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We suggest you to check the EntreLearn, a booklet, created by a teacher for teachers, with more than 60 activities to boost a sense of initiative and an entrepreneurial mindset in your students. The booklet is available at the Resources section of the I-LINC Entrepreneurial Teachers Community.
As part of this learning event, moreover, we strongly recommend you to take part to the 5 euros challenge and the Selfie-Entrepreneur activity. Those teachers participating to one of the two mentioned activity will receive an I-LINC badge (for your Twitter and Facebook profiles) and become an I-LINC ambassador. The ambassadors of I-LINC are those people (teachers, educators, youth, organization) that support the development of entrepreneurial and digital skills in young people.

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With my 6/7 year old students we tried the Body Scan activity. It went very well, the children followed my guide and the atmosphere went from busy and crowded to more relaxed with a working mood.

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Share your thoughts on lesson ideas for implementing mindfulness in the classroom.

I find mindfulness very helpful for creating a relaxed working atmosphere with focused and open-minded children. I love the idea of Body Scan and I am going to try that first thing in the morning. What I practice in class, is that every child has a set of emot-icon flash cards and the second thing they do, after greeting me is to flash the cards expressing their emotions. They are usually happy faces but if someone is sad or tired or bored we discuss it or try other techniques to overcome it. We use the flash cards at the end of the class as well so they can reflect after class (smart, happy, tired etc) and we have a discussion. My students are 6-9 years old.

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Share your thoughts on lesson ideas for implementing mindfulness in the classroom. - brainstorming and voting | tricider

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Please remember to vote on other people's ideas and to comment on them.

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Mindfulness helps students in establishing a strong awareness of oneself and the others around them. This is what forms the basis of social and emotional learning (S&E learning): which ‘is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.’
This concept highlights the importance of emotions, values and social skills within the learning process. Learning is much more than memorizing content. Learning happens in the wider context of the school, family and social environment.

Student’s day-to-day interactions with peers and adults (be it teachers, parents, etc) require:

- Self-awareness: conscious knowledge of one's own character, feelings, motives, and desires;
- Self-management: the ability to regulate one’s emotions to handle stress, control impulses, and tackle obstacles; to set and monitor progress toward goals;
- Social awareness: the ability to empathize with others; to understand and adapt to the social and ethical context and norms;
- Relationship skills: the ability to communicate with others clearly, listen actively, cooperate, tackle conflict situations, and seek and offer help when needed;
- Responsible decision-making: the ability to make informed choices, taking into consideration ethical standards, safety concerns, social norms, evaluation of consequences of various actions, and the well-being of self and others.

What can you do? In order to foster social and emotional learning a teacher needs to know his/her students better. Try to establish a more personal relationship with your students. Take time to get to know them individually and allow time for them to get to know each other.

You can start with short mindfulness activities to foster self-awareness at the beginning of your class and build on this by introducing daily short activities, focusing on different aspects of S&E learning:

CV of Failures: Try to adapt the activity of CV of Failures and help students tackle stress and disappointment by asking them to  think and write down everything they have tried but have not managed to succeed in during a project/a month/ a school year, etc. Facilitate a discussion between them and help them reflect on lessons learnt.

Conversation in pairs: Ask your students to pair up with a student they don’t know that much/they are not close to and give them questions to ask each other. Afterwards, each student introduces their partner to the class, speaking as if they were their partner. This exercise fosters active listening and strengthens communication skills of students.

Quotations discussions: Select one quote and share it with the class. Ask students to write down, on their own: (1) what they think the quote means, and (2) how it applies in their own life. Then ask for volunteers to share their thoughts with the whole group/class. You can as well ask them to share their reflections in an anonymous way, for instance by using Mentimeter or Todaysmeet.

This last activity is part of the Workouts for Social-Emotional Learning, developed by WKCD (What Kids Can Do). Find more of these workouts here.

Empathy

Establishing schools as safe and friendly environment are crucial for the development of empathy and ethical thinking. Entrepreneurial learning as a method could be instrumental in fostering these skills, which are the foundation for social awareness and responsible decision-making.

