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Value creation pedagogy is when teachers let their students learn by applying their competencies (future or existing) to create something of value to at least one external stakeholder outside their own group, class or school. The value that the student creates for someone else can be economic, social or cultural. A teacher needs to be involved for it to be a question of value creation pedagogy, and it needs to happen in formal education....

The table below shows a detailed definition of value creation pedagogy. It is taken from my PhD thesis from 2016. In this table, value creation pedagogy is defined in a short version and in a long version. The short version only consists of six words; learning-through-creating-value-for-others. The longer version specifies a few different key aspects. Students are supposed to use their competencies when they create value. It is also preferable if the value created...

Value creation pedagogy draws much of its power from something that we could call an altruistic paradox. Judging from the examples we have studied, it seems that most people become more motivated by creating value for someone else in 10 minutes, than by creating value for oneself in 10 years. If this is the case, it makes more sense for a teachers to ask their students “For whom could this knowledge be valuable, today?”,...

Value creation pedagogy is all about mixing learning activities with value creation activities. Learning is strengthened when value creation activities are added to the learning mix. Value creation is then a powerful means towards the ultimate end of improving learning. The more finely we mix the two, the better we bridge between theory and practice. Learning represents the theory part, and value creation represents the practice part. By asking students to apply their knowledge...

Value creation pedagogy gives a strong boost to student motivation. This makes them work harder in their education. The resulting increase in academic performance ultimately leads to improved grades and deeper learning of curriculum content. The strong increase in motivation comes from the deep sense of meaning associated to doing something that could become valuable for someone else. When something is done “for real”, it becomes more important to the student. Strengthening the core purpose...

In some student age groups, conflicts in the classroom can be a vexing issue for teachers. The learning climate can quickly deteriorate if students are not respectful and friendly towards each other and their teachers. Value creation pedagogy can alleviate this problem. When students work in teams to accomplish important and valued results for external people, they tend to be more friendly towards each other. This reduces the workload for many teachers. They find...

A key aspect of good teaching is how to manage the delicate balance between teaching of standardized curriculum content and attending to each individual student’s needs, abilities and learning pathways. Good teachers constantly adjust the curriculum towards their students by adapting and connecting. They nudge and scaffold their students to motivate them to learn the curriculum content. Value creation pedagogy can help teachers in these crucial movements between different pedagogical approaches, answering questions such...

Teachers are increasingly expected to equip their students with a set of hard-to-teach soft skills deemed crucial in our increasingly global and competitive society. Skills deemed necessary for students to develop include creativity, initiative-taking, collaboration, innovativeness, self-efficacy, proactiveness and perseverance. Value creation pedagogy is a proven and efficient way to develop these skills in students, often termed “entrepreneurial” skills. This prepares them for life after school by making them more employable and also more...

Applying value creation pedagogy is as easy as pouring a drip of color into a glass of water. The addition can be done in a rather easy way, but all the water in the glass changes color. Applied to pedagogy, a teacher can keep most of her teaching plans intact, and just add a small assignment that lets students try to apply some of the knowledge and skills from the curriculum to create value...

The questions we ask ourselves shape our worlds. They shape how we think, act, feel and relate. Questions can transform individuals, organizations, even the world. Questions are key tools in value creation pedagogy, since they shape what students consider, decide upon and ultimately do.

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Since this is a new website, the text has not yet been written for this post. Please come back soon and have a look! We are currently working to produce good and readable texts for all posts about value creation pedagogy.