ICT role in 21st century education and it's challenges.
Entrepreneurial learning with ICT tools
1. Entrepreneurial Learning with ICT
Entrepreneurship in Education
eTwinning featured group
Kornelia Lohynova
@lohynova
#entetw
#pblcourse
2. Teacher of Hotel Management and Tourism Business
Teacher and Teacher Trainer of Junior Achievement
Entrepreneurial programs
eTwinning ambassador
Microsoft Expert Educator
Developer and leader of online professional development courses
and workshops with focus on Entrepreneurship, Resilience,
Web 2.0 tools, Project Based Learning
3. Key Competences for Lifelong Learning
Communication in the mother tongue
Communication in foreign languages
Mathematical competence and basic competences in science
and technology
Digital competence
Learning to learn
Social and civic competences
Sense of initiative and entrepreneurship
Cultural awareness and expression
7. Entrepreneurship as a competence
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
13. Vision board
What life do you want to have
lived at age 20, 30, 40,
50, 60, 70, 80,...?
What kind of people do you
want to be surrounded by?
What is special about you?
What are the greatest things
you could accomplish?
What would you want people to say
and remember about you?
16. 2 TAB TWO
Add your own text here
Through
coloured
glasses
@lohynova
Facts
Positive
Feelings
Negative
17.
18.
19. Self-awareness is taking an
honest look at your life
without any attachment to it
being right or wrong, good
or bad.
~ Debbie Ford
www.canvanizer.com
20.
21. "Success is not about your
resources.
It's about how resourceful you
are with what you have.„
Tony Robbins
27. Deadlines
Challenge
weaknesses Team New tasks
Missing
information
Shifting of
deadlines
Setting multiple
deadlines
Developing
counter-coping
skills
Teaching others
something new,
unfamiliar
Creating team
of diverse
people to
accomplish
a difficult task
Moving on to
the new
projects
without having
finished others
Making
decisions and
taking actions
without having
all the
information
Giving not clear
instructions
31. What is a need or a problem
of the community?”
What can we do?
For whom?
How much time do we
need to organize it?
How much money do we need,
where can we get money?
“How can we help….?
What do we need for it?
Make a Difference Day
Welcome to online seminar organized by etwinning featured group Entrepreneurship in education. During next hour I will introduce you the EntreComp, competencies important for successful life and present some lesson ideas and activities to develop each competence. Feel free to tweet some ideas you find useful so that your followers can benefit from it too. Just add the hashtag
12 years ago the European Union proposed 8 key competences for lifelong learning, one of which was a ‘sense of initiative and entrepreneurship. Next years, there were lots of initiatives across Europe to promote entrepreneurship education and entrepreneurial learning. However, there was no consensus on what the distinctive elements of entrepreneurship as a competence are.
But now, the situation is different thanks to The Entrepreneurship Competence Framework known as EntreComp. It was developed during 18 months of research involving experts from all over Europe.
The EntreComp aims to build consensus around a common understanding of entrepreneurship competence. It aims to establish a bridge between the worlds of education and work.
The framework does imply that entrepreneurship as a competence is made up of 15 building blocks.
Now the question for you.... According to you, what could be some of these competencies that are building blocks of entrepreneurship as a competence? What words do you associate with entrepreneurship?
2+5
And now you can see the answer
The EntreComp consists of 3 interconnected competence areas. They have been labelled to stress entrepreneurship competence as the ability to transform ideas and opportunities into action by mobilising resources.
It defines 3 competence areas and the list of 15 competences, learning outcomes and proficiency levels.
It looks like this, each competence has learning outcomes connected to 8 proficiency levels
Entrepreneurship is understood as a transversal key competence.
This definition focuses on value creation, no matter what type of value or context. Therefore, being entrepreneurial means much more than being ready to set up a business. It means being able to drive change, to take up challenges, to create value and improve the world we live in.
You can be entrepreneurial as a teacher! Your students can be entrepreneurial. Your class or school can as well become more entrepreneurial.
So, the question is - How can we do this? How can we develop these competencies at school?
You can find inspiration in EntreLearn, an Etnrepreneurial learning toolkit for teachers that provides ideas on how to boost a sense of initiative and an entrepreneurial mindset in your students. It applies to any school subject and any age group. There are activities and tools that are focused on the development of comptenecies set by Entrecomp.
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Letś have a look at the first area
To be a successful entrepreneur, or to be successful at anything, you need to be able to recognise an opportunity when you see one, and to identify a problem and come
up with a solution that creates value for others. We can support students to develop creative ideas, to make the most of ideas and opportunities, but always think of consequences and impact of their ideas and actions.
What can we do to develop this at schools?
Install a “Suggestion box” in your school or classroom and ask pupils to write ideas for improving the school environment. Inspire them to suggest any small change that would help make the school and your classroom a better place to stay.