For this purpose, learning needs to be contextualised. Always try to build situations which are similar to real life and allow students to reflect about their perspective and those of others. In order to step into the shoes of others and understanding their feelings and perspectives, one needs questions such as: What if this happened to you..? How would you react if a person treated you in this way..? What would you feel if..?

A good way to foster social awareness among students is by making the gratitude, apology, appreciation exercise. Ask them to think about things they are grateful for, persons they are thankful to, people they owe an apology to or situations they feel apologetic about. This exercise could take various forms: a personal journal, gratitude jar, group discussion.

A great suggestion, developed by YouthStart is the Friendship Bag challenge. Through this activity students learn to interact with each other in an empathic manner, taking in consideration each others feelings and needs. Furthermore, they find ways to solve conflicts together.

Find also a very useful Toolkit for promoting Empathy, prepared by Ashoka.

Empathy helps a person take decisions in a more responsible way. Solving real life dilemmas in class is a good way to introduce pupils to ethical thinking. Use scenarios – stories that can engage them and encourage to discuss and debate ethical issues. Prepare questions to spark discussion.

Here is an example: Someone left money sticking out of an ATM machine and there's nobody in sight. Nobody but Ben, that is. If he takes it, does that make him a thief? What should he do?

Real-life dilemmas help students to see the different nuances of the meaning of acting responsibly. You can explore many other scenarios at the Daily Dilemma Archive.

If you wish to know more

Within this learning event, we have tried to provide as much practical examples as possible. Of course, the list of things you can do in the classroom to teach through entrepreneurship is infinite. To help you find more ideas, we suggest you to check the EntreLearn, a booklet, created by a teacher for teachers, with more than 60 activities to boost a sense of initiative and an entrepreneurial mindset in your students. The booklet is available at the Resources section of the I-LINC Entrepreneurial Teachers Community.

As part of this learning event, moreover, we strongly recommend you to take part to the 5 euros challenge and the Selfie-Entrepreneur activity. Those teachers participating to one of the two mentioned activity will receive an I-LINC badge (for your Twitter and Facebook profiles) and become an I-LINC ambassador. The ambassadors of I-LINC are those people (teachers, educators, youth, organization) that support the development of entrepreneurial and digital skills in young people.

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5 Keys to Social and Emotional Learning Success

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The Genius hour: working on your passion as a form of self-development

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The Genius hour: working on your passion as a form of self-development

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During Genius Hour students of all levels are empowered to explore their own passions.  The idea apparently started in Google, where every employee has 20% of their working time that can be dedicated to a project they want to carry out. The idea is to allow employees (and if applied to education, students) to work on something that interests them. This will make them happy and productive. Apparently, 50% of Google’s projects have been created during this creative time period.

Primary schools:
http://theteacherbag.com/2017/05/20/awakening-the-genius-in-you-primary-classroom-genius-hour/
Guidelines for setting up a Genious hour:
https://hamikoviniho-my.sharepoint.com/personal/kornelia_lohynova_cloud_zha_sk/_layouts/15/WopiFrame.aspx?folderid=013855da46f4f4e0cbda62b43a4f2684f&authkey=AS-i9ImIq3zievZjf5_fo2U&action=view

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Mindfulness as a method to boost self-development

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Mindfulness as a method to boost self-development

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Mindfulness is a type of practice, which helps concentration and affects our perception. Mindfulness is the ability to be fully present, aware of where you are and what you’re doing.
Mindfulness can help students cope with stress, increase their attention span, memory and focus, develop ability to regulate their emotions. Students live in a fast-paced world, which often challenges their senses, emotions and social skills. Mindfulness can help students  to learn how to slow down and sharpen their physical and emotional senses.
Mindfulness does not necessarily mean meditation. It can also be breathing, physical exercise and more. The YouthStart project has prepared a short guide for teachers who wish to introduce mindfulness in their classroom. It consist of both physical experiences and practices focusing on reflection and discussion.

The Mindfulness in Schools project has been determined to promote the culture of mindfulness across the UK by also developing mindfulness curricula for 11-18 year- old students and children aged 7 -11.

