How can you transform a bottle of water into something that has value for other people?
A plastic bottle with water to each group (½ a liter)
How can you create value for others?
In groups of 3-4 persons you must discuss what you will do with the bottle. First you discuss these 2 questions: What is Entrepreneurship as a mindset? What does transformation mean?
Talk about the process. Create and facilitate a creative and entrepreneurial space. Use each other’s skills and competences, and use the surroundings and get out of the room! Come back with a product and present it for the group! You have 1 hour in the group!
The development of the entrepreneurial capacity of European citizens and organisations is one of the key policy objectives for the EU and Member States. Ten years ago, the European Commission identified sense of initiative and entrepreneurship as one of the 8 key competences necessary for a knowledge-based society. The EntreComp framework presented in this report proposes a shared definition of entrepreneurship as a competence, with the aim to raise consensus among all stakeholders and to establish a bridge between the worlds of education and work. Developed through a mixed-methods approach, the EntreComp framework is set to become a reference de facto for any initiative aiming to foster entrepreneurial capacity of European citizens. It consists of 3 interrelated and interconnected competence areas: ‘Ideas and opportunities’, ‘Resources’ and ‘Into action’. Each of the areas is made up of 5 competences, which, together, constitute the building blocks of entrepreneurship as a competence. The framework develops the 15 competences along an 8-level progression model and proposes a comprehensive list of 442 learning outcomes. The framework can be used as a basis for the development of curricula and learning activities fostering entrepreneurship as a competence. Also, it can be used for the definition of parameters to assess learners’ and citizens’ entrepreneurial competences.
Participants develop their narrative
competency, creativity, argumentative competency as well as their
assertiveness, their persuasiveness and their communication and presentation
30-60 min preparation time. One minute presentation.
Smartphone, tablet or laptop and if necessary,
additional presentation material.
Participants should be able to arouse enthusiasm in potential funding sources for their business idea. They have only one minute to present the most important aspects of their concept and beat out their competitors.
The handbook gives practical advice and provides teachers and
trainers details about how such a training course could be designed.
The concept is based on the following understandings:
Personal experience: Only when teachers have learned themselves –
that is, experienced in their own learning processes – what self-directed,
creative learning feels like, will they be able to create an entrepreneurial
culture among their pupils.
Reflection: The participants become aware of which approaches they
already successfully practice and how to strengthen them. They reflect on their
role and pedagogical approach and how they view their pupils.
Motivation: Learner motivation and successful learning depend on
flexible and innovative teaching styles and methods.
Doing something new: This concept of professional development does
not include any rigid learning units but is instead based on the intrinsic
desire of teachers to do something new and be innovative.
Role model: When teachers themselves use entrepreneurial competencies in their lessons, this motivates their pupils to acquire them as well. We call this way of teaching ‘entrepreneurial teaching’.
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 activate teachers' creativity to solve challenges
1,5- 2 hours
It is an open book about life. There are no paper books in the Human Library. You meet people of flesh and blood. People with an inspiring story or a poignant testimony. Their stories are about loss, success, illness, hope, recovery… Talking with a Human Book is not only a good remedy against prejudices and taboos, but also ideal to inspire and develop creative thinking. How does it work? At the beginning of each Human Library you get an overview of the Human Books present. You choose the story that appeals most to you and get to know the man or woman behind the story. Each conversation lasts 20 to 30 minutes. During this time you will have the opportunity to get to know the Human Book in a personal conversation, from person to person. In The Human Library it is like a real library:
The Book is the person who wants to share his experiences.
The Borrower is the person who wants to borrow a 'book'.
The Catalogue is the collection of titles and short descriptions of each book, with keywords.
The Librarian is the administrator of The Human Library.
Vlaamse Vereniging voor Geestelijke Gezondheid (VVGG) (Flemish Mental Health Association). (s.d.). The Human Library. Consulted from https://www.geestelijkgezondvlaanderen.be/de-levende-bibliotheek
How did we use it at the AP college? Good education is one of the most important escape routes from deprivation. It is therefore important that our students gain insight into the complexity of this subject and are able to provide good education. In order to be able to set up a good education, it is important that students can come up with solutions for the obstacles they encounter. Poverty is one such obstacle. They have to be able to work in their school and classroom with few resources. In the past, we noticed that students often got stuck on the complexity of the problem.
The Human library not only helps them to grasp the complexity, but we also focus on the further development of our students' creative thinking so that they are able to come up with solutions with few resources and within a unique context. The Human books bring all students a unique story that not only inspires, but is also a starting point to find creative solutions for the problems they are confronted with in education.
Moreover, this form of work also enables them to test their actions or flourishing ideas against various experts.
How can trash be used to create new plants? To experience the potentials of trash in a new setting.
Trash used to create new potatoes- and tomatoes
15 lessons plus a growing season of 3 months
Old potatoes, overripe tomatoes, containers, plant soil, old boards, nails, hammers, saws.
The students make germination boxes from old tins and take care of the germination of plants till they are ready to be replaced in plant containers made from trash wood. The students experiment with watering the plants and take care of them for 3 month or until they will be able to cook a nice soup from their own products. If they create a window in the container they can see, how potatoes develop.
Learn how to transform themes from an exhibition into a teaching material. The purpose is to challenge the students to see opportunities and new ways of teaching by using innovative approaches.
Eksperimentarium (museum), every place and everything you can think of in order to develop a new teaching material.
Based on the visit at the Experimentarium or similar museum, you must choose one of the themes from the exhibition.
Describe following exhibition and turn it into a teaching material for a chosen level of age (feel free to choose between all classes from 1st to 9th Grade)
Describe your teaching material, which could be a task, game, treasure hunt, project etc. Explain how this material efforts entrepreneurial thinking, what parts of the entrepreneurial process is this material focusing on, what age group it is made for, what subjects could be implemented when using this material, how do you set goals, how will this material encourage the teaching differentiation and other didactical issues of interest. In other words you have to write a teacher’s guide to the material you have made!
Make a lesson plan for specific subject(s) (choose what subject(s) you want to implement yourself). The teaching material you have made has to be implemented in the lesson plan. The lesson plan has to contain:
learning objects and goals (academic and/or social goals)
a specific key-stage-level
a specific theme
the teaching material you have made
description of the exercises
description of how the pupils are to work
description of how you would evaluate this lesson plan
Explain how this lesson plan teaches entrepreneurial skills e.g. by making use of given theoretical background knowledge about Social Entrepreneurship