Depends on a chosen idea, some suggested ideas are for the lesson (45 minutes), others can take longer periods.
The methodological material created by a group of experts and based on a lot of valuable references provides examples of long-term and short-term planning under the renewed Economic and Entrepreneurship Framework Program (Lithuanian). It provides the illustrations of lesson plans, a brief description of the assessment, and sources of information that economics teachers and students can use in preparation for and during the lessons.
Depends on a chosen idea, some suggested ideas are for the lesson (45 minutes), others can take a whole year.
A methodology adapted to the needs of regions as an integral part of creatively entrepreneurship in both formal and non-formal education in grades 5-11 ,although many ideas can be applicable in primary level and/or Higher Education Institutions with Initial Primary Teacher Education.
TES is one of the largest entrepreneurship education initiatives in Europe, co-funded by the European Commission through the Competitiveness and Innovation Programme (CIP). It aims at supporting teachers’ professional development in applying the entrepreneurial learning in several subjects and learning environments (primary, secondary, upper secondary and vocational schools). As teachers are playing a leading role in the implementation and evolution of entrepreneurial learning: thousands of good tools and methods for entrepreneurial learning are used in European schools every day. The Virtual Guide constitutes the first attempt to systematize them with over 100 tools and methods included in the first edition, but it aims to further grow and to become an increasingly important go-to place for entrepreneurial teachers in search of good ideas and examples. In order to achieve such a goal, we need your help to broaden the variety of tools and methods presented in the guide. If you have developed experiences, best practices or new ideas share them by filling the form provided on the website. The Virtual Guide provides 33 tools for lower primary and 55 for higher primary levels, and 48 tools for Initial Teacher Education.
The Devil’s Advocate method helps learners handle
counter-arguments to their own position. This requires them to consciously
change their perspective so that new positions can be discovered, critically
examined, and tested. The goal of this method is also to motivate learners to
engage more deeply with a subject. It can also be used as a warm-up exercise
before working on a subject or event, as well as in the evaluation phase of an
idea to show its advantages and disadvantages.
This method can be used as a warm-up activity, in an evaluation phase or during a whole seminar session, 30-90 min, depending on the subject matter.
No specific material needed.
Individual learners or small groups take the role of the so-called ‘devil’s advocate’, an opposing standpoint that is by design expressly critical of the idea or opinion being discussed. A devil’s advocate gathers counter-arguments and attempts to persuade the other participants in the exercise. This exercise promotes an intensive and controversial discussion of ideas. Moreover, by acting out other positions, learners often find it easier to raise topics that they might otherwise be unwilling to talk about. After the exercise, learners discuss how persuasive each argument was.
Seeing the relationship between language teaching and entrepreneurial education Teaching language in an entrepreneurial way
Workshop of 2 hours
Concrete materials such as lego blocks, vegetables and fruit, bathroom products, work utensils and socks
In this workshop students design an entrepreneurial lesson for primary school children.
In order to start this workshop it is important that students already have a basis of didactics and teaching experience. The workshop starts with a short explanation about entrepreneurship in education. We strongly emphasize the breadth of the subject because entrepreneurship is often only associated with setting up a business, accounting, profit and loss.
Next, students in small groups are given the assignment to work out an entrepreneurial lesson on the basis of concrete material. We give students two materials that at first sight do not seem to have too much to do with each other. The purpose of this is precisely to challenge them to think creatively.
After this first design, we ask them to present their design to another group. The group that listens identifies the business opportunities they have heard and seen in the design. The presenting group complements unnoticed opportunities.
Afterwards, each group gets an additional assignment to look at. They have to look at the language development opportunities in their design. If they are not yet enterprising, they are also asked to make them enterprising. In this way we want students to experience that entrepreneurial teaching is not the same as project teaching. When carrying out a project you indeed have a lot of opportunities to work on the entrepreneurial skills, but also within individual lessons we can make enterprising and in all lessons there is language.
Practice the first steps of design thinking: empathize, define, ideate and prototype
During a hackathon, participants have to solve a problem - a case - in a short time
24 to 36 hours
Depends on the case (pen, paper, computer…) A case, preferably from a professional
city or company present their case to the participants.
In what follows, students accept the challenge and try to find a good solution for the problem within the give time frame.
to invite a multidisciplinary group for a hackathon. In this way, you can have
students from the teacher training course work together with students from
other courses, but also with external participants. By working in multi-disciplinary
groups you broaden everyone's perspective
hackathon it's all about cooperation. You all work in a pleasant, informal
setting to find a good solution as quickly as possible. Teamwork, time pressure
and the necessary relaxation ensure an inspiring event where everyone gets the
most out of themselves. This provides an enormous boost of energy before,
during and after the event. You will see that after the event you will continue
to solve other cases full of energy and inspiration.
Students focus on the first three steps and if possible sketch a prototype of their solution. However, the emphasis is mainly on thinking up a solution rather than actually realizing it. That would be a nice bonus, but that is not the intention.
a well-developed case. The goal to be achieved must be very clear for each
team. If not, solutions will be devised that nobody is waiting for.
case realistic and adapt it to the available time and space.
different times when students can call on experts who have a good knowledge of
the case. This way, students can not only empathize better at the start, but
they can also question them if they get stuck in their process.
How did we use it at
the AP college?
In our college,
students from the Applied Computer Science and Electronics ICT course
successfully took part in a hackaton.
To develop new ideas or thoughts - regardless of the task/problem.
The same process that leads to radical innovation will also enhance self-esteem and thus the joy of participation by the individual human. Therefore, the Creative Platform can both be used for innovation, development of job satisfaction through higher self-esteem and in any situation where new thoughts or ideas are needed.