A simple activity you can start with is the Body Scan whereas you ask students to focus their attention to their body from toes to the top of their head, bringing awareness to and accepting any sensations. This is an activity which is used often at the beginning of a school day to help students focus better throughout the day.

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Staff & children share their experience of .b

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Staff and children share their experience of mindfulness and .b, from the Mindfulness in Schools Project.

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Module 3: Entrepreneurial learning as a method for self-development

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Module 3: Entrepreneurial learning as a method for self-development

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Learning through experience

One way of boosting one’s resilience and self-efficacy is learning through experience. This may mean one’s own experience but also the experience of others.
Learning through experience is, however, not simply learning by doing. It is also a reflection on what we do and on how we can do it differently.
Selfie-Entrepreneur - designed with the purpose to help students learn from others and find their role models. Paz Fernández de Vera, Elena Rodríguez and Isabel González, came up with the selfie entrepreneur blog where students interview an entrepreneur, take a selfie, and share the image and selfie through the blog.
http://www.i-linc.eu/web/portal/selfie-entrepreneur

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Entrepreneurial learning as a method for assessment

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Entrepreneurial learning as a method for assessment

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Assessment is an essential component of learning and teaching, as it allows the quality of both teaching and learning to be judged and improved. Assessment often determines the priorities of education, and it has a backwash effect on teaching and learning: students will tend to learn what makes them pass a test or score high, and teachers (especially when faced with statutory exams) will of course prepare their students to enable them to pass a test.  As a result, if exam papers are asking for notional performances, teaching and learning will tend to focus on propositional knowledge.

Fostering entrepreneurial learning - as it goes with any other innovative method - implies a change in assessment. One cannot teach children how to run and test them on how they jump. Entrepreneurial learning is a method that is student-centred and based on hands-on activities. Therefore, the assessment of the entrepreneurial learning has to be in line with what the method is fostering.

There are three main functions of assessment: diagnostic, formative, and summative.
Diagnostic assessment aims to analyse pupils' capabilities and aptitudes as a basis for planning. It established what students are able and not able to do, so that teachers can plan their lessons accordingly. Formative assessment gathers evidence about pupils' progress to influence teaching methods and priorities. It is used to help each student to achieve the best of their potential. Teachers can therefore make adjustments to their students’ learning in order to improve the achievement of their students. The goal of summative assessment is to evaluate (judge and grade) student learning at the end of an instructional unit by comparing it against some standard or benchmark.

Assessment poses some delicate and relevant questions that we will not be able to solve here. However, we would like you to consider how you are assessing your students. Is the assessment that your students receive beneficial in making them learn better?

Assessment and evaluation are a strong component of entrepreneurial learning. First of all, entrepreneurial mindset is about fostering resilience. Enterprising people will not stop at the first obstacle. They will on the contrary take every failure as an opportunity to learn from. In schools, we tend to provide a different image of assessment, one that sticks a label on a student's head. Failure has a very negative connotation for young people and in schools, while for entrepreneurial minds it is perceived as another way to learn from experience.
Therefore, working on assessment through the lenses of entrepreneurial education allows us to focus on the main aim of assessment: a check point to understanding if we are reaching our objectives or not.

The framework of Assessment for Learning (AfL) recognises the priority of promoting students' learning and understanding, and highlights the impact of self-assessment and peer assessment in raising children's achievement. You can read this short article to understand better what AfL is: https://www.rdc.udel.edu/wp-content/uploads/2015/04/InsideBlackBox.pdf

Self-assessment helps students reflect on their own learning. On the one hand, they take responsibility for their own learning, by being the ones who check if their goals have been met. Self-assessment can take different forms and shapes and can be applied to different age group. For instance, you can use a simple smiley system with younger children. This can be in the form of flashcard that they put up simultaneously (by choosing one smiley face) at the end of an explanation or as an individual activity (where they would tick the right smiley).

For older ages or more advanced learners, you can have rubrics. A rubric is a scoring tool that explicitly represents the performance expectations for an assignment or piece of work. A rubric divides the assigned work into component parts and provides clear descriptions of the characteristics of the work associated with each component, at varying levels of mastery.

