Module 1 - Entrepreneurship

Lead partner: EM 

Sub- Module

Topics

Responsible partner

Snack

n°

1.1 - Changing the paradigm of learning

1.1.1 - Challenges of the current economy and society, the past the present and the future (Ken Robinson);

1.1.2 - Competence based learning vs. traditional learning;

1.1.3 - Competence based learning, what does it change? Changes in teaching/learning/assessment.

ISJI

M1.LS1 - Training - The challenges of the current economy and society

M1.LS2 - Video - Economic and social challenges

M1.LS3 - Training - Competence based learning vs. traditional learning

M1.LS4 - Video - Competence based learning vs. traditional learning

M1.LS5 - Training - Competence based learning how teaching, learning and assessment need to change

M1.LS6 - Activity plan - Competence based learning

1.2 - Why entrepreneurial education matters?

1.2.1 - The 8 key competences for lifelong learning;

1.2.2 - Presentation of the EntreComp and LOs;

1.2.3 - The need for entrepreneurial education;

1.2.4 - Entrepreneurial education as a competence (vs entrepreneurship as venue creation);

1.2.5 - The entrepreneurial teacher and developing key competences in school;

1.2.6 - Let’s practice on the main concepts of the module

ISJI / PLATON / EM

M1.LS7 - Video - The need for entrepreneurial education

M1.LS8 - Training material - The need for entrepreneurial education

M1.LS9 - Activity plan - The need for   entrepreneurial education

M1.LS10 - Video - The need for entrepreneurial education

M1.LS11 - Training material - The entrepreneurial spirit: competence vs. career

M1.LS12 - Activity presentation - The entrepreneurial spirit: competence vs. career

M1.LS13 - Training material - The student as an entrepreneurship trainee

M1.LS14 - Activity plan - The outline of a trip plan

M1.LS15 - Activity assessment - The outline of a trip plan

M1.LS16 - Activity Plan - Entrepreneurship - Crossword game

Sub-Module

Topics

Responsible partner

Snack

n°

2.1.  Innovating learning and teaching approaches: an introduction

2.1.1 - Entrepreneurial skills and mindset

2.1.2 - Active learning

2.1.3 - Independent learning

2.1.4 - Challenge / inquiry-based learning;

2.1.5 - Entrepreneurial teaching and learning;

2.1.6 - Assess and get started! How to integrate entrepreneurial learning in the class

EUN

M2.LS1 - Poster - Discover your entrepreneurial mindset

M2.LS2 - Video - The Entrepreneurial mindset

M2.LS3 - Presentation - New pedagogies in entrepreneurial learning

M2.LS4 - Activity Plan - EntreClass- from idea to action

M2.LS5 - Activity Plan - CD Canvas - How to integrate entrepreneurial learning in the class

2.2. What is project-based learning?

2.2.1 - Project based learning at school;

2.2.2 - Challenges and enablers;

2.2.3 - Experiences from schools and teachers around Europe (3 examples)

2.2.4 - Get started with project-based learning;

2.2.5 - Let’s practice! (3 templates for activities with students – class, school, external stakeholders)

M2.LS6 - Presentation - Project-based learning

M2.LS7 - Video Making projects accessible

M2.LS8 - Activity Plan - Introduction to project-based learning- Building Bridges

M2.LS9 - Activity Plan - Project-based learning - PBL your class

2.3 Learning environments and teaching practice

2.3.1 - What is a learning environment? Key characteristics

2.3.2 - Learning environments and learning spaces

2.3.3 - LE: past, present and future

2.3.4 - Improving the learning environment in your class and in your school

2.3.5 - Let’s practice!

