I am a foreign languages teacher with a specialisation in special needs education for the Secondary School (Junior High School for students between 11 and 14), so that I teach every subjects to students with special needs and disabled.
Before teaching I worked as a tourist guide In Italy and in France.

Engage in experiential learning and project work; 

Learn how to prepare 
students to enter the job market, and how to provide them with the social and entrepreneurial skills needed;

Become familiar with challenge-based learning, by engaging students and pupils to learn while facing real-life problems and situations; 

Learn how to bridge the world of education and the one of work. 

A cross-curricular approach, where entrepreneurship education objectives are expressed as being transversal and horizontal across different subjects;

Entrepreneurship education is taught as a compulsory separate subject, or as part of (a) compulsory subject(s);

Entrepreneurship education is taught as an optional subject, or as part of (an) optional subject(s);

Entrepreneurship education is not taught at all.

https://twitter.com/barbaraI1dpb/status/837446338526707712

This method for generating ideas is easier and generally more fun. It lowers fear of saying the wrong thing (as you are talking about bad examples) and stimulate wider dialogue. It also allow us to LOOK AT THING FROM DIFFERENT PERSPECTIVES

Two years ago I organized a “cold” cooking workshop (as we have no kitchen) and a group of male students of 13-14 (no female participated) were so industrious and learnt not only what to cook (local healthy food), but also how and without wasting food (sustainability) and were proud of themselves… and full up of course! http://laboratoriterzaa.blogspot.it/

Creativity, sense of initiative, team work, planning, sustainability and self-confidence are necessary as in everyday life.

We all know the analogy that only 10% of an iceberg is above water. The part above the water is their academic performance. We should implement Social and emotional learning (SEL). It is about focusing on the part of the iceberg that’s below the surface, it is about teaching our students to self-regulate.

The University of Chicago performed a study “Foundation for Young Adult Success”. We need to focus our efforts in four foundational areas that adults can directly influence:

Time: the end of March

Steps: 

-         reading, reflecting and working each day for at least one hour at the course contents;

-         trying to deepen few aspects of the course;

-         starting to think about the appropriate activities to do in class.

Long term goal: apply my new knowledge and competences to my teaching

Time: April and May and the next school year

Steps:

-         foster creativity, sense of initiative, ethical and sustainable thinking, motivation, self-awareness and much more in my students through stimulating activities;

-         enriching those activities with students’ planning, cooperative learning and tasks; 

-         reflecting with the class upon them and their results in order to understand if those activities have helped the students to improve their competences and to clarify their ideas about the future school choice.

Design Thinking is the confidence that new, better things are possible and that you can make them happen. How it works?

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.

The interaction can help them to know and to help each other and everyone can make the difference.
Next week I will guide them to create few Padlets where they will load their writings and maps created after a cooperative learning lesson. I hope that that would motivate them. What can be difficult is how to form the groups. I usually use the jigsaw, sometimes I let them free to choose their team-mates. It depends on the kind of work and on the class.