Peer assessment is another form of AfL: students evaluate their peers’ work and have their work evaluated by peers. This is again used with the aim of improving achievement for each students, so, again, it is a form of learning. Peer assessment gives students feedback on the quality of their work, and can as well provide them with ideas and strategies for improvement. Very often, in fact, learners have strategies that are different from those suggested by the teachers, but they might not be at ease sharing them with the whole classroom. At the same time, the student who evaluates improves his/her own learning and self-confidence. For this form of assessment, you can use rubrics, or targets. The images below show you examples of targets for primary and secondary students. They have been developed by Maria Isabel Gonzalez @Isabel_Gonzal and although they are in Spanish, you can perfectly understand their purpose.
The last facet of AfL is the assessment that is done by the teacher. This assessment, as the previous forms (self-assessment and peer-assessment) is based on formative assessment, i.e. on the principle that assessment should help learners improve their achievements. This is the perspective that is offered by the Growth Mindset principles. After studying the behavior of thousands of children, Carol Dweck coined the terms fixed mindset and growth mindset to describe the underlying beliefs people have about learning and intelligence. When students believe they can get smarter, they understand that effort makes them stronger. It is therefore important to think about the way in which we praise students.

If we praise their intelligence, they might stop putting the extra effort in their work. If we praise their commitment, they will probably keep up with their engagement. Create together with your students a chart with growth mindset statements, like here in this picture.
Remember that you can carry on the conversation in the I-LINC community where we add different threads on challenge-based learning for entrepreneurial education and on assessment.

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About Assessment - Reshan Richards at TEDxNYED

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Self assessment sheet in Google Forms:
https://goo.gl/forms/EOwoASCqHSq4zf433

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Драги дечиња! На крајот од темата време е да се самооцениме за да видиме што убаво сме разбрале и научиле, каде ни е потребна мала помош и што најмногу не збунува. Најважно е да бидеме искрени за да добиеме точна информација на што најмногу ќе треба да обрнеме внимание при нашите повторувања.

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Humanitarian work was on the agenda of the English Club in my former VET high school of economics, law and trade. During holidays, like Halloween, Christmas, St Valentine's Day etc. students were asked to develop different ideas of collecting money for charity. We started with almost no money at all, we organized workshops and we printed cards, made cookies and sweets, made toys from recycled materials, built a stand and sold those on the stand in the school, as well as bigger companies in the city, organized movie nights, parties etc for our students and sold tickets, all in order to collect money for people in need. Eventually, we had enough money to buy supplies for our next activity and enough money to give to charity. Their biggest gesture was to visit the sick children in hospital on Christmas Day and bring them presents.
Students(teenagers 15-18 years old) were so motivated and eager to work that they voluntarely came on weekends and holidays to take part in the workshops. I adore them!

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Entrepreneurial challenges are a form of challenge-based education. By challenging students through entrepreneurial activities, teachers aim to foster problem solving skills, creativity, collaboration. Entrepreneurial challenges are often, but not always, set on the solution of a real-life problem. The aspect of creativity (idea generation and problem solving) is also central, as is the idea to apply solutions that are viable. When applied to entrepreneurial learning, the Challenge-based method acquires a more sustainable dimension, as the question of funding (how would you find the solution you propose?) is always asked.

The webinar from Paz de Vera focused on some entrepreneurial challenges. If you could not attend the webinar, you will find the recording and the interactive presentation in the I-LINC Entrepreneurial teachers community from 14 September 2017.

As Paz explained, entrepreneurial learning is about opening your mind, and seeing things from a different perspective. She asks students to look at things (everyday places) in a different way. This kind of perspective (and the feelings that go with it) are the entrepreneurial learning lens that empower students to take their future in their hands.