The Creative Platform can be used for teaching creativity, creative teaching in all subjects from primary school to PhD level, developing self-esteem, generation and development of ideas for new products, services, organizational setups, marketing plans, what to do in the weekend, where to go for holiday or any other context where a new idea or thought is needed in a group.
It depends on the modules and/or activities you decide to implement. There are activities for minutes or modules to be developed during weeks.
The Creative Platform is a paradigm for unlimited application of knowledge in processes. It is practiced by a creative process in groups. Through the creative process humans develops an ability to be themselves - thus freeing them from limitations of disciplinary (academic/professional), social or cultural character. The basic element of a creative process is the idea. An idea is a unique situation-specific representation of knowledge - and the process consists of ideas - on ideas - on ideas until the solution in the form of a product, project, procedure, an appointment, idea concept, a professional understanding or course of action is a reality. The Creative Platform is an approach for teaching creativity and/or running creative processes. It is the idea of an ideal mental workplace for interdisciplinary, inter-social and intercultural groups. On the platform it is possible for professionals from all kinds of disciplines and cultural backgrounds to unlimited apply their knowledge for solving a common task/problem. Therefore The Creative Platform is a learning environment, where people apply their knowledge unlimitedly to create new knowledge constructions in terms of ideas for products, services or new perspectives on their thinking. As a didactic approach the creative platform forms a shift in paradigm compared to most didactic approaches. While the core in traditional didactic approaches is about reflecting experiences or literature, the core in The Creative Platform is about engaging in the experience of creatively creating something together with other people. This notion builds on the premise that only through total engagement it is possible to let go of the dominating patterns of thinking that are bound by disciplines, social structures and cultural traditions. Examples of application ranges from organizational development, product/service development, teaching creativity at all levels of education, creative teaching at all levels of education, cross disciplinary work, self-esteem development and much more. In the video below you can see an introduction to The Creative Platform. 6-PHASE MODEL The process on The Creative Platform and the work done on it always follow the same phases - no matter what the purpose might be: 1. Preparation for facilitating the process, composition of participants, physical frames and writing down a minute-by-minute program of the process 2. The Red Carpet is a ritual in which participants get onto The Creative Platform and have the motivation, concentration and confidence to engage in the process 3. The problem/task is presented briefly and without professional/academic input of any kind 4. Idea development is where knowledge is applied unlimited in a creative generation and development of solutions for the problem/task
5. Professional/academic input is brought into the process when we have found a direction/an idea that we want to develop further 6. The Blue Carpet is a ritual in which participants are taken down from The Creative Platform and will be prepared for the ordinary world again 3D CASES The process includes a number of 3D cases from the 3D Didactic. These exercises provide a change in behavior and thinking of the participants needed on The Creative Platform. The 3D cases are context independent. A process consists of alternating 3D case - working on task/problem - 3D case - working on task/problem, and so on. Therefore, the 3D cases are only used to create a specific behavior and thinking that is needed for the following work on task/problem – a bit like a training before doing. You can read more about 3D didactic in by following the link "3D Didactic" in the menu on the right. PRINCIPLES The entire process of The Creative Platform including 3D cases, the work on task/problem, the 6-phase model and everything else - are uncompromisingly following four fundamental principles: All have the same kind of thinking and behavior at all times (parallel thinking) One should only focus on the task (task focus) There should be no experience of judgement (no experienced judgement) Stimulating the use of all kinds of knowledge (horizontal thinking) BEFORE USING THE PLATFORM It would be a good idea to familiarize yourself thoroughly with it before you start. A good idea is to experiment with using it in situations where you have only little at stake. The more confident you become about using it, the more your participants will understand, feel it and eventually get onto The Creative Platform. In the menu "The Creative Platform" under "What is it" (https://www.uka.aau.dk/The+Creative+Platform/What+is+The+Creative+Platform/) you will find videos and literature to read before you start using it. The Creative Platform uses the 3D Didactic as an important part of the processes. It would be interesting to study this concept further. You can find more information on the 3D Didactic in the menu "3D Didactic" (https://www.uka.aau.dk/3D+Didactic/) . There are process modules and tools for processes that are available in the menus "The Creative Platform" under: * "Process modules": All processes (courses) on The Creative Platform are made by mixing standard modules in different ways. This means that one can make a course on creativity by mixing the modules in one way, an innovation process by mixing in a different way and a completely third mix can create a process for self-esteem development, and * "Tools for processes": In the following you can find the tools needed for using The Creative Platform yourself. All materials are open source and you are allowed to print/copy as many as you would like for private/organizational use, however, you are not allowed to print/copy for sales. See https://www.uka.aau.dk/The+Creative+Platform/
To generate innovative and creative ideas that focus its effectiveness on understanding and solving the real needs of users.
Depending on the way in which the process is structured, the challenge that has to be faced, the information that the participants have, the number of people that participate in the process and the time that is available, the design thinking methodology could be worked out in a practical way in a minimum of two days. In any case, it depends on different variables.
This toolkit for educators will act as a reference to deal with this methodology and guide the educator and students.
This tool is based on the idea that "Design Thinking is the confidence that everyone can be part of creating a more desirable future, and a process to take action when faced with a difficult challenge. It is believed that that kind of optimism is well needed in education". This tool is also based on the fact that Design thinking is a creative process that helps you to design meaningful solutions in the classroom, at your school, and in your community. The toolkit for educators provides you with instructions to explore Design Thinking and its 5 phases: