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Through the planning of the learning diary, we enable the planning of activities that can be implemented with a specific deadline and obtaining a product on the list of activities. These consist of a collaborative group work and each target with each role and responsibility for the achievements or non-achievements.

Everything goes according to plans and for each stage is foreseen by a report based on this planning

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Are we doing enough to boost our students ability to cope with uncertainty and ambiguity? As teachers, we may find this issue controversial because we often tend to guide students with clear instructions and structured activities. This, however, isolates students from situations of uncertainty, were they could develop abilities to cope with unpredicted situations. How can we deal with this? To what extent do you allow uncertainty in your classroom? Do you think we should expose students to uncertain situations?
I think, that usually we, teachers, don't do enough to boost our students' ability to cope with uncertainty and ambiguity just for a very simple reason - we want to be prepared for the lesson, which means, that we plan in advance, prepare exact activities, situations, questions, use methods, which we know well. We even know, what answers should our students provide... It seems, that, at first, we, teachers, have to be prepared to uncertainty and ambiguity, which is a part of a real life, and not to be afraid to experience that in class with our students.
I was at
WEBINAR: How to introduce entrepreneurial learning into your classroom.

4.1.1. Taking the initiative

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? Share your ideas with us here in this Padlet.
I would ask my students 'How to rearrange our school to become a better place for students to learn?'
4.1 .1. Taking the initiative

Challenge yourself! What will you do the next days to get outside of your comfort zone? Share with us your challenge in your personal or professional life.
I will start a new method in my class. I would like to start 'flipped classroom" strategy.

4.2 Planning and management

Think of a classroom activity or project for your students and create a roadmap for it. Use the template above, or create your own! Take a picture of it and share it in the Padlet below.
A plan for a project activity:

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Review of Giorgia Bellentani's  lesson plan. - Copy - Copy

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Review of Regina Gomes's  lesson plan. - Copy

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1. Review  of Nina Novosad 's plan:
https://v.gd/rvakdF
This is a plan for a learning period of about three lessons. The topic is  actual to the life of students, everyone wants to live in a place which is attractive to others.  The topic addresses  to entrepreneurship education, it develops entrepreneurial thinking of students. Students are involved into different types of activities, they investigate, collaborate and are quite self -sufficient in their work. The lessons have a cross-curricular aspect.  Students use a lot of ICT tools in class and outside. However, there is a misunderstanding between the learning time and the  designed time of the lessons, which could be corrected easilly  and the brainstorming activity at the beginning is a bit complicated: students can express threir ideas orally, not in a written form.

2. Review  of Regina Gomes's plan:

https://v.gd/by4k1E

My review :

The lesson plan is well organized and it includes a good mixture between  inquiry, scaffolding for learning and hands-on tasks. There is a good mix of activities, the lesson is dynamic, not boring and develops entrepreneurial competences, such as taking the initiative, ethical and sustainable thinking, valuing ideas, creativity,  vision, mobilising resources. The topic and the tasks are connected with real - life situations and are actual in the society. It stimulates students' curiosity from the beginning of the lesson.

3. Review  of Giorgia Bellentani 's plan:

Hi,
my name is Giorgia and I coordinate the training activities for teachers an adults at Fondazione Golinelli (www.fondazionegolinelli.it). It is an Italian no profit institution working in the field of education.
For this reason I have tried to desing a course for teachers.
The course is addressed to high school teachers of every discipline and it is scheduled in two intensive days in person, but it is introduced by some online activities on "parallel virtual class" I will ceate on www.weschool.com/it/ platform.

This is the lesson plan: https://v.gd/djOa9C

My review :

The plan for two intensive days for adult teacers is well - organised and dynamic. There is a good variety of activities provided with a lot of authentic materials to read, understand, discuss and conclude. Teachers are engaged into developing their practical ideas and sharing their experiences. The plan explicitly addresses entrepreneurship education topics and covers all competences outlined in this MOOC.

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4.3 Coping with uncertainty, ambiguity and risk

Let’s practice facing failures and disappointment! Create a CV of failures, similar to the one we shared above and share it in the Padlet below.
When you didn't organise your day well, lots of works weren't finished or even started. Why not failure? When your students don't understand what are you teaching them - a real failure! When you don't know how to help a student with special needs, is also a failure.

