Imagine you would like to lead with your students an entrepreneurial project about establishing an eco-market. A good experiential approach to this entrepreneurial challenge encompasses the links among different learning areas, for instance languages for terminology and communication skills, math for price setting and financial planning, sociology for facilitating a stimulating eco-climate at the market and for learning about different eco-markets in other parts of the world. But you also need biology for growing vegetables, chemistry for learning about the chemical processes connected with growing, storing and transporting the vegetables, technical and art learning areas for learning how to build a technological feasible market with a pleasant aesthetic appearance etc. Such an approach is a valuable and memorable experience for students. On the other hand such a project cannot happen without strong teamwork on the teachers’ side.
Based on my experience teachers usually start with small entrepreneurial projects, which they are able to lead on their own. Eventually other peer teachers become interested in organizing a broader entrepreneurial project. Small steps lead to a long and inspiring journey of establishing an entrepreneurial school climate, where teachers cooperate in order to develop entrepreneurial skills.