Sneak Peek

Module Plan:

Lesson

What

Why

How

Week 1: Introduction – Adapting to the entrepreneurial mindset, Input


Figure: The Open-Close Model for Ideation

1 (En)

Ideation
To create good ideas

It’s an integral part of innovation and entrepreneurship process. To change mindset towards opportunities.

Brainstorming exercises

Creative word exercises

2 (En)

3 (En)

Problem-solving

It’s a hands-on approach to task-based thinking. Because the student need to think in terms of adding value to society through their learning process

Introduction to task-forces; podcasts-, video-, “publishing a book”-group, etc.

4 (Ge)

Disruptive vs. Radical Innovation

Why do we need to think about innovation – what’s the impact of disruptive vs. radical innovation on a global scale

Concrete examples and cases.
Video: Sneakerheadz

Week 2: Noticing, Reflecting, Comparing, Input, Repetition

5 (En)

Prejudices & Introduction to Shoes

Identify, construct, deconstruct; empathy

Landeskunde; are there any justified generalisations?

Shoes: look at your own shoes, physical examples, Pictures from all continents
Video: The Boy Who Made Shoes for Lizards (Manolo, 2017)

6 (En)

7 (En)

Autobiography: Cultural awareness

For the students to get an idea of their own cultural awareness; maybe even prejudices

Through material aimed for secondary lower school students

8 (Ge)

The Life-Cycle of a Shoe

To create awareness about the origin, production process, materials and logistics of the products we use everyday – with shoes as the concrete example

Video: In Their Shoes (2015): Atul Sabharwal

Week 3: Noticing, Reflecting, Comparing

9 (En)

Identities

For the student to become more aware of the cultural aspects of identity

Language portfolios, cases

Shoe profiles.- Mix and Match exercises – Reflection: Why?

10 (En)

11 (En)

Culture Game

Element of play for creating an entrepreneurial mindset and combining it with intercultural knowledge, skills and awareness. Also to create an authentic situation for true collaboration.

“Who am I – Who are you!” A mini escape room about acceptance and collaboration.

12 (Ge)

Shoe Functions and Cultures

To give the students a playful and reflecting reference point for understanding functions and culture in society through shoes as a mediating tool.

What shoes would you dance in?

How does it reflect upon you wearing sneaks to a wedding?

Let’s Hip Hop – Dance and play introduction to shoe functions.

You are wearing what?! – A mini roleplay about exaggerated prejudices.

Week 4: Noticing, comparing, reflecting and interaction

13 (En)

What’s important in an interview

For the students to be able to conduct interviews the following week

Creating interview sheets

14 (En)

15 (En)

Put yourself in another persons shoes

Linguistics

Linguistics, synonyms, word plays

16 (Ge)

Demographics, Terrain types

To understand chains of meaning defined by cause and action.

How does a mountain affect our shoe choice?

What does demographic entail for our cultural identity?

Picture analysis

Demographical introduction to cultural groups.

What is a terrain type – Photo Contest

Week 5: Interaction, output

17 (En)

Interview people on the street, take pictures of their shoes

To create

authentic intercultural encounters

An arena for the students to actually test their skills, knowledge and awareness

Collecting the content/material for the final product

18 (En)

19 (En)

20 (Ge)

Week 6: Noticing, comparing, reflecting and interaction

21 (En)

Creation of final product

Fueling motivation for creative urge

Working in taskforces

Editing the book together using Canva

Designing pitch – Presentation Technique

22 (En)

23 (En)

24 (Ge)

Presentation and evaluation

End of module. To evaluate the students actual learning outcome – Change of mindset?

Presenting and pitching final product.

Our model is a combination of:
Figure 1.1: The Practices of Entrepreneurship Education. Source: Teaching Entrepreneurship – A practice-based approach (Nech et al., 2014) &  Figure 4.1 Interacting processes of intercultural learning – Source: Intercultural Language Teaching and Learning (Liddicoat & Scarino, 2013)

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