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Enterprising learning pk singapore 3
- 2. Matter of degreesMatter of degrees Enterprise learning simply means that to a greater degree students use initiative, resourcefulness and other enterprising skills in the very way they learn © P Kearney 2010 Enterprising Ways to Teach and Learn (www.enterprisingeducation.com)
- 3. Definition # 1Definition # 1 Being enterprising is developing productive ideas and using initiative, innovation and industry to create something of value – even when things are difficult and uncertain – and involves the risk of losing something valuable. Enterprise is taking advantage of what ‘might be' (possibilities), rather than accepting what ‘will be’ (fate). Many enterprising people have a heightened desire to make things happen and sometimes with a particular style, such as tenacity or flair. In a business setting it is called entrepreneurialism, but you also need enterprise to run a club, a household, a good classroom or to help yourself and others. Paul Kearney Enterprising Ways to Teach and Learn ( www.enterprisingeducation.com)
- 4. Definition –Definition – the enterprising personthe enterprising person An enterprising individual has a positive, flexible and adaptable disposition toward change, seeing it as normal and as an opportunity rather than a problem. To see change in this way, an enterprising individual has a security born of self-confidence, and is at ease when dealing with insecurity, risks and the unknown. An enterprising individual has the capacity to initiate creative ideas... and develop them through into action in a determined manner. An enterprising individual is able, even anxious, to take responsibility, and is an effective communicator, negotiator, influencer, planner and organiser. An enterprising individual is active, confident, purposeful, not passive, uncertain and dependent. Towards An ‘Enterprising’ Culture Colin Ball, OECD Education Monograph, Paris 1989
- 5. Enterprise AttributesEnterprise Attributes Initiative get up and go Opportunism seeing possibilities Drive give it your all Resilience sticking at it Managing risk taking risks Innovation finding new ways Resourcefulness making the most of it Problem solving fixing problems and trouble Communication getting message across Influence persuading others Teamwork working with others Learning staying up-to-date
- 6. Broad and narrowBroad and narrow Narrow definition i.e. entrepreneurialism, private small business... Broader definitions i.e. ‘being enterprising’ in all aspects of life (including the commercial setting i.e. entrepreneurialism) Evidence suggests the goals of entrepreneurialism can be achieved through pursuing the broader definition of being enterprising but not necessarily vice versa. © P Kearney 2010 Enterprising Ways to Teach and Learn (www.enterprisingeducation.com)
- 7. Approaches/purposesApproaches/purposes Education about enterprise Traditionally, enterprise education has concentrated on giving students knowledge of the world of work and business, i.e. learning about enterprise. The focus, however, has been on economics and commerce, with an exclusive private-sector flavour. It is important to include an enterprise in the public and community sectors of complex modern societies. Education for enterprise The emphasis is on promoting enterprising behaviour and attitudes necessary to create, manage or respond to change or opportunities, wherever they may appear. Again this agenda of disposing young people favourably towards business in the private sector – needs expanding. Education through enterprise The purpose is using enterprising experiences to learn any part of the curriculum. Traditionally, however, student-directed experiential learning has been limited to using ‘mini-enterprise’ activities to achieve business study outcomes, and even this often happens outside the mainstream curriculum. © P Kearney 2010 Enterprising Ways to Teach and Learn (www.enterprisingeducation.com)
- 8. Caught-taught-boughtCaught-taught-bought Enterprise is Caught through practise and situation (virus) Taught providing knowledge eg problem solving-techniques and project management (injection) Bought ‘buying’ into attitudes… wanting to be enterprising, seeing the value’ © P Kearney 2010 Enterprising Ways to Teach and Learn (www.enterprisingeducation.com)
- 9. ‘‘The keyThe key’’ Constancy and diversity is the key! • Teaching in an enterprising way provides the constancy • Doing it across the curriculum provides the diversity Enterprising Ways to Teach and Learn from www.enterprisingeducation.com
- 10. Enterprising pedagogyEnterprising pedagogy curriculum Media Language ITC Business Trans disciplinary pedagogy initiative innovation industry problem team work opportunism projects properties Ownership Experiential Reflection Cooperative what how why productivity employability empowerment © P Kearney 2010 Enterprising Ways to Teach and Learn (www.enterprisingeducation.com)
- 11. Two for oneTwo for one Teaching in an enterprising way develops • enterprising skills Plus • quality curriculum outcomes, because the learning is purposeful, interesting and authentic © P Kearney 2010 Enterprising Ways to Teach and Learn (www.enterprisingeducation.com)
- 12. Matter of degreesMatter of degrees Enterprise Learning simply means that to a greater degree pupils use initiative, resourcefulness and other enterprising skills in the very way they learn © P Kearney 2010 Enterprising Ways to Teach and Learn (www.enterprisingeducation.com)
- 13. 4 properties4 properties There are more opportunities to learn in an enterprising way when the learning blends • ownership (responsibility) • experiential (first-hand) • cooperative (social) • reflective © P Kearney 2010 Enterprising Ways to Teach and Learn (www.enterprisingeducation.com)
- 14. RebalancingRebalancing Responsibility student teacher dependent ………………………………… independent Experience 1st-hand hand abstract … ………………………….. concrete Cooperative planned unplanned convenient ……..........………… strategic Reflective structured accidental Occasional ……………………..….................. constant © P Kearney 2010 Enterprising Ways to Teach and Learn (www.enterprisingeducation.com)
- 15. The super questionsThe super questions Every day ask how can I encourage the learners to • take more responsibility • learn first-hand • learn with and from others • create lessons for future © P Kearney 2010 Enterprising Ways to Teach and Learn (www.enterprisingeducation.com)
- 16. ( ownership)( ownership) • Will the students learn more by managing the activity themselves? • What am I doing, that the students could be doing themselves? • What are the consequences of over-teaching or under- facilitating? Enterprising Ways to Teach and Learn from www.enterprisingeducation.com
- 17. (experiential(experiential)) • How can the experience be made more authentic (realism)? • What will give the learning usefulness? • Who else would value the outcome? © P Kearney 2010 Enterprising Ways to Teach and Learn (www.enterprisingeducation.com)
- 18. Reflective learningReflective learning So whatSo what !!!! Review what happened? Reflect what does it mean? Generalise what is the lesson? Project what will I do in the future? How will I stimulate the students to ‘think hard’? © P Kearney 2010 Enterprising Ways to Teach and Learn (www.enterprisingeducation.com)
- 19. Cooperative learningCooperative learning • How can students teach one another? • How can they work together? • Who can they work with others, other than peers? © P Kearney 2010 Enterprising Ways to Teach and Learn (www.enterprisingeducation.com)
- 20. ProjectsProjects Good starting point • easy to manage • low resources • low curriculum impact • non threatening • high visibility But limited • only some learners participate, some of time • lacking in ‘constancy’ and ‘diversity’ © Paul Kearney 2010 Enterprising Ways to Teach and Learn