some of my students said that they would like to be astronauts or online game designers. They don't care about the time they will spent on working or the money they will earn. But, some others, although they had an vision in the past years, nowadays are more realistics thinking that they maybe could not be able to find a job if they follow their vision.

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Let's read more information about the "School I like" project by clicking the button below

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Let's read more information about the "School I like" project by clicking the button below

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The school I'd like | Education | The Guardian

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In 2001 we launched a competition asking children to dream up their perfect school. In 2011, we are once again asking pupils for their views, which we will compile into a Children's Manifesto. Email your comments to school.i'd.like@guardian.co.uk, giving your name, age, year, school and phone number. Deadline: 4 March

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Module 2: Enabling students to take the future in their hands

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Module 2: Enabling students to take the future in their hands

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2.1 Look(ing) into the future

Innovation starts with a vision!

We should:

give freedom to our students' imagination

open their perception to new and unexplored areas of knowledge and ideas

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"Creativity can be fostered or nurtured. At the same time, it can be stifled or scorned. We would like you to reflect on creativity in the classroom. In discussing this, we would like to apply the Reverse thinking method (which is actually a method for creative idea generation)".

Activity 3: How could I discourage the creativity of my students?

We discourage creativity when we compare a student with his classmate focusing on what the one managed to do and the other didn't

Question of the Week 1

Do you think that you are already fostering creativity and opportunities spotting in your students in one way or another?

I am a primary school teacher in an Experimental Primary school and this year I develop a project with the title: "Young entrepreneurs create in nature". One of our actvities in the field was to collect olives from the trees, elaborate them and then sale them during the school's Christmas Bazar. Imagine pupils' faces when they earned their first 5 Euros!!!

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Dominic Wyse: originality and value are undeniable features of creativity

According to him creativity is: "a person’s ability to create something that is regarded by appropriately qualified people as original and of value”.

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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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Entrepreneurial minds are restless in their will to create new or better solutions and outputs. Sometimes this means seeking and testing various ideas, and opening one’s mind to alternative ideas.

The 30 circle challenge

Some more than 60 seconds... I hope my pupils will manage it better than me....

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Extra activity: contribution to the I-LINC forum

There is no entrepreneurial lesson in my school's cirriculum. But I have to say that there are some attempts of entrepreneurship during a National & an Erasmus+ projects.

Activity 2: Suggest ways for your school to support the empowerment of students in spotting opportunities

I develop an environmental project this year with the title "Young entrepreneurs create in nature" One of our activities was to collect olives from the trees, elaborate them and then sale them during the school's Christmas Bazar. Imagine pupils' faces when they earned their first 5 euros!!!

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Spotting Opportunities | I-LINC MOOC by European Schoolnet

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In this short recording, prepared for the I-LINC MOOC 'Boosting a Sense of Initiative and Entrepreneurship in Your Students', Andy Penaluna explains a classroom activity that fosters students’ competence in spotting opportunities.

http://www.europeanschoolnetacademy.eu/web/boosting-a-sense-of-initiative-and-entrepreneurship-in-your-students

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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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Entrepreneurship is about spotting opportunities

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1.2 Entrepreneurial education in your school/classroom

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1.2 Entrepreneurial education in your school/classroom

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There are three ways of promoting entrepreneurship education:

1. by fostering entrepreneurship education through one specific subject
2. by adopting entrepreneurial education as a cross-curricular and transversal competence applicable to all subjects
3. by thinking of entrepreneurial education as a method rather than an aim.

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What does an entrepreneurial mind-set consist of? Add here all the skills and attitudes that you can think of.

Here is my contribution

Innovation
Taking initiative and responsibility
Creativity
Desicion making
Problem-solving
Team work
Cooperation

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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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The sense of initiative and entrepreneurship is the ability to turn ideas into action through

creativity
innovation
risk-taking
ability to plan and manage projects.

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The entrepreneurial mindset: from kid to entrepreneur | Kim Cope | TEDxGastownWomen

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Learning outcomes

Innovative curriculum and methods

Recognition and Assessment

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Module 1: Engaging students through entrepreneurship education

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Module 1: Engaging students through entrepreneurship education

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Course timeline and events

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My school is near the sea, in Alexandroupolis...the same is my home...

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...this is my school!!

I teach in 1rst Exmerimental Primary school for about 12 years now. It is the school that I started years ago...as a pupil....
My school's building is one of the greatest and oldest classical buildings of Alexandroupolis. It is the building of the Academy of Pedagogical Studies which took the name from the donor George Zarifis.
My school's main purpose is to become a vibrant learning organization, a creative community of students, teachers, parents, and knowledge.
In this school attend pupils aged 7-12 years old and from 1rst till 6th grade. During the day pupils learn about Greek language, grammar and literature, math's, history, science, geography and they are doing religious lessons. Pupils are also learning English, German and French. They learn simple things about computers and web tools in the school computer lab. During the week they have the chance to come in contact with arts: they attend music course and they have the opportunity to express ourselves through theater and painting. They are also doing gym. After the formal program pupils have also the chance to attend courses in learning clubs.

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This is... me...

... Angeliki and I work as a primary school teacher in 1st Experimental Primary School, in Alexandroupolis, NorthEast Greece. I am a life long learner and you can often meet me in MOOCs and eTwining Leaarning Events, Webinars, online and onsite seminars where I'm trying to learn new things to refresh my teaching methods.