It's #BCEdChat time! I'm flying solo tonight as moderator! I've got the 80's tunes playing and I'm ready to go! Who's joining tonight! We're talking Entrepreneurial Students!
Q1: What does it mean to you when you hear “entrepreneur” and “students” together? @YongzhaoEd states that there is more than financial aspect. What do you think when he refers to Social Entrepreneurship? #bcedchat
Q1: What does it mean to you when you hear “entrepreneur” and “students” together? @YongzhaoEd states that there is more than financial aspect. What do you think when he refers to Social Entrepreneurship? #bcedchat
I’ll be lurking tonight @bcedchat - middle daughter and I are in the midst of a Harry Potter reading marathon and if we stop now... it could spell disaster for us all 😝 #bibliophile#bcedchat
This grade 5 boy built a camel mask with wire - the mouth opens and closes. He made it for an actor in our 23 Camels Gold Rush play. He wants to make costumes for Disney #bcedchat@craigmah
A1: I'm not sure the definition you're going for, but I think of students who are taking ownership of their learning: self-starters, self-managers, and empowered to do both in the classroom. #bcedchat#r12empower
Q1: What does it mean to you when you hear “entrepreneur” and “students” together? @YongzhaoEd states that there is more than financial aspect. What do you think when he refers to Social Entrepreneurship? #bcedchat
A1: At first I think of economics, an entrepreneur as their own boss, but it's so much more than that! I think the entrepreneur is a close definition (in our society) for the thinking skills and leadership skills we want Ss to have. #bcedchat
A1: At first I think of economics, an entrepreneur as their own boss, but it's so much more than that! I think the entrepreneur is a close definition (in our society) for the thinking skills and leadership skills we want Ss to have. #bcedchat
Q2: Inspiration. Creativity. Direct Action. Courage. Fortitude. These words are associated with having an entrepreneurial spirit. What benefits do you see in fostering an entrepreneurial spirit in students? Any concerns? #bcedchat
A1. I think it means allowing autonomy in our students's thinking/doing. Allowing Ss to have a say in what they want to learn and are encouraged to take risks/chances. #EDCI338#bcedchat
#bcedchat A1 Students can drive social innovation and transformation as classroom or global citizens - their passions will guide future direction/energy to solve problems and be socially conscious :)
A1B: Also, there's a kind of 'pre-entrepreneurship'. Entrepreneurial actions that don't necessarily start something. Includes things like talking to an expert for a project rather than just relying on the usual sources.
lots of hash tags in my last reply but I forgot #bcedchat :)
A1 When I think of entrepreneurs, I always think of the statement that they would never fit in schools. So to me I always associate it with independant learners and differentiation and helping Ss love school more #bcedchat
A1 When I think of entrepreneurs, I always think of the statement that they would never fit in schools. So to me I always associate it with independant learners and differentiation and helping Ss love school more #bcedchat
A2: Benefits are motivation, creative thinking, communication, planning, perseverance, teamwork, resiliency, focus, self-reflection, positive boost to self-esteem & a greater self-awareness. Students Entrepreneurial Projects can display all #corecompetencies#bcedchat
JUST heard-"After 29 years of teaching, this was THE best learning I've ever had. My last year is going to dazzle them!" #EdTechTeam@horizonsd205 Saskatoon Summit
A2: sts learn through mistakes and failure. Build their own resilience to be independent drivers of own success #bcedchat#growthmindset@growthmindset1 don’t you think so?
I think all students are entrepreneurs based in these descriptors. It’s about feeding their love to learning and exploring what’s possible. It will reinforce that learning is fun. There is risk and reward. It’s not all about doing and redoing what we already know. #bcedchat
Q2: Inspiration. Creativity. Direct Action. Courage. Fortitude. These words are associated with having an entrepreneurial spirit. What benefits do you see in fostering an entrepreneurial spirit in students? Any concerns? #bcedchat
A2: Ss that are independent, strong, and understanding that failing means learning are ones that succeed not only in the classroom, but also on the playground and in the real world. There are many benefits to encouraging entrepreneurial spirit. #EDCI338#bcedchat
Q2: I appreciate that 'fortitude' is in there. Entrepreneurship requires a lot of on the ground hard work. I think it's important to show students that passion and a great idea are only the start. We have to turn the 'spirit' into hard work. #bcedchat
Those descriptors are wonderful life qualities and Ss do want to serve as "inspiration" to others - they have big dreams and grand ideas. We want to foster this E spirit to take risks and lead #bcedchat
A2 entrepreneurs embrace risk taking - are prepared for failures along the way - anticipation of +/- & blend use of coping step plan (goal w steps & rewards) #bcedchat
A2 my son often questions if schools are preparing students for “future work” with worksheets and lectures and no classes on how to YouTube... #bcedchat
I definitely believe in design thinking which embraces planning for the best and adjusting along the way when things “have” to be changed #bcedchat failure doesn’t mean “an end” in a risk taking culture!