We are currently asking teachers from all over Europe to participate to one of those challenges: the 5 euros challenge. This challenge aims to foster creativity, working in teams, communication, management of resources, etc. The challenge consists of asking your students to come up with creative ideas on how to generate more money out of an initial investment of 5 euros. All they need is an idea, which they need to try in reality for two hours and see how much money they can get, and 5 euros.
Are you interested in participating? Find more guidelines here.
Entrepreneurship education through challenge-based learning is also the focus of the YouthStart project. The project has developed 40 challenges, which aim to allow students to experience the effect of their actions, by engaging in real-life situations. All challenges are grouped in themes (e.g. language, environment, sport, economics) according to their content. Some challenges may be used for several themes.

Why not trying the Recycling adds Value – New Creations from the Rubbish Bin Challenge. The challenge has been adapted for primary and for secondary school students. Challenge your students to collect useless materials to create something valuable. This activity fosters creativity, ecological awareness, appreciating the value of things, etc.

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Webinar: Fostering an entrepreneurial mindset in your classroom

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On Tuesday 12 September 2017, I-LINC hosted a webinar in which the Spanish teacher Paz Fernández de Vera introduced lesson ideas to foster an entrepreneurial mindset in your classroom. These practical activities will challenge your students, bring them outside of the classroom and offer them new perspectives that will help unleash all their potential.

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Challenge-based learning activities are a form of problem solving that aim at solving real-life issues. It offers students the opportunity to learn by doing through cooperation with others. Challenge-based increases student engagement and commitment. The combination of reflection on a real-world situation and proposing solutions to the identified challenge allows students to engage in experiential learning.
Challenge- based learning builds on the idea of problem-based learning, of project-based learning,and of all methods that  foresee the learner to take an active role in his/her learning experience. This led to the creation of a framework that helps teachers in implementing this method in their classroom. The idea is to provide students with a global challenge, and ask them to work collaboratively to find a local solution. Students are asked to find information on the topic, to work together to find new and creative solutions, strategies, and ideas that can be applied in practice, to decide which solution they will apply, and to finally implement the solution.
The framework is divided into three interconnected phases: Engage, Investigate and Act. Each phase includes activities that prepare your students to move to the next phase. Supporting the entire process is an ongoing process of documentation, reflection and sharing (as seen in the outer circle of the image).

Document, Reflect and Share – Throughout the challenge, learners document the experience using audio, video, and photography. This ongoing collection of content provides the resources for reflection, informative assessment and evidence of learning.

Find out more about CBL here. If you need practical examples make sure to watch this example from a primray school and the report from an Implementation project.

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Module 2 Entrepreneurial learning as a method for motivation and assessment

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Module 2 Entrepreneurial learning as a method for motivation and assessment

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Teresa Amabile distinguishes two types of motivation: intrinsic and extrinsic. Intrinsic motivation is the one that is driven by internal rewards. For instance, when some actions, or activities, are satisfying, pleasant, funny, interesting, enjoyable. Extrinsic motivation refers to outside incentives – grades, prizes, rewards, nice comments, and marks.

People can perform better - and work better - when they can engage in an activity that is meaningful to them. When they work pushed by their intrinsic motivation. Entrepreneurial learning, as a method, can provide the means to engage students by tapping into their intrinsic motivation. Did it ever happen to you to be so concentrated in what you were doing that you did not see time passing by? In this very moment, your engagement in the activity made you lose your sense of time, you maybe forgot to eat or were unable to react to external distractions (like somebody coming to talk to you and you did not even hear). This is what Mihaly Csikszentmihalyi defines as a “state of flow”. You are so involved in what you are doing, that you cannot stop being fully immersed in it. This state of flow is evident even in children and young people. Think about a toddler trying to find out which shapes to insert in holes, a young child playing with Lego, a teen-ager playing the guitar or drawing a comic stripe, kids and youth of all ages during a football match.

For Csikszentmihalyi, this concentration is not hard to achieve. It is the enjoyment that derives from the activity itself that keeps us focused on it. Note that this enjoyment derives from activities where we are actively involved: Csikszentmihalyi does not refer to the hypnotic passive status we are in when we watch the television, for instance. The activity that brings us to a state of flow is therefore an active engagement from our side. At the same time, in order to be in a state of flow (i.e. full engagement), the activity has to be challenging enough to stir our curiosity but achievable enough for us to perceive we are able to engage in it. If the challenge is bigger than our skills, we feel anxiety and panic. If we are too good at it, we get easily bored. Again, try to think about playing tennis against an opponent that is either too strong for us or too weak.