(2 activities for teachers/school staff)

M2.LS10 - Activity Plan - Learning environments- Flip your classroom

M2.LS11 - Infographic - Creating Positive Learning Environments

M2.LS12 - Activity Plan - Learning environments- what makes my school special

Sub- Module

Topics

Responsible partner

Snack

N°

3.1.  Social and emotional learning

3.1.1 - Self-awareness and self-efficacy;

3.1.2 - Self-management

3.1.3 - Social awareness

3.1.4 - Relationship skills

3.1.5 - Responsible decision making

3.1.6 - Let’s practice! Improving social and emotional skills in day to day school life

(1 activity template for each aspect)

EUN

M3.LS1 - Presentation - How do you raise self- awareness in your classroom

M3.LS2 - Infographic - A recipe for social and emotional learning

M3.LS3 - Activity Plan - Act On: responsible decision making. What would you do?

M3.LS4 - Activity Plan - The Others: social-awareness & relationship skills. Solve the Puzzle

M3.LS5 - Activity Plan - The Self: self-awareness, self-efficacy & self-management

3.2. Mindfulness and empathy

3.2.1 - What is empathy?

3.2.2 - What is mindfulness?

3.2.3 - Why empathy and mindfulness are important for education?

3.2.4 - Let’s practice! Short activities to get started

(outline for short individual and group activities)

 EUN

M3.LS6 - Video - Empathy and Mindfulness in life

M3.LS7 - Infographic - Empathy and Mindfulness in Education

M3.LS8 - Training material - Let’s practice

3.3. Becoming a mindful and empathic leader

3.3.1 - What is leadership?

3.3.2 - The mindful leader

3.3.3 - The emphatic leader

3.3.4 - Let’s practice! Leadership projects with your class and at school level (several templates for class/school activities)

EUN

M3.LS9 - Presentation - What is a Mindful and Empathic leader

M3.LS10 - Activity Plan - Leadership styles: House of Cards

M3.LS11 - Activity Plan - Leadership roles: who is your leader?

Sub- Module

Topics

Responsible partner

Snack

N°

4.1. Motivating students to embrace differences as individuals

4.1.1 - Raising awareness of differences in individuals:

-        Offering the information about how differences in individuals are being expressed in daily life. How to make the students aware of diversity in individuals in their daily life?

-        To which extent are the students embracing the differences as individuals?

-        What is in it for the future? How the diversity in individuals will be present in the work life and in the private life of the students? How can they handle the diversity the best way?

4.1.2 - The benefits of the differences in individuals:

-        How inclusion can be a good thing for the educational purposes of the students.

-        Let the students find out what are the benefits of diversity regarding their fellow students.

-        How inclusion will enrich students’ lives in general (also focus on the aspects that will be present in the future, like work life)

INQ

M4.LS1 - Activity presentation - Embracing differences

M4.LS2 - Infographic - Benefits of differences

4.2. Student Centered Approach

4.2.1 - Make sure there is a high level of student engagement

4.2.2 - Make the students aware of what they are learning and why they need to learn it

4.2.3 - Combine the work activities of the students in individual, teamwork and class work.

4.2.4 - Let the students explore their own interests.

INQ / PLATON

M4.LS3 - Video - Student-centered learning

M4.LS4 - Training material - What is Student Centered Approach?

M4.LS5 - Training material - Student Centered Approach in different situations

M4.LS6 - Training material - How to apply Student Centered Learning (SCL) in your own class

4.3 Multidisciplinary Approach

4.3.1 - Preparing the multidisciplinary approach before the lesson

4.3.2 - Preparing the students for the wide range of disciplines that will be used for one subject

4.3.3 - The clear and thorough content delivery

4.3.4 - Letting the students to explore other disciplines by themselves

4.3.5 - Self-assessment opportunities for students

INQ

M4.LS7 - Training material - Multidisciplinary approach

M4.LS8 - Activity plan - Romeo and Juliet in a different time and place

M4.LS9 - Activity assessment - Romeo and Juliet in a different time and place

4.4 Combatting stereotypes and prejudices

4.4.1 - How do stereotypes and prejudices develop?

4.4.2 - Different types of prejudice

-        Racism

-        Homophobia

-        Religious prejudice

-        Xenophobia

4.4.3 - School culture and climate

-        How to recognize the existing stereotypes and prejudices at school?