..and we have anticipate where the ball will land when we throw the Hail Mary. Good planning anticipates what students will need in 10+ years! #bcedchat
A3- I think it aligns easily with Art, Science and also English. The product that a student develops will influence but you can get competencies from these areas well. #bcedchat I do think you could align it with any subject area though depending on the set up.
A3 We are really loving the new gr 10 curriculum especially entrepreneurialship & marketing. My Ss are already planning a store as thr main project #bcedchat
This falls in line with the Creative Thinking competency: involves the generation of new ideas and concepts that have value to the individual or others, and the development of these ideas and concepts from thought to reality. #edci338#bcedchat
It aligns across many subjects/competencies as problem solving and creative thinking are applied to learning projects and processes -part of being human and caring about a greater good #bcedchat
A3: All subjects are entrepreneurial - the crux of startup culture is that an entrepreneur does was needs to be done, a class of entrepreneurs will be following strands that fit in all curricular areas and draw on each core competency. Is that a cop out? :) #bcedchat
A3. Interesting question. I would say that it would take an entrepreneurial teacher to see connections and potential of how curricular competencies and/or subject area lend themselves to entrepreneurial students. I believe that they all do if we wanted them to be. #bcedchat
A3: science and cross-curricular/blended courses allow for ‘entrepreneurial’ learning in the sense that they give space for choice inquiry (science fair, evident innovation in fields of science, doubling up by teaching English through another curricular area) #bcedchat
Of course it does can't believe I didn't include it. I was focused on the development of the product and presenting. Numeracy is such a natural fit though! #bcedchat
We should change the narrative for Ss so they see entrepreneurial mindset as a way of being & thinking rather than just something to study (independently). Similarily how do they see success and failure....will determine pathways for all... #bcedchat
Q4: “Global competencies is the ability to interact peacefully, respectfully and productively with people from diverse geographies.” How important is it to prepare students for global competencies? #bcedchat
Just got out of another meeting and desperately catching up to these threads. #bcedchat
Seems @RosePillay1 is on fire tonight with the links to explore.
Fred from Richmond, math mentor teacher & now TOC too
My gr 9s have not shown great school interest until I went over the new curr. A group really want to run a school store. zthey have great ideas #bcedchat
A1: To me, this means tat our students have ability to take ideas and put them to perspective. I am a substitute and I actually read a story about inventors and ideas which I feel relates to this on a different level. #bcedchat#Gen2108
#bcedchat A4: So many efforts are now global efforts with tech allowing teams to form across national boundaries. Our world is complex & requires integrated solutions that need to be cross-cultural
A3 entrepreneurship can be all encompassing - communication and thinking competencies - personal/social component vital (the “why”) and a blend of all academics depending on the day... #bcedchat
A1: I'm not sure the definition you're going for, but I think of students who are taking ownership of their learning: self-starters, self-managers, and empowered to do both in the classroom. #bcedchat#r12empower
Q1: What does it mean to you when you hear “entrepreneur” and “students” together? @YongzhaoEd states that there is more than financial aspect. What do you think when he refers to Social Entrepreneurship? #bcedchat
A4: In my classroom, I teach empathy first and foremost. It sounds to me that global competencies is just fancy wording for empathy, kindness, and understanding. #EDCI338#bcedchat
Q4 This is a critical education focus - as democratic citizens were are responsible for the whole planet - all people and environments. Technology opens up the global possibilities to connect with others and experience different contexts right from our classrooms. #bcedchat