As a teacher, you have for sure witnessed your students being in a state of flow. For having your students reflecting on what is happening when they are experiencing flow, you can carry out the following activity with them. Ask your students to write about a time when they worked really hard. Ask them to describe that moment. You can help them by giving them some questions, for instance: - What made you work so hard? - Did you ever feel like giving up? - What kept you going? - How did it turn out? - What did you feel when it was all over? Let them share their reflections in small groups. You can as well take this activity a step further and use it as a starting point for self-improvement. Ask your students to pick a skill they would like to learn or improve and make a seven-day plan for how to practice the skill for an hour a day, including ideas and tips from friends, teachers. In this way, and after the reflections on their hard work, they could try to develop their skill by fully committing to it. Ask them to keep daily journal on how it is going. After seven days, let students share their journal and reflect on it. Have they been working as hard as they expected? Why? This activity has been developed by WKCD (What KidsCan Do).

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Teresa Amabile - Creativity and Motivation

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Why you consider entrepreneurial learning to be relevant for YOUR students
I as well find entrepreneurial learning to be very close to PBL. My students are interested, more motivated, they express their creativity and are innovative and enjoy the classes. They learn by doing and sometimes they do not even realize that they have undergone the whole process of teaching and learning and are amazed by their own results. They are developing 21st century skills and are preparing for the global labor market

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teaching “through” entrepreneurship

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Working Group on Entrepreneurship Education

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EU Comissions Expert Group on Entrepreneurship Education

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CS Foundation Business Environment & Entrepreneurship

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Jack Ma Speech Backs Young Hong Kong Entrepreneurs

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This Video was produced from the EU Comissions Expert Group on Entrepreneurship Education in 2013. -------- Follow us -------- Facebook: www.fb.com/startedeinprojekt Twitter: www.twitter.com/YouthStartAT

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Different ways of teaching entrepreneurship

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Different ways of teaching entrepreneurship

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Entrepreneurial learning could be also approached as a cross-curricular topic. Under this approach, entrepreneurship competences are developed throughout all subjects and curriculum activities.  In this case, entrepreneurial learning can be compared to project-based learning.  Students are put in similar to life situations and challenge them to learn through their own experience.

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“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 " FFE-YE. (2012).
Which competences are you good at and which will you need to develop in order to become good entrepreneour

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This video introduces the European Entrepreneurship Competence Framework (http://europa.eu/!tx78fG), known as the EntreComp. By highlighting some of the competences that make us entrepreneurial, the video argues that entrepreneurship is a broad competence that anyone should be afforded to develop.

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Module 1: Is entrepreneurial learning for me? (Yes, it is)

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Module 1: Is entrepreneurial learning for me? (Yes, it is)

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What is entrepreneurship to you? How does it relate to teaching and learning?
code 40 48 2

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Create fun and interactive presentations for your meeting, event, conference or classroom. Mentimeter is a free, easy-to-use software that you can use online.

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Johannes Lindner says that there are three ways to embed entrepreneurship in education:
- As a principle or method of teaching;
- By integrating different entrepreneurial elements into several subjects;
- By creating a separate subject
http://www.i-linc.eu/web/entrepreneurial-teachers

Since curricula is strict in my country, it is almost impossible to convince higher authorities to create a new subject, and even if it is, it is usually closely connected to the area of economy and all other aspects are under minded. Therefore, I believe that professional development on the topic is needed.

Many teachers already implement different entrepreneurial elements nto their subjects, but they are usually not aware of that and these are not recognized.

As a principal or method of teaching - I am very happy and proud to participate in a project "Erasmus+ Street" which aims at developing teaching methods and techniques closely connected to real life situations by developing competences in communication in foreign languages by building a small city in the school environment (hotel, mall, cafe, library, shops etc.) where students simulate real life situations and learn by doing. The teacher acts as a mentor and facilitator and only observes the process, but uses different methods and techniques in order to motivate students to self evaluate and peer evaluate.