4.4 Working with others

Are you facilitating group work in your classroom? Use this Padlet to share practices and concrete activities and explain shortly how they develop the competences described in this section.
I use group work in my classroom. We often write  articles, reports, paragraphs or just sentences expressing opinion on different topics. I divide them into groups of four and ask them to read their writings to the members of the group. Then they discuss their works, choose the best and reads it aloud.   They are also divided into groups to discuss the problem, each in the group coul be given a role,  and then they give their solution or opinion on something. If the text which we work with is very long, I divide it into pieces and ask groups to read the piece and introduce the main points of it to other students. Students also like doing leaflets, presentations and etc. in groups.

4.5 Learning through experience

My reflective log. This activity can be part of your learning diary. Have you ever tried keeping a log of your lessons? A reflective log can help you improve your lessons or your relationship with your students, or can be a documented way to reach a professional goal. While we consider that a reflective log should accompany your through a learning journey, therefore lasting for a period of time, we invite you to try to reflect upon one of your lessons. If the lesson was successful, you can write about what made it work, otherwise you can reflect on what should have been better. Share your first log in the Padlet below.
The main reason why I am not satisfied with my lesson in form 5 today is that I did not prepare for it properly yesterday. It means, I did not thought about the organization of the lesson, timing ant variety of activities. I thought that it would be the same as a year ago, with the former form 5. But classes are different, so the lessons can not be the same.

4.6 Into action overview

We would again ask you to come up with your own understanding of the competences, described in Module 4. Choose two competences and explain them in your own words in the Padlet below.

Planning and management. It is a process of defining goals, developing the steps of achievement them, assigning priorities, considering financial aspect. It is putting your idea into practical context.
Working with others. It is ability to work in teams: to see what others and you can do best to achieve the goal.

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https://v.gd/QYLFLK

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Activity 1. An entrepreneurial mind-set consists of ability to spot opportunities, create ideas, find best solutions and turn them into practise to get the best results.

Activity 2.The best that teachers could do is to provide their students with the tasks which require probem solving skills. There are always real problems at school  or society that have to be solved and students can help to find the best solutions. If their ideas, solutions are appreciated and fullfilled, they will feel the importance of capability to solve the problem properly and try to do their best. Everything in this process has to be real.
2017-03-02
Activity 3

How could I discourage the creativity of my students?

When students are provided with too many examples and when the tasks are not actual for students.

My comments:
I agree with you. Teachers should accept different ways of thinking.
Plus when the teacher is also not interested in the task which is given to the students...
Yes, that is right. No creativity in such exercises. They play their role in gaining some skills, but do not develop creativity.

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Activity 1. 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. You can split your students in groups or have it as an individual activity. Share the feedback in the Padlet below. If the activity is individual, share the feedback from one of your students. If you split your class in groups, share the feedback from each group. As a third option, you can just share how the activity went and your impressions from it in a short summary.
Reda
I asked my sevenformers (13-14 years old students) about their future jobs. Almost all of them answered that they want a well-paid job. The reason is not only to become rich, but to have enough money for a successful family life. They imagine themselves as excellent professionals and the most popular professions named by them were a lawyer, a doctor, a dentist, a vet. All of them told that if there was their dream job, they could work full time and even overtime. I found them very positive about their dreams, but one thing made me sad - almost all of them told, that want to live and work abroad.

Activity 1.1. Option 2. If you can’t do this activity with your students, do it yourself! How does your dream job look like? Follow the same steps and come up with a profile, visual presentation, sketch of your dream job. Share in the Padlet below.

If I were not a teacher I would like to be a journalist and travel around the world. I find a journalist's occupation extremely interesting, challenging and very useful for people. You always know the news, investigate something or uncover secrets. Of course, this occupation demands a lot skills from the person, but it is a rewarding profession if you tell people the truth.

2.2. Seeing the value of ideas: 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. 1. Spotting the opportunity. There is a lot of noise in the corridors of the school during breaks. Some children and teachers find it as a problem. How to reduce it?
2. Students are asked to find the ways of solving the problem in class.
3. They see the vision telling how the breaks could be different.
4. They create/ generate the ideas, introduce them in class. There are some examples: forbid shouting, play music, devide the spaces of the school into zones of interest, create silent zones and etc.
5. Children discuss the ideas and choose the best.
6. They plan the ways of putting the idea into practice and introduce the plan to the headmaster or teachers.

2.3. Ethical and sustainable thinking - Activity

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

There are alot of ethical questions, that coul be discussed in class:  teenagers' relationships withs parents, their values and collaboration with adults,  using smart phones for education, people's rights, egual possibilities for work and studies. Students sometimes ask ethical questions themselves, for example, why adults tell lies or don' t keep secrets and more.