A2: I’d like us to push ‘entrepreneurial spirit’ broader into being successful in life. We are not looking to have students just be successful in school but be successful in life. And core comp are targeting this. And inclusive learning targets this too. #BCEdChat
A4: Global competencies have become increasingly important technology shrinks our world. The ability to work across borders and cultures will be increasingly vital for our Ss. #bcedchat
A4. With technology... the world got smaller. I went to an conference in Hawaii and met a person from Japan at breakfast who by chance went to SFU & knows @perfinker, who I met @EDvent247. It’s much more fluid. Global competencies + #corecompetencies go hand in hand. #bcedchat
Q4: “Global competencies is the ability to interact peacefully, respectfully and productively with people from diverse geographies.” How important is it to prepare students for global competencies? #bcedchat
The spirit of learning comes from inspiration too do the best, through creativity and actions, with courage to never give up. Entrepreneurs have the drive to do their best and create they ideas and through learning the is what these students become.#bcedchat#GEN2108
One of my cohort classmates is focusing on meaningful parent engagement & empowerment in secondary-level education. You might like to see his capstone in August, @OlwenCowan! I admire him tremendously, teaches in a public minischool in Richmond. #bcedchat
#bcedchat I'm wondering if it is also greater selflessness as we can't just see solutions for ourselves alone but also how they integrate & aid the greater community. I'm thinking of sweatshops, poor working conditions as examples of what is not globally focused
A4: In my classroom, I teach empathy first and foremost. It sounds to me that global competencies is just fancy wording for empathy, kindness, and understanding. #EDCI338#bcedchat
A5 I think olympics showed importance of global knowledge - Dutch don’t skate to work and assumptions of how countries view each other don’t work either. Mindful cultural awareness #bcedchat
A4: Foreign lang. courses are a great vehicle for engaging w/the global competencies. We can learn about other cultures, people, places, then use that learning to fuel design of action-oriented communication in various mediums (interpersonal communication,comprehension) #bcedchat
Q4: “Global competencies is the ability to interact peacefully, respectfully and productively with people from diverse geographies.” How important is it to prepare students for global competencies? #bcedchat
The challenge with global competencies is largely the idea that "Western World" means "globe". Teaching geographies& histories of the globe will equip students with knowledge of other continents&thus being respectful&encouraging respectful entrepreneurial relationships #bcedchat
Q4: “Global competencies is the ability to interact peacefully, respectfully and productively with people from diverse geographies.” How important is it to prepare students for global competencies? #bcedchat
Last week alone- a prof from NYU taught a science lesson and took live questions. 4 classes were included and chatted first- us from #SD42, Ss from Texas, Ss from California, and Ss from England. #bcedchat We also did a #mysterskype and watched the live Olympic chats from Korea.
A3: To me art, music, or special classes can help students to build the creative aspect of the. It allows the students to fin themselves and symbolize certain things that are them, unique. #bcedchat#GEN2108
Q5: What are the connections between developing an entrepreneurial spirit and 21st century skills and the Revised BC Curriculum? How can it support core and curricular competencies? #bcedchat
More important then ever for entrepreneurs to be aware of “what’s next” - my kids are starting to learn what companies do before purchase (eg @TOMS shoes) #bcedchat
A4: I wonder if we need a new term such as 'global competency'. I'm honestly not entirely familiar with the term, interested to hear what others view it as. #bcedchat
Last week alone- a prof from NYU taught a science lesson and took live questions. 4 classes were included and chatted first- us from #SD42, Ss from Texas, Ss from California, and Ss from England. #bcedchat We also did a #mysterskype and watched the live Olympic chats from Korea.