Question Week #1
http://www.i-linc.eu/web/entrepreneurial-teachers

Do you think that you are already fostering creativity and opportunities spotting in your students in one way or another?
Plase share particular examples and experience from your own classes by replying to this thread.

9/12/17 9:39 PM as a reply to Tomislava Recheva.
Reply Humanitarian work was on the agenda of the English Club in my former VET high school of economics, law and trade. During holidays, like Halloween, Christmas, St Valentine's Day etc. students were asked to develop different ideas of collecting money for charity. We started with almost no money at all, we organized workshops and we printed cards, made cookies and sweets, made toys from recycled materials, built a stand and sold those on the stand in the school, as well as bigger companies in the city, organized movie nights, parties etc for our students and sold tickets, all in order to collect money for people in need. Eventually, we had enough money to buy supplies for our next activity and enough money to give to charity. Their biggest gesture was to visit the sick children in hospital on Christmas Day and bring them presents.
Students(teenagers 15-18 years old) were so motivated and eager to work that they voluntarely came on weekends and holidays to take part in the workshops. I adore them!

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My name is Spasija Neshkoska Cuculeska and I come from Prilep, Macedonia and I am an English language teacher, EFL at Primary School "Goce Delchev". I have worked in the field of education for 10 years, I was a business and general English language teacher, EFL for four years, a Vice Principal for an year and a Principal for five years in a vocational high school of economics, law and trade. I am and eTwinning Ambassador, Porject Coordinator and a Teacher Trainer at Euneos Corp for the "How to Make Your School More International" course in Benalmadena, Spain. I have also participated in the eTwinning Online Moderators Course and have conducted an eTwinning Learning Event "School Internationalization for Beginners".

www.euneoscourses.eu

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Who are we and where do we all come from:

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Entrepreneurial learning across subjects - participants map

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Embed map Entrepreneurial learning across subjects - participants map created with ZeeMaps

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Learning Event 2017: Entrepreneurial learning across all subjects

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Learning Event 2017: Entrepreneurial learning across all subjects

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EXPERT: Anusca Ferrari and Tomislava Recheva DATE: 11 - 22.09. 2017 LANGUAGE: English TARGET GROUP: All teachers SHORT DESCRIPTION: This Learning Event aim is to train and empower teachers (primary and secondary school, VET education) in fostering the sense of initiative and the entrepreneurial mind-set of their students by developing innovative and creative attitudes and skills. The sense of initiative and entrepreneurship is the ability to turn ideas into action through creativity, innovation, and risk-taking. It is a key competence that can be developed through any school subject, from primary to secondary and beyond. It does not necessarily involve a specific school subject. Rather, it requires a way of teaching in which experiential learning, learning by doing, and project work have the main role.

Course Hosts:

Anusca Ferrari is a lifelong learner interested in technologies for education, digital competence and entrepreneurial teaching and learning. Previously a teacher, she now works at European Schoolnet for the Digital Skills and Jobs Coalition and the I-LINC project. @anusca_ferrari

Tomislava Recheva tries to raise awareness about the importance of developing digital and entrepreneurial skillsin all her activities. She also works at European Schoolnet, in particular on the Digital Skills and Jobs Coalition and the I-LINC project. @t_recheva

This learning event has been organised with the support of the I-LINC project. I-LINC is an open membership platform that connects stakeholders interested in youth employability, entrepreneurship and digital skills.
Learning Event Journal
https://learninglab.etwinning.net/43584/home

Materials:
https://learninglab.etwinning.net/43584/materials/images

Forum:
https://learninglab.etwinning.net/43584/forums

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Webinar: Fostering an entrepreneurial mindset in your classroom

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On Tuesday 12 September 2017, I-LINC hosted a webinar in which the Spanish teacher Paz Fernández de Vera introduced lesson ideas to foster an entrepreneurial mindset in your classroom. These practical activities will challenge your students, bring them outside of the classroom and offer them new perspectives that will help unleash all their potential.