I was surprised when my boss said YES on my idea on teaching Italian through computer. First time that I am going to teach without being actually in class but sitting at my place. I have long summer in front of me: I have to prepare the material and start to see the limits and the possibilities of on line learning. In order to do that I applied to Cursera to one course that teach how to implement an on-line course. It will last 5-7 weeks and it's going to be very intresting hopefully. Stay tuned cause I will write about this in the blog.
19/03/13
Entrepreneurship task 1 and 2
Core questions:
1. What is meant by intrapreneurship?
2. What are the teaching and assessment methods that will enhance development of the student’s intrapreneurship?
3. How to further/aid the process from intrapreneuship/internal entrepreneurship towards (external) entrepreneurship?
4. How to teach entrepreneurship in the best and most effective manner in vocational education?
Intraneurship and entrepreneurship even though they are similar in many ways they do have some differences. Intrapreneurship is when a person inside a bigcompany take responsibility to make an idea into a profitable product. This people who are intrapreneurs are more ready to take risks. For them is easier to apoligize for a mistake then prevent the mistake itself.
Entrepreneurship is when a person is not working for a big company but has the same attitude to make an idea into a profitavle and durable business. In a way the intrapreneur has got "easier" life cause he/she will get the financial support from the company where they are working. If we consider that point of view I could say that intrapreneurs use less creativity than entrepreneurs (or actually they use it differently). The entrepreneurs use creativity for getting OWN idea realized ; intrapreneurs they use the creativity in the sense that they want to make their company profits.
I think that both can be taught. As a teacher we should keep on to those students that are for instance very practical personalities, who like to take risks and those who are not that good in some subjects ;)
The question in my pointof view is: how we can teache to the teachers that this is an importan issue? the world is constantky changingand so the jobs available out there. Teachers who don´t teach this issue won´t give to their students anything else that their own subjects. I think we should start to teach and to push the future "entrepreneurial" and "intrapreneurial students from the elementary schools.For the Espoo days we had to make a SWOT analysis to different kind of schools/ institutions that educate the students to different kind of schools/institutions that educate the students to be an entrepreneur. That experience and also my teaching training (where we did speak about " intrapreneurship" more than "entrepreneurship") made me think: how much time we spend usually in school learning theories on theories instead to give the students practical examples! If I would work in school I would probabily make the exercises mentioned in your "Teaching the entrepreneurship". I think it gives to the students always the idea that the plan B is always out there. They should just find the right idea and the attitude to make into practise.
Task 2
1. What is meant by intrapreneurship?
2. What are the teaching and assessment methods that will enhance development of the student’s intrapreneurship?
3. How to further/aid the process from intrapreneuship/internal entrepreneurship towards (external) entrepreneurship?
4. How to teach entrepreneurship in the best and most effective manner in vocational education?
Intraneurship and entrepreneurship even though they are similar in many ways they do have some differences. Intrapreneurship is when a person inside a bigcompany take responsibility to make an idea into a profitable product. This people who are intrapreneurs are more ready to take risks. For them is easier to apoligize for a mistake then prevent the mistake itself.
Entrepreneurship is when a person is not working for a big company but has the same attitude to make an idea into a profitavle and durable business. In a way the intrapreneur has got "easier" life cause he/she will get the financial support from the company where they are working. If we consider that point of view I could say that intrapreneurs use less creativity than entrepreneurs (or actually they use it differently). The entrepreneurs use creativity for getting OWN idea realized ; intrapreneurs they use the creativity in the sense that they want to make their company profits.
I think that both can be taught. As a teacher we should keep on to those students that are for instance very practical personalities, who like to take risks and those who are not that good in some subjects ;)
The question in my pointof view is: how we can teache to the teachers that this is an importan issue? the world is constantky changingand so the jobs available out there. Teachers who don´t teach this issue won´t give to their students anything else that their own subjects. I think we should start to teach and to push the future "entrepreneurial" and "intrapreneurial students from the elementary schools.For the Espoo days we had to make a SWOT analysis to different kind of schools/ institutions that educate the students to different kind of schools/institutions that educate the students to be an entrepreneur. That experience and also my teaching training (where we did speak about " intrapreneurship" more than "entrepreneurship") made me think: how much time we spend usually in school learning theories on theories instead to give the students practical examples! If I would work in school I would probabily make the exercises mentioned in your "Teaching the entrepreneurship". I think it gives to the students always the idea that the plan B is always out there. They should just find the right idea and the attitude to make into practise.
Task 2
I found this video really inspiring as a parent and as a teacher:
http://www.ted.com/talks/cameron_herold_let_s_raise_kids_to_be_entrepreneurs.html
Cameron Herold is an entrepreneur since childhood and in this video gives some advices as a parent and as a teacher how to raise kids to be an entrepreneur.
In my opinion he pointed out that the traditional schools want to uniformity and not diversity. In this video I liked how he describes different kinds of entrepreneurs in the same person and to develop creativity in business matters.
The bottom line is that entrepreneurs create value where others don't recognize it. This includes capitalizing on present market opportunities. This can result in exploitation or win-win arrangements, depending on the motive or application. Perhaps Cameron is being criticized for his examples, but the principle I think he's getting at is this: we need to re-kindle an entrepreneurial spirit in our culture. Such creativity is the promise of tomorrow and affects not only business, but also science and the arts. Sure, it needs to be governed by principle, but the entrepreneurial gift always starts out in raw form while it develops. Beside my video (which underline the creativity) I think also Katariina´s material was really good and I could take that as an example how I applied during my teacher training. You will find the practical application from my part during my teaching training in red.