A4: It is very important that students are prepared for global competencies. This unrelate to global learning, in which we have discussed in a class I am taking. Global learning is fun but informative which is an important aspect in students' lives.#bcedchat#GEN2108
I really appreciate this, Fred 💚. It has taken me 6yrs to warm up to Social Justice & 1 of my greatest appreciations of the Core Competencies & curriculum is that it lends itself to helping teachers & students gradually engage w/SJ who might not have otherwise #bcedchat
A5 curriculum enabling personalized journeys - those that “know” what they want to do can “do” yet still enable discovery and exploration in learning for all! #bcedchat
I was just about to like it when it disappeared, I'm glad you reposted. We also need to think about how what we are doing connects to the earth itself and not just the people of the world. #bcedchat
A1 #bcedchat Not only do I agree with @yongzhaoEd I think it is necessary to go beyond the financial aspect as otherwise we are doing nothing more than perpetuating harmful pedagogy. Social entrepreneurship means putting the person at the center of the service/product you provide
Honestly the NYU prof was amazing it's through https://t.co/FQ6VwOymq0 They have scientists from around the world do lessons and take questions from kids. My students just were in awe, and this is a class who is regularly doing tech stuff. This was a new level. #bcedchat
A5. Big connections. I believe 21st Century Learning leans into entrepreneurial thinking and the focus of curriculum on competencies where content is the vehicle can provoke and nourish the entrepreneurial spirit for the student and teacher. #bcedchat
Q5: What are the connections between developing an entrepreneurial spirit and 21st century skills and the Revised BC Curriculum? How can it support core and curricular competencies? #bcedchat
A2 I worry that the language is very easily misunderstood as being exclusively business related. Misses some of the intention that’s about creativity, resilience and improvisation. #BCEdChat
Q5: These ideas that are developed when starting entrepreneurial spirit, are the same ideas that have helped us evolve in the 21st century! This is what makes our world grow and succeed. The ideas and connections come to life from these students, #bcedchat#GEN2108
A5. I see all of it building the idea of educating the whole person. It's not enough to just teach English or Math, there has to be engagement and connection with the greater world. #bcedchat
Q6: From Yong Zhou: “Product-oriented learning is to bring the Maker Movement into schools and bring students into the Maker Movement.”
Thoughts?
Discuss!
#bcedchat
#bcedchat It's interesting that our secondaries are still organized around physics, biology, chemistry & Earth sciences when the reality that these have all blurred & integrated into so many disciplines together.
A5. I see all of it building the idea of educating the whole person. It's not enough to just teach English or Math, there has to be engagement and connection with the greater world. #bcedchat
A5: core and curriculum competencies support the entrepreneurial spirit. 21st century skills help develop the practical know-how to drive the entrepreneurial action. #bcedchat
A5: Revised BC Curric works with 21st Century skills nd entrepreneurial spirit, #corecompetencies The freedom to deeply explore a topic and take it in different directions and showcase your learning in different ways is really powerful and gives ownership to the S. #bcedchat
Q5: What are the connections between developing an entrepreneurial spirit and 21st century skills and the Revised BC Curriculum? How can it support core and curricular competencies? #bcedchat
A6 The maker movement is about Students loving what they plan and do. I have seen so many amazing items come from my makerspace. From robot battles to a solar power irrigation system. Student when given the time can accomplish anything. And they will love learning #bcedchat
A5: they are interrelated & interdependent. The BC curriculum is a vehicle 4 educators to engage in learning about learning... which we can use to reflect, analyse, evolve - all, in essence, capacities which the Core Competency metadocument encourages for our students. #BCedchat
Q5: What are the connections between developing an entrepreneurial spirit and 21st century skills and the Revised BC Curriculum? How can it support core and curricular competencies? #bcedchat
A5: If we look beyond the financial side of things, entrepreneurial spirit and the core competencies are well aligned. If you haven't seen it, watch Kane's arcade and you will see how they connect: https://t.co/leo1CSEbYO#bcedchat#edci338
A5: The de-emphasis on covering content opens up space for entrepreneurialism. The big ideas layer often works as questions that could lend to design thinking. "This is a problem - what would its solution be? What do we need to know/do to solve it? How far can we get?" #bcedchat
Q5 I think all 3 are strongly connected if we accept the E definition that embraces "social good" and moves beyond business/financial to action that makes a significant difference in the world-what we try to teach our Ss on a smaller/practical scale right now #bcedchat
#EDFB4338 "@CraigMah
Q2: Inspiration. Creativity. Direct Action. Courage. Fortitude. These words are associated with having an entrepreneurial spirit. What benefits do you see in fostering an entrepreneurial spirit in students? Any concerns? #bcedchathttps://t.co/eecKpRakwU"
Q2: Inspiration. Creativity. Direct Action. Courage. Fortitude. These words are associated with having an entrepreneurial spirit. What benefits do you see in fostering an entrepreneurial spirit in students? Any concerns? #bcedchat
A6: I believe projected oriented learning can help students more! Projects allow them to use their own learning styes to succeed and also teach other students! I love this! #bcedchat#Gen2108
A5: If we look beyond the financial side of things, entrepreneurial spirit and the core competencies are well aligned. If you haven't seen it, watch Kane's arcade and you will see how they connect: https://t.co/leo1CSEbYO#bcedchat#edci338
The joys of a small school is I teach all of the secondary math and sciences and so I can do cross curricular easily and the lines between the classes can blurr. Love that aspect #bcedchat
Q7: Entrepreneurial learning has been described as a “product oriented” learning. How does this differ from a process oriented education system? How can they complement each other? How do they conflict? #bcedchat
A6. I want to say that an entrepreneurial mindset is focussed on process but really... it’s often about solving problems or producing a product driven by the process. I like it. It’s like goal setting. You have an endpoint in mind but how do you get there. #bcedchat
Q6: From Yong Zhou: “Product-oriented learning is to bring the Maker Movement into schools and bring students into the Maker Movement.”
