Engaging students presents a multifaceted challenge. However, employing innovative methods proves to be a valuable asset in both motivating students and enriching their learning experiences. Thanks to extensive research, a whole asset of tools is now at our disposal within the educational landscape. From project-based learning to non-formal education, Peer-Learning, gamification and leveraging ICT, numerous opportunities exist to complement traditional teaching approaches. The new edition of the course “Innovative teaching methods for teachers, school and adult education staff” took place in Bologna from 21/04/2024 to 27/04/2024. The participants came from all across Europe, with Renate, Michael, Erini and Hülya from Bayerischer Volkshochschulverband e.V. in Germany, Pinelopi, Eleni, Georgios and Giannis from Vocational High School of Amorgos in Greece, Eva, Silije and Anita from Haugaland VGS in Norway, and participants coming from two different Spanish schools: Clara and Silvia from CEIP Jaume I, and Rosa María from Instituto de Enseñanza Secundaria Leonardo da Vinci. The course started with the introduction to the definition of “innovation”, diverse innovative teaching methods and the particular challenges that modern teachers are facing - generation gap, appearance of Generation Alpha and different learning styles among students. The participants discovered key competences in the 21st century and necessary teaching skills to develop them in youth. Then everyone had an opportunity to present their school, share their difficulties and ways they deal with them in their home countries, which led to a fruitful discussion and exchange of useful practices. To start exploring the variety of tools to apply with students, visual strategies, quests and teambuilding games showed the power of Non-Formal Education. In fact, starting from the activities, we explored Kolb's experiential learning cycle, highlighting the necessity of the debriefing stage and took a look at various options to conduct it. The participants learned how it allows it to pass from reflection to conceptualization and application, giving the student an active role in the learning process. Also in the classroom we established the difference between formal, non-formal and informal education and ways to apply non-formal education in a formal context and environment. The next day was dedicated to gamification and game-based learning, learning diverse elements of games possible to implement in an educational context. After that, the participants were “locked” in a digital escape room trying to solve riddles and puzzles to escape. Participants finally tried to find the best way to gamify their own classrooms taking into account their students’ needs and characteristics, creating their own escape rooms using Google Forms. Getting acquainted with modern online tools, they were able to produce a significant improvement of students’ engagement and bring a spark in the classroom!
Following that, based on the challenges identified on the first day, the teachers experienced a few practical activities developing their soft skills and emotional intelligence. This term indicates the ability to recognise not only our own feelings but also other people’s emotions, in order to be aware of ourselves and our surroundings. Another skill that was tackled during this session was empathy, through diverse videos and “Empathy Bingo” activity. Another set of tools seen that day was Peer-Based Learning and Assessment, exploring and testing right away practical activities to apply. Each day the group also explored innovative teaching methods with ICT. We practised several tools in class - Kahoot, Bamboozle, Quizlet, Socrative, MentiMeter etc, finding out new ways to engage students, assess and display a lesson. This aspect helped participants to understand how to work with a more innovative approach in their classes. Finally, Project Based Learning allows students to delve into content in a more direct and meaningful way, starting from a topic question and trying to investigate real world issues. Analysing the principles of PBL, the participants of the course had the opportunity to discover how teamwork, collaboration, and creativity can help students to discover the way to deal with real problems, learning strategically and searching for the answers from the start. By Friday, team spirit was so high that it was difficult to say goodbye. However, our group was very motivated to go back and start applying all the many ideas and competences that emerged during the course. Another great week of inspiration was over, but only to be continued back in their countries. Discover more about this course here. The landscape of European funding is filled with possibilities for education staff to make the difference in instruction. The Erasmus+ program, a beacon for Education, Training, Youth, and Sport, is offering a plethora of options to elevate the quality and inclusion of education by supporting various activities and organizations. The new edition of the course “European project management and design for teachers, headmasters and educators ” took place in Bologna from 28/04/2024 to 04/05/2024. The participants came from all across Europe with Dulce, Bruno and André from AESS in Portugal, Anne from Länsirannikon koulutus Oy WinNova in Finland, Graça and Helena from Agrupamento de Escolas Coimbra Oeste in Portugal, Jan Erik from Briga AS in Norway, Samuel from UCRS in Denmark, Yannik from Max-Eyth-Schule, Kassel in Germany, Emma from TERAMDE16 in France. The course started with a comprehensive exploration of the European funding landscape. Participants engaged in team-building exercises, evaluated their needs and expectations, and got an overview of funding opportunities, with a specific focus on Erasmus+ and other programs relevant for the participants as emerged during the needs and expectations evaluation phase. Participants then began a collaborative project work, intended to evolve and refine over the course of the training week with the guidance of the trainer. Initially, they engaged in discussions about their overarching project concepts, evaluating potential funding programs and corresponding actions, before forming working groups accordingly. The course continued with the presentation of the Project Cycle Management and the Logical Framework Approach, an essential theoretical foundation in European Project Design. As the project progressed participants focused on designing and refining their problem and objective trees. The group also explored practical insights from EU-funded projects, with the objective of estimating the impact of a good Work Breakdown Structure in project design and management. Various tools for time management and project design were introduced, aimed at crafting a solid and coherent project framework and activity breakdown.