I was teaching in Diaconia Univeristy of Applied Science - Bachelor of Social Service - English Orientation.
http://www.ted.com/talks/cameron_herold_let_s_raise_kids_to_be_entrepreneurs.html
Cameron Herold is an entrepreneur since childhood and in this video gives some advices as a parent and as a teacher how to raise kids to be an entrepreneur.
In my opinion he pointed out that the traditional schools want to uniformity and not diversity. In this video I liked how he describes different kinds of entrepreneurs in the same person and to develop creativity in business matters.
The bottom line is that entrepreneurs create value where others don't recognize it. This includes capitalizing on present market opportunities. This can result in exploitation or win-win arrangements, depending on the motive or application. Perhaps Cameron is being criticized for his examples, but the principle I think he's getting at is this: we need to re-kindle an entrepreneurial spirit in our culture. Such creativity is the promise of tomorrow and affects not only business, but also science and the arts. Sure, it needs to be governed by principle, but the entrepreneurial gift always starts out in raw form while it develops. Beside my video (which underline the creativity) I think also Katariina´s material was really good and I could take that as an example how I applied during my teacher training. You will find the practical application from my part during my teaching training in red.
I was teaching in Diaconia Univeristy of Applied Science - Bachelor of Social Service - English Orientation.
- communication skills, especially persuasion > we working on that all the time starting with an activity called "how to bring the person to own side". It´s pretty simple and practical activity. The goal is to bring physically the person to your side using words, gestures and all the tools you have to get into the goal.
- creativity skills > every day the students in group of 3 should start with something creative in order to use their English. In add we had quite many problem solving and they have to think how to present the solutions in creative way in order to get the other group sure that your solution is the best.
- critical thinking and assessment skills > during the lesson on adoption students were forced to think critical and assess the situation to avoid the risks of failure (like in business)
- leadership skills > there was always a group leader even though I didn´t ask them to choose one.
- negotiation skills > when we spoke about family and adoption they had to figure out how to negotiate some rules between for instance the foster families and biological families in order to make the interest of the child
- problem-solving skills > I mostly presented them cases in order to cover different clients. .
- social networking skills > we had one day POPPLET day: they had to answer all together in order to solve several questions about a case study on alcohol problem pregnant woman
- time management skills > they did have a strictly timetable to come out with good solution and its presentation
17/03/13
Global and Culture Competence - task 2 - 2nd part
Task: In pakistan your will be working in a school with a group of students who aspire to pursue studeis in states or similar countries in the west. How will you plan your course to help them to acclimate into the culture?
I would organize a training of 6 meetings where students can express themsleves and if it´s necessary share with others their feelings about different cultures. I would choose working in small groups, discussions, sharing own personal experience. I would choose traditional presentation for giving practical information about working policies of different countries, case studies for deeping a specific situation, role play and simulation for processing identification in real life situation and personal limits in different contest. I would add energizers (to build the group) and creatives activites to stimulate also other communicative ways of approaching.
1st lesson: Working on getting to know each other, presentation about the course methodology, the programme and definition of the time, the way and the work places. Expectation about the course.
2nd lesson: Starting from students ideas: where would you like to go to work and why? Differences and similarities on those ideas. The role of a foreigner worker in west countries and working policies of the chosen west countries/states.
3rd lesson: what do you think will be your working day? comparison with the expectation and real day routine. Reflections of moving abroad.
4th lesson: Comparison and exchange on culture peculiarities of home country and west countries/states.
Why the dialogue is important in different cultures. Prejudices and Stereotypes. Why differences in culture are positive.
5th lesson: Tollerance and integration: reflection on own membership and nationality (in this case Pakistan)
Case study: analyse a concrete situation and different modalities of adaptation and integration.
6th and last lesson: analyse of the real opportunities on western markets. Reflection on ideas, projects, organizations and evaluation of own idea. Looking for already implement projects and analyse them from the culture point of view.
I would organize a training of 6 meetings where students can express themsleves and if it´s necessary share with others their feelings about different cultures. I would choose working in small groups, discussions, sharing own personal experience. I would choose traditional presentation for giving practical information about working policies of different countries, case studies for deeping a specific situation, role play and simulation for processing identification in real life situation and personal limits in different contest. I would add energizers (to build the group) and creatives activites to stimulate also other communicative ways of approaching.
1st lesson: Working on getting to know each other, presentation about the course methodology, the programme and definition of the time, the way and the work places. Expectation about the course.
2nd lesson: Starting from students ideas: where would you like to go to work and why? Differences and similarities on those ideas. The role of a foreigner worker in west countries and working policies of the chosen west countries/states.
3rd lesson: what do you think will be your working day? comparison with the expectation and real day routine. Reflections of moving abroad.
4th lesson: Comparison and exchange on culture peculiarities of home country and west countries/states.
Why the dialogue is important in different cultures. Prejudices and Stereotypes. Why differences in culture are positive.
5th lesson: Tollerance and integration: reflection on own membership and nationality (in this case Pakistan)
Case study: analyse a concrete situation and different modalities of adaptation and integration.
6th and last lesson: analyse of the real opportunities on western markets. Reflection on ideas, projects, organizations and evaluation of own idea. Looking for already implement projects and analyse them from the culture point of view.
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