-        How to tackle the existing stereotypes and prejudices at school?

INQ

M4.LS10 - Infographic - Development of stereotypes

M4.LS11 - Activity plan - Racism-awareness

M4.LS12 - Video - Prejudices are harder to shake than you think

Sub- Module

Topics

Responsible partner

Snack

n°

5.1. Coaching and Mentoring (group and individuals)

5.1.1 - What is the difference between coaching and mentoring?

5.1.2 - Group and individual coaching and mentoring in class

5.1.3 - Teachers as a mentor: dos and don’ts

5.1.4 - Using the GROW model

EM

M5.LS1 - Video - Coaching vs. Mentoring

M5.LS2 - Training material - Coaching vs. Mentoring

M5.LS3 - Infographic - Teachers as a mentor: dos and don’ts

M5.LS4 - Activity plan - The GROW MODEL

5.2. Conflict Management

5.2.1 - What is Conflict Management?

5.2.2 - Why is Conflict Management important?

5.2.3 - Conflict Management strategies

5.2.4 - Needed skills for Conflict Management

INQ

M5.LS5 - Poster - Let’s talk about conflict

M5.LS6 - Video - Four tips for managing conflict

5.3 Providing Feedback

5.3.1 - Why is providing feedback to students important?

5.3.2 - Different types of feedback

5.3.3 - Different ways to give feedback

5.3.4 - How do students experience feedback?

5.3.5 - The benefits of providing good feedback

ALDA

M5.LS7 - Audio - Why is providing feedback to students important? What are the benefits?

M5.LS8 - Poster - How to give feedback?

M5.LS9 - Video - How do students experience feedback?

5.4 Empowerment and Motivation

5.4.1 - What is the difference between Empowerment and Motivation?

5.4.2 - Does Empowerment lead to Motivation?

5.4.3 - Teaching strategies to increase empowerment in students

5.4.4 - Teaching strategies to increase motivation in students

-        Intrinsic motivation

-        Extrinsic motivation

-        Possible challenges

-        Positive outcomes

INQ

M5.LS10 - Training material - Motivation and empowerment

M5.LS11 - Poster - Increase empowerment & motivation in students

Sub- Module

Topics

Responsible partner

Snack

n°

6.1. Peer to Peer Learning

6.1.1 - What is Peer to Peer Learning?

6.2.2 - Peer to peer principles

UVa

M6.LS1 - Infographic - What is Peer learning?

6.2.  How to create connections (online and offline)

6.2.1 - How to create online connections? Here are some of the most common ways to create online connections: Social Networks, Forums, Networking Events;

6.2.2 - How to create offline connections?

UVa

M6.LS2 - Activity plan - Creating connections

M6.LS3 - Activity assessment - Creating connections: evaluation of activity

M6.LS4 - Training material - Twitter learning

6.3. Improve social skills

6.3.1 - Development of an active and cooperative learning environment

6.3.2 - Improve positive interdependence and responsibility.

6.3.3 - Increase participation, motivation and commitment of students.

6.3.4 - Improve communication skills, achievements and productivity.

EUN

M6.LS5 - What is collaborative learning (presentation)

M6.LS6 - Activity plan - The pursuit of happiness

6.4. Improve problem solving skills

6.4.1 - Problem-solving approach/strategy (critical thinking)

6.4.2 - Guidelines on how the student could breakdown the problem into manageable pieces

UVa

M6.LS7 - Infographic - Building skills: problem solving

M6.LS8 - Video - Critical thinking

6.5. Be capable to seek help

6.5.1 - What barriers are preventing young people from seeking help?

6.5.2 - Stigma and embarrassment/ Preference for self-reliance/ Confidentiality and trust/ Hopelessness

6.5.3 - What are effective facilitators of help-seeking?

6.5.4 - Positive past experiences

6.5.5 - Social support and encouragement from others

6.5.6 - Emotional confidence or emotional intelligence

UVa

M6.LS9 - Infographic - Be capable to seek help