Prentice hall civics government and economics in action module 1 pdf

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prentice hall civics government and economics in action module 1 pdf

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Americans believed all people i. Scarcity, Governments, and Economists. Be sure to answer all questions from.

Department of Transportation U. Department of Health and Human Services. Module 2: Roles and Responsibilities. Module 3: Administrative Issues. Module 6: The Learning Environment.

Civics And Government Study Guide

Contents Module 1 Module Summary To highlight the importance of professional knowledge and understanding of entrepreneurial education.

This module discusses the knowledge and understanding teachers and trainers need to teach entrepreneurial skills. It explains why entrepreneurial education is important and how teachers can show that they value its relevance in their practice. EntreCompEdu, the professional framework for teaching entrepreneurial competences, is introduced and shown how it links to EntreComp. The module discusses the six principles that support EntreCompEdu and how these can guide pedagogy: facilitating creative thinking through the learning process; promoting active entrepreneurial learning in reallife contexts; fostering purposeful collaboration both in and beyond the school; encouraging learners to create value for others; stimulating reflection, flexible thinking and learning from experience; and making entrepreneurial competences an explicit part of learning and assessment.

Guided reading Video observations Creative exercises Self-directed activities Reflecting on personal experience 1. Over recent decades, rapid and deep-seated social, technological, and environmental changes have prompted policymakers and educators to reflect upon the purposes and content of education, as part of the need to adapt and keep pace with such changes.

There is a growing consensus that this goes beyond transmitting knowledge, towards preparing students for life: towards fulfilling their potential both as active citizens and within the world of work. What are the skills that our young people need for this future?

In , the World Economic Forum looked at how the skills needed for employment are changing Figure 1. It is clear that this progression in the skills needed for employment includes skills that are not yet widely recognised nor an explicit part of our education systems. Children and young people are capable of spotting opportunities and suggesting solutions to real-world problems they experience in life or that they see in the community and world around them.

For example, in , Boyan Slat was 16 years old when he came across plastic pollution on his holiday in Greece.

He now leads the non-profit Ocean Cleanup dedicated to developing advanced technologies to rid the world's oceans of plastic. From climate change to homelessness, or from encouraging first-time voting to preserving cultural heritage, young people can think creatively and come up with new ideas to tackle different problems.

Our young people are the citizens and leaders who have the ideas to create the future, and entrepreneurial education is one opportunity to strengthen their creativity to have the ideas and their initiative to put their ideas into action. It is within our collective human DNA to try and add value to our lives by exploring, showing curiosity, asking questions, solving problems- the kind of skills and dispositions associated with being entrepreneurial.

EntreComp, or the European Entrepreneurship Competence Framework, defines entrepreneurship as being when you act upon opportunities and ideas and turn them into value for others. The value that is created can be financial, cultural, or social. This is about being entrepreneurial across our lives. Entrepreneurship is when you act upon opportunities and ideas and transform them into value for other. The value that is created can be.

The creation of value for others is emphasised through the definition, as the process through which all the competences are used to go from creative idea to entrepreneurial action which creates value for others. This value can be financial, cultural, or social. Figure These building blocks represent 15 interlocking competences arranged in three areas of five see table 1. Ideas and opportunities Spotting opportunities Use your imagination to Identify opportunities for creating value Creativity Develop creative and purposeful ideas.

Coping with uncertainty, ambiguity, and risk Make decisions dealing with uncertainty, ambiguity, and risk Valuing ideas Financial and economic Working with others Make the most of ideas and literacy Team up, collaborate and opportunities Develop financial and network economic know-how Ethical and sustainable Mobilising others Learning through thinking Inspire, enthuse, and get experience Assess the consequences others on board Learn by doing and impact Table It all depends upon the task in hand and what the individual wants to build or create.

To use an analogy, one way to think of entrepreneurial education is supporting students so that they can combine a set of building blocks the competences to create something of value for others. EntreComp then presents entrepreneurship as a broad set of competences which can be seen in all aspects of our lives. Everyone can behave in an entrepreneurial way, including young children who show a sense of adventure and a playful spirit.

Most of all, learners of all ages can develop or enhance these competences through their education and training experience. You can explore each competence and download the full set of EntreComp Teacher Cards.

All Member States have formally agreed to the definition and understanding of the entrepreneurship key competence demonstrated through EntreComp, as one of the eight key competences within the European Key Competence Framework for Lifelong Learning. However, each country makes reference to, uses, or embeds EntreComp differently through their education and training systems Table 2 : From , the EntreComp framework is explicitly included into the new law on education, to demonstrate the new focus of entrepreneurial learning away from learning business skills and towards the broader competence approach.

The entrepreneurship competence, understood using EntreComp, is now being translated into teaching, learning goals and assessment for each subject, as one of the transversal competences relevant to all subject areas. Macedonia The National Strategy for Entrepreneurial Learning highlights the importance of this competence, and this is replicated in the Education Strategy. EntreComp is commonly used as the basis for entrepreneurial teaching and learning in the country.

As well as being recognized as a transversal competence relevant to all subjects, entrepreneurial learning is also included as a stand-alone subject within secondary school. Spain At national level, the entrepreneurship key competence is within the law on education and must be closely linked to the learning objectives defined for primary, secondary and baccalaureate education.