Thoughts?
Discuss!
#bcedchat
Product oriented learning seems to ignore the process yet process is supposed to be more important than the product. Process oriented learning on the other hand will engage students more and getting a product will be more warding. Product oriented=consumerism #bcedchat
Q6: From Yong Zhou: “Product-oriented learning is to bring the Maker Movement into schools and bring students into the Maker Movement.”
Thoughts?
Discuss!
#bcedchat
#bcedchat A7: As long as ideas can be products, then I can go with this. So much of the inquiry, problem-based learning I do with students is about reflecting on the process of our learning to produce a transferable product of thinking/attitudes/skills to other areas
Q7: Entrepreneurial learning has been described as a “product oriented” learning. How does this differ from a process oriented education system? How can they complement each other? How do they conflict? #bcedchat
A7 If you follow a process to get a product students can show their skills by working hard with styles towards a final goals to share ideas! they can conflict hover, if you just follow a process without your own ideas. #bcedchat#Gen2108
A6 love maker spaces and maker space time - thematic (is valentine creation) or design focused (or our super hero lairs) the creation process gets better with each ideation!! #bcedchat
A6. I want to say that an entrepreneurial mindset is focussed on process but really... it’s often about solving problems or producing a product driven by the process. I like it. It’s like goal setting. You have an endpoint in mind but how do you get there. #bcedchat
Q6: From Yong Zhou: “Product-oriented learning is to bring the Maker Movement into schools and bring students into the Maker Movement.”
Thoughts?
Discuss!
#bcedchat
A7: entrepreneurial learning cannot be just point A to point B, done. This gets back at the 'grit'. There has to be a process, the product is just the facilitator. #bcedchat
Q7: Entrepreneurial learning has been described as a “product oriented” learning. How does this differ from a process oriented education system? How can they complement each other? How do they conflict? #bcedchat
Yes, love that Christine! I think it’s being mindful and intentional and flexible with processes, in order to engage in creative and collaborative problem-solving. We’re injecting catalysts into learning spaces, fueling potential for generating social capital. #BCedchat
A7 awareness that the product you think you are going to make is not always what you end up “making” - so many tweaks along the way in so many business /entrepreneur stories #bcedchat
A7. I struggle with wrapping my head and my humanities based classes around "making" and "product oriented". I am not sure how to make them fit authentically the way I see them fit in Science or design classes #bcedchat
#bcedchat Grit and 'the pit' in Jo Boaler's thinking. @chaoskeeper11 really brought that home for us on Friday at #mathmindsetbcamt
I'll forward the pit photo next.
A7: entrepreneurial learning cannot be just point A to point B, done. This gets back at the 'grit'. There has to be a process, the product is just the facilitator. #bcedchat
A7: it’s important to allow space for organic discoveries and detours from what might be anticipated in product-oriented learning. Think of how many innovative inventions & discoveries have happened by accident while en route to something else! #BCedchat
I wonder if 'product' here isn't so much about consumerism but about a tangible outcome - an entrepreneur almost by definition is building something that will outlast their involvement in that thing. Can 'product' simply be defined that way? #bcedchat
#mathmindsetbcamt Sorry everyone to miss you - here is the lovely visual of the Learning Pit - a great way to encourage and value struggle. It is good and important to be in the pit, don't save students from it, don't structure their work, just ask them what resources they need.