Keep an Opportunity Journal: In business world it is said that there is no such thing as a problem, there are only opportunities. There are several solutions for every problem. Inspire your students to pay attention to the problems and complaints of their parents, friends or other people and to write down any bad experience in a journal.
Organise a “Suggestion hour” and brainstorm possible solutions to the problems. If pupils focus on positive solutions, instead of focusing on problems, they will learn to generate value creating ideas that may one day become reality, and of course it brings positive mindset.
Activity Walking in other shoes: Let students describe a typical day in the life of different people represented by Persona. /it could be tourist, a child, mother, actor whoever or what ever suits your educational needs ...) . Ask students to note down the possible problems the “persona” faces during the day. Encourage groups to find possible solutions to the problems the “persona” might encounter.
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Entrepreneurs tend to be creative in their approaches to solving problems and meeting new challenges.
Go Backwords (Reverse Brainstorming)
Split pupils into groups and give them a problem to solve. Turn a problem or challenge on its head by asking: “How can you make the problem worse?” or “How can you achieve the opposite effect?” Then turn everything on its head again and generate ideas for solving the original problem.
Dont ask children what is it? Instead ask them what could it be? How might we change it...
You probably know the oldest creative excercise What could it be?
Take a clothes hanger or any other simple everyday object at hand. Ask the groups of pupils to spend a few minutes thinking of as many different uses for the object as possible. Quantity is more important than quality in this exercise! Review the exercise together. You can use reverse thinking or brainstorming by asking the question: “How can´t you use this object?” letś do it
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Successful people have a vision for their lives. Successful companies have their vision as well. Young people have great expectations about their future and are usually good at ‘imagining’ what it might be.
Ask pupils to create their vision board. Pupils can use vision boards to keep them motivated and focused. Ask them to think about these questions and answer them. Their answer would be the base for their vision.
They can use a large sheet of paper, glue, markers, pens, magazines that can be cut....or create an online board
Ask then pupils to write a list of the things they need to do to make their vision real. Make pupils understand that they have a role in shaping the future and they should be prepared for it.
They should also be able to see the realisation of their ideas and their impact. Give them freedom to their imagination, provoke their curiosity about the future.
What can we do?
Imagine Future This simple activity can be used in any subject with any topic.
1. Pupils read an article about a certain topic (product, service, event) in the past or watch a video;
2. They compare it with present articles to see the change happening today;
3. Ask them to envision the future, to imagine what will happen in 20 years;
4. Pupils create their stories or images from the future;
5. Reflect on the future, why is thinking about the future valuable?
Activity for you: go to spiral 23
Students should not only generate ideas, but also be able to evaluate them. Entrepreneurial minds see potential of an idea and find ways to realise it.
We can teach our students how to evaluate their ideas. They need to see it through various perspectives and consider all aspects of it. How would it affect me? How would it affect the people around me?
Mind mapping
Split pupils into groups. Write the idea (solution to a problem, need) in the middle of a big sheet of paper. Make three main lines connecting the idea, “economic”, “social”, “cultural”. Give pupils coloured pencils, markers. Pupils then write or draw what value that idea has from economic, cultural and social point of view. The next step is to suggest the strategy on how to get most out of it. You can also use post-it notes and let students place them on the large sheet of paper, then they can prioritize and combine some of the notes, make it a dynamic picture.
You can make paper glasses of four colours together with students and then follow these instructions:
1. Split students into groups of 5.
2. Choose a number of ideas and spend 5 minutes on each idea.
3. Brainstorm on the basis of the following parameters:
●● Blue: What facts do we know?
●● Green: What is positive about the idea?
●● Black: What is negative?
●● Red: What sort of feelings do we have when we realize the idea? 4. Let each group member in turn put on the glasses.
5. Write down the answers. The final step is to present the answers of the groups and to conclude. You can make variations of this activity according to your needs. For instance, each group will have different glasses and present their opinion on the same idea
Do you ever consider the impact and consequences of your actions for others? For environment? We should challenge our students to think ethically and sustainably.
A good way to introduce pupils to ethical thinking is solving real life dilemmas in class. You can use stories that can engage them and encourage to discuss and debate ethical issues.
Discuss with students values. There are such things as universal values. Set values for your classroom, which values should guide pupils behaviour and relationships? You can then use it whenever there is any problem or ethical issue....
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We already know that entrepreneurship competence as the ability to transform ideas and opportunities into action by mobilising resources. These resources can be personal (namely, self-awareness and self-efficacy, motivation and perseverance), material (for instance, production means and financial resources) or non-material (for instance, specific knowledge, skills and attitudes)
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It is important for teachers to engage students in activities in which they feel they can achieve success, but set high expectations for their performance. High expectations help students understand that they are able to be successful. If they say I can´t, add an important word: „yet“.