At the level of Autonomous Communities, there is significant take-up of EntreComp into regional policy and practice. Belgium Flanders. LoopMe Individual Task 1. Discuss your chosen EntreComp competence with an education colleague. Do you have the same perspectives on what this competence means for learners? Share your reflections with your trainer in your LoopMe report for this task.

What do you want your students to know, understand and be able to do when they leave your school or college? If so, you are already valuing entrepreneurial education. Organisations such as the European Commission and a growing number of governments know that entrepreneurial education is important in a fast-changing world. They want to see this taught more often in school. This is because this approach to learning can: 1. However, there are challenges to overcome.

These include teachers who have a lack of time in the curriculum, inflexible curriculum demands, inadequate knowledge and professional training or limited entrepreneurial contacts with the world outside school. EntreCompEdu and these Continuing Professional Development modules are designed to help you overcome these challenges. Build knowledge and understanding of entrepreneurial education for your teaching Through these modules we will provide a range of tasks to expand your knowledge.

And these tasks will include suggested readings, discussions, observations, and reflections. To get the most from the materials, then you need to engage in these exercises!

It shows you how each EntreComp competence is broken down further into threads of learning, providing a clearer bridge between the competences and learning. This can inform curriculum design, setting learning goals and identifying learning outcomes in entrepreneurial learning.

Role model the entrepreneurial behaviours that you expect from students When you read through the competences mentioned in EntreComp it should become clear that many of these align with what good teaching is all about e. One of the hallmarks of being entrepreneurial — creating value — should be a close link to what you aspire to do. And so, in some cases you may find that simply refining what you say and do can inspire learners to behave in an entrepreneurial way.

For example, if teaching history you could use examples of entrepreneurial behaviour of people in the past. Or in mathematics teaching you might focus on real-world applications of numeracy skills among market street traders.

In other cases, you may need to rethink. Use deliberate practice to develop your competences The concept of deliberate practice underpins and is key to your participation in this teacher training programme, asking you to deliberately practice what you learn within the modules in your teaching inside and beyond the classroom and with your learners.

The theory was introduced by Anders Ericsson who explored how people in different walks of life became the most successful in their fields, such as sport,. This is not simply repeated practice Figure 4. Rather, it has a deliberate focus on the choice of skills to improve.

It involves precise feedback from knowledgeable coaches and through trial-and-error refine these skills over a long period of time. Through small steps and by acting on feedback, everyone can improve their performance in all walks of life, including you as a teacher exploring new ways of facilitating learning and assessment. What importance is attached to creating value, which is at the heart of entrepreneurial learning?

What are the key messages you take from the video that makes you think differently about your practice? You could think of the impact on your practice from different perspectives such as yourself, your teaching, your students, your subject, your colleagues, your experiences, your working methods.

This is because the often hard-to-reach competences seen in EntreComp are triggered by going through learning experiences, reacting to these experiences, and learning through that process. This professional development has identified six guiding principles through which teachers can enhance the opportunity for your students to develop entrepreneurial competences through learning experiences both in and beyond the classroom.

You will probably recognise many or all of these. But the key point to reflect upon is the extent to which your pedagogy is based on these principles each day. Here we introduce these guiding, and the course will build on these further in the remaining modules. Everyone has the potential to be creative and in ways that extend far beyond the arts. Historically speaking, fostering creativity has not been a priority for educational systems. In more recent times, however, there are more promising signs.

Policymakers, curriculum designers and practitioners are finding ways of fostering creative thinking across subjects and in a variety of contexts without losing sight of the need to pursue high standards in areas such as literacy and mathematics. Facilitating creative thinking throughout the learning process means helping students explore and evaluate multiple ideas to create value.

It means encouraging students to wonder about possibilities and be adaptable to different ideas and solutions. It allows them to test out ideas, make comparisons and to continually reflect on and adapt the usefulness of their proposed solutions to problems. The generating of ideas that have value to oneself and then others is at the core of what it means to be entrepreneurial, creativity is a driving force behind these ideas and how they are designed and implemented.

Promotes active entrepreneurial learning through real-world contexts Active entrepreneurial learning occurs when students are engaged in authentic activities which stimulate creative thinking. This is something of a caricature and the distinction is not always clear-cut.

For example, students can listen actively to a lecture delivered by an animated speaker who prompts them to think deeply about issues and reflect on what this means to them. Equally, individuals can be provided with hands-on practical tasks and opportunities to collaborate with others but make little progress in their learning because the tasks are too superficial.

By and large, however, entrepreneurial learning is best promoted when students have regular opportunities to interact with the world outside the classroom. This includes engaging with real-world problems and issues within the community and further afield. This goes beyond arranging visits where students are largely passive recipients of information, but towards activities such as community projects planned, developed, and evaluated by students in collaboration with others.

This could, for example, include working with students in other schools or colleges, parents, community and civic leaders, or representatives from business or industry. If you want to go far, go together. Young people also take pleasure from being a member of a peer group and from talking to each other.

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Chapter ACDC Review 3. Articles of Confederation.

Contents Module 1 Module Summary To highlight the importance of professional knowledge and understanding of entrepreneurial education. This module discusses the knowledge and understanding teachers and trainers need to teach entrepreneurial skills. It explains why entrepreneurial education is important and how teachers can show that they value its relevance in their practice.

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Prentice Hall Bridge Page. Interactive Macro and Microeconomics class notes with current links. AmosWeb Economics lots of economic content but quite scattered and difficult to click through. A quarterly publication. Free Economics Books for high school and college includes supplemental material such as The Economic Report of the President.

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