2.4. Ideas and opportunities - Activity

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

Creativity is ability to generate new ideas, evalute them, find better, newer solutions of the problems using the same or new means. It is ability of the person see things differently.

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Teachmeet: It's not just about ideas. It's about making ideas happen.

3.1.1.  Self-awareness and self-efficacy

Goal setting is vital for your success. Did you know that written goals are over 80 percent more likely to be achieved? Imagine the possibilities! 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. Create a word document with your goals and steps and upload it to this Padlet

My short term goal is to finish Module 3 of this course.
Plan : 1. To study the material given, participate  in  the events of the course.
2. To join the teachmeet on the 16th  March.
3. To do all the tasks of the module.
My long  term goal is to improve my lessons with the help of digital technologies.
Plan: 1. To find necessary information.
2. To explore certain digital means.
3. To attend courses and gain skills in using digital technologies in education.
4. To use digital technologies in class.
3.1.2. It is important of course to assess the performance of the students. 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? Share you experience in the “self-efficacy thread” within our community: http://www.i-linc.eu/web/entrepreneurial-teachers
In my school we mostly use traditional ways of assessement: we do tests, write dictations, count mistakes and errors, give our students feedbacks, comment their work, correct the mistakes and  etc. However, we are working on how to assess individual progress of the student, how to evaluate his/her performance in the task. Noticing the individual progress of the student helps to encourage his.her  self efficacy.

3.2 .1. Motivation and perseverence

Encourage passion and purpose in everything you do with young people. Teachers who encourage pupils, make time in every class for the pupils to do projects, to do research, to do experimentation, to find and pursue passion. Do you think you can implement Genius Hour in your classroom? What can you do at school to get children passionate? Share your ideas below.

I think, Genius Hour is a very interesting and involving project and could be performed in my classroom. For example, we can dedicate the last week of the school year or term for presentation of what my students had been studying, learning, exploring, creating by themselves. If they have enough time for this, good explanation of their tasks and the help of the teacher (if needed) in the process of investigation, they will do the project perfectly.

3.2.2. To able to encourage passion of our students, to motivate them and develop their resilience, it is important for teachers to be motivated and passionate about what they do. Let´s motivate and inspire each other by creating and sharing a motivator.
Go to http://bighugelabs.com/motivator.php and create a motivator. Just upload the picture, add your motivational text and create.
3.3.1. Mobilizing resources

Try the Creative glasses challenge with your students and share what they came up with in the Padlet below.

3.3.2. Your students are working on a project where you asked them to create/design possible solutions for a nearby park or square that is big but not very pretty. You went together to see the square and took several pictures for this project, and you would like your students to share the different steps of their project with the local community through a blog.
Problem: there is one computer in the classroom.
Use the Tricider below to share possible solutions to this problem and to come up with possible ideas on how to manage these limited resources. Build on each other’s ideas and vote those ideas that seem to be more effective or viable.
It depends on what do the groups need a computer for and do they have to introduce their projects with all the details. If they need to present only the general idea, of course, they can use paper, smart phones. If they need a special program, of course, it's better to work on a computer. Then they have to allocate time.
3.4 Financial and Economic literacy

Financial literacy covers a wide range of topics (from managing your pocket money to understanding stock market) and can be applied in several ways from primary to secondary school and VET education. Please suggest a lesson activity for the age group that you teach to and share it in the Padlet below.
Students can discuss their/their families' shopping habits and make tips for wise shopping.

3.5 Mobilizing others

Let’s practice pitching ideas to each other. Try to explain briefly and convince others on why they should visit your community/country. In the Padlet below, please add either an image with a few sentences on why we should visit your country/village, etc. or a video (max. 30 seconds long).
If you want a quiet break in a quiet place somewhere not seen yet, choose Marijamplė in Lithuania. The town is situated on the both banks of the river Šešupė and has wonderful parks for walking, riding a bike or just enjoying the nature.
3.6 Resources overview

As in the previous Module, we would like to help you to come up with your own understanding of the concepts. Choose two competences and explain them in your own words in the Padlet below.

Mobilizing others:  If you want to achieve your goals you have to persuade others to support you and to help you.
Mobilizing resources:  To make your ideas alive always decide what means you need: material, non-material, digital, technical. Develop your technical, legal, tax and digital competences all over your life.