Self-awareness is at the heart of the other competencies in the Emotional and Social Intelligence framework. Students should recognize their emotions and values, to know how they influence their behaviour. They should be able to assess their strengths and limitations, and believe in themselves.
Activities:
Ask students to keep a reflective journal to write about the emotional situations they experience from day to day
Let students do their personal SWOT analysis. Give your students opportunity to assess their skills, to identify their strengths and weaknesses, set goals and reflect on their progress. You can use canvanizer for this activity
www.canvanizer.com
It is hard for any student (and teacher alike) to keep their motivation up at any time. Many people simply give up, lose focus, and find it hard to accept their failures. Can we influence the
motivation and attitudes of our students?
First of all, we should know how to praise children
The right attitude is important if we want to achieve our goals. Don’t praise talent, intelligence and results of your students, because they will not go for challenges next time.
They will be afraid to fail. Praise the effort, their focus and perseverance, their struggle for improvement. This is the road to resilience. Create together with your students a chart with growth mindset statements, like there in this picture because the language we use when we talk to ourselves can shift how we think, feel and perform.
Give your students creative freedom, help them find their passion, let them work on their passion projects, enable them to explore, to be innovators ...
Activity: Suggest a class awards program for perseverance. Students should nominate other students, who demonstrate perseverance. They can nominate other people they know. In the nomination itself, students must explain why each of the nominees deserve such recognition.
Sometimes we have ideas, but we are not able to realize them because of limited resources. That is why it is important to foster resourcefulness in our students. It is the ability to find and use available resources to achieve goals. if they are faced with limited resources they should know how to cope with this situation.
Sometimes “Getting Things Done” means being a creative problem-solver.
Challenge students to ask these questions:
Is there another way to get what I want? Is the desired result really the best result? What is something very similar to what I need that might also work? What is one more thing I can try?
Who else has information that might help me? Who is the expert in this area? Activity: Encourage children to be resourceful in other ways. Ask children to collect various things to be used again like paper clips from old papers, paper plates or cups for painting.... Challenge them to use these things again and create useful products.
Financial literacy is a fundamental skills that everyone should learn. To be able to manage your finances and to budget applies to every path of life.
Children and young people should understand the value of money.
Challenge pupils to keep track of everything they buy in the following month for their personal use. Ask them to keep track also of their “income” (pocket money from parents, grandparents, earnings, etc). After one month let them compare their income and expenses.
Ask them to set a long-term goal (buying new smartphone, dream trip). Let them go through their expenses and reduce them 10% so that they could “start saving money for their dream product”. They need to prioritise and think of what their needs and wants are.
Tell them the advice of successful people: “Never spend all money received, but always save at least 10% of any income”.
Another activity: give them limited money and ask them to suggest their birthday party and make a budget for it. For more activities find inspiration in the webpage
Success in business is never made by one man... Well, very seldom. It is about team work.
We have to inspire and enthuse others to join our team/work in order to get the support we need to achieve outcomes. Communication skills, persuasion, and negotiation will enable your students to persuade, inspire, lead.
Do you know rhetoric triangel? Rhetoric is the ancient art of using language to persuade. To be fully effective and persuasive, your communication must appeal to all three of the elements of the Rhetorical Triangle.
Ask students to prepare a speech to persuade different stakeholders to support their idea (it can be raising money for the technologies in the classroom or for a charity project)
There is a nice tool that can help them to create their speech
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
Entrepreneurship is about turing ideas into action.
Turning your ideas into action requires taking the initiative and planning activities by defining goals and priorities.
Entrepreneurial minds have the ability to cope with uncertainty by showing flexibility, adaptability, and good decision-making. Successful people are able to collaborate, they learn from others, they learn from success but also failure.
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Initiative and creativity move the world. Without initiative people it wouldn't be possible to realize innovative ideas and contribute to constant development.
Encourage students to be curious. Create an atmosphere where pupils are not afraid to raise questions, let them explore, discuss, brainstorm.... when introducing a new topic, ask
pupils to come up with questions about the topic
We all grow by challenging ourselves. Inspire your students to get outside of their comfort zone. It creates opportunities to fail and go back and try again. Give them a challenge of the day, or of the week...let them set challenges for themselves, or for others...
We often try to “catch” pupils doing something wrong, but we can support their initiative also catching them doing right, taking the initiative, doing something without being told. Keep notes when seeing the initiative of someone. You can ask your pupils to help you to catch others doing right. You can establish a noticeboard with certificates for most active and initiative pupils. In one school in Germany, they have once a week time devoted to praise or thank somebody for helping
Keep an eye out for student strengths. Mine for diamonds. Sometimes students seem to be kind of rough, but what if we as teachers set the goal to find a diamond in every student,
to find at least one thing every student does better than every other student.
To be able to plan is very useful in every endeavour. It means defining goals, developing a roadmap of how these should be achieved, assigning priorities and considering financial aspects.
Planning means putting your ideas in practical context and set concrete steps. It is also about making choices of how exactly to achieve our aims.
First of all, teach your students to set the goals.... Short term, long term...goals in their learning effort, but also personal life. You can crate a visual board with post it notes, or use an online timeline tool.
How to plan a project or an event? The simplest way is to use Post-its. Ask your students to write down all activities they think are necessary to do, to carry out the project. They should write one activity on one Post-it. The next step is to summarise the activities,disscuss and choose the ones that are needed to be done. Ask students to stick the post-its on a big sheet of paper as a timeline – what needs to be done first, what next… When doing this, set also the deadlines for each activity and also who is responsible for each activity. As a result, you can create the final timeline or a calendar of activities, place it on a visible space in the classroom and monitor progress done. Of course, your can use online tools for this activity
We live in a dynamic society, which is constantly changing and we need to adapt to those changes and challenges. Even if we plan our actions to the smallest detail, risk and ambiguity may still occur because our actions are affected by others. Ambiguity means that what a thing is, is not clear. Literally, the word refers to a choice between two different things. Do you like things in order? Do you like things to be black and white ? They are not!
We should educate flexible learners.
we can boost our students’ skills to cope with risk and ambiguity through various teaching methods - shifting of deadlines, setting multiple deadlines, introduce different forms of uncertainty, ask students to teach others something they don’t know well give them something new, different, and unfamiliar, challenge their weaknesses – ask a shy student to present or to lead a team, create a team of diverse people to accomplish a difficult task, put to a team students who dont like each other, or even hate each other and give them a challenging task,
Should we protect children or let them fail? Parents often protect children at home and don´t want them to make mistakes.
But that's the only source of real self-confidence. This way you can learn that you can recover from a mistake. Give your students a chance to practice failing in the classroom so that they can deal with failure easier later on in the real world. Allow children to fail and it will force them to create new ways to accomplish their goals and learn from their mistakes.
When your children fail, don’t punish, but instead discuss what factors lead to the failure and brainstorm ways to prevent it from happening again in the future. Always seek to find the “learning lesson” in each adversity and encourage your children to NEVER give up, this is important for the growths mindset
The ability to work with others is crucial for entrepreneurs. entrepreneurial minds recognise their own strengths and limitations and they can evaluate how they can contribute to team work. Being able to cooperate, to work together, to contribute to group results allows everyone to improve. Working with others is about accepting other people’s point of view, being tolerant and empathic. I am sure you know lots of collaborative activites and the activites where students can cooperate, well in eTwinning it is crucial. Here is the picture of the jigsawaw strategy you can use in your classrooms.
Split pupils into small groups – jigsaw groups. Give all groups the same task – or an open-ended question to answer. Then each member of the group is responsible to find answers to one question connected with the task. The questions within a group are different. ´The pupils have to prepare a report and present it to other group members. But before presenting, the pupils doing the research do not go back to their jigsaw group. They meet first with pupils who have the identical question to answer (one from each jigsaw group). They are “experts” in their field and discuss their findings and prepare a presentation to their group members together. Then “experts” go back to their initial jigsaw groups and present – this way they educate each other. The final step could be “testing” what they have learned about the topic. But the test should be a formative one – like quiz. You can adjust this activity to your needs.
Entrepreneurial people are resilient and do not step back when faced with setbacks and challenges. They dont mind failure, they enjoy challenges and see them as opportunities to learn from and grow. They learn by doing, and by reflection on their own action. it is important to reflect on our experience, understand what we did well and we could do better next time. There are some steps in this cycle:
Description of your experience (what happened, when, where, what did you do) then feelings – what were you thinking and feeling, what do you think now...evaluation – waht was good and bad, what did you do, analysis – why do you think it happened, why it went well, or bad, why did you act that way, conclusion – what else could you have done, what did you learn, action plan – if it arose again, what would you do, how to make improvements?
It is important for pupils to feel that they are valued members of the community. Enable them to do something good for their community.
The main idea is to open the eyes of pupils, so that they become aware of the world and how much the world needs everyone to make a difference. Discuss with them to what kind of difference they can contribute with. How to do it?
Divide pupils into teams and let them brainstorm the ideas “How can we help….? What is a need or a problem of the community?”
Let them discuss and choose on idea and prepare presentation with following points:
Examples: assistance to the elderly or disabled with chores, coordinate a recycling activity, clean up the surroundings of the school or public park, collect food for homeless….