The following session aimed to increase the technical proficiency of course participants by delving into budgeting, eligible costs, lump sum management and project monitoring. Towards the end of the course, participants and the course trainer shared relevant insights, best practices, tips and tricks about good project management, relevant results and deliverables of ongoing projects. Participants were guided through the process of pitching their final project idea, simulating a presentation to a funding body. This exercise underscored the significance of effective dissemination in project design and management, while also consolidating the key learning points, knowledge, and skills acquired during the training week. Wishing them that this learning experience and networking opportunity will be beneficial for their future project applications ! Discover more about this course here . Soft skills are increasingly important in both professional and everyday life. Skills like emotional intelligence, empathy, teamwork, and managing conflict and stress are crucial everywhere, from classrooms to workplaces. Through a mix of theory and practice, our participants have learned how to enhance their communication abilities. Moreover they also practiced and learned how to master public speaking by learning how to effectively structure and plan a speech or a presentation, how to listen and engage the audience and receive personalized feedback and advice based on your professional and personal needs. The new edition of the course “Effective communication and public speaking” took place in Tenerife from 21/04/2024 to 04/05/2024. The participants Anna, Dorota, Jolanta, Małgorzata, Grażyna, Tomasz, Agnieszka, Leszek, Barbara and Beata came from Szkoła Podstawowa nr 1 w Pilicy in Poland. The course began with the topic of communication. Effective communication is crucial in teamwork. The course highlighted different styles of communication—aggressive, passive, passive-aggressive, and assertive. Discussions helped participants understand that assertiveness is about clear, respectful communication, not rudeness. Going on with the course, we focused on Emotional Intelligence, which involves understanding both our own emotions and those of others to better comprehend ourselves and our environment. The session also covered empathy, teaching participants through exercises how to practice empathy, self-control, self-motivation, and how to build connections. To enhance communication skills, the course included a public speaking exercise. Participants learned tips on presenting themselves, controlling body language, and managing non-verbal cues. They also practiced by preparing and delivering a one-minute speech to boost their confidence. By learning better techniques of public speaking teachers not only boost their confidence but also can better engage their students. This engagement is crucial for motivating students and sparking their interest in the subject matter. Dynamic and persuasive presentations can foster an active learning environment where students are encouraged to participate and interact. Another skill that teachers learned to motivate students and turn on their curiosity towards the subject is learning and practicing creativity in their teaching methods. The creativity of a teacher is essential because it makes learning more interesting and effective for students, improves their academic performance, and keeps classes lively and flexible. As education keeps changing, the need for creative teachers will only increase, making it a key part of good teaching. Overall, the course facilitated self-reflection and learning from diverse experiences, enhancing personal growth. The inclusion of cultural activities also emphasized that learning extends beyond the classroom, offering networking opportunities and a broader educational experience.
Discover more about this course here. In the fast-paced world we are living in, we often feel overwhelmed and perceive our daily responsibilities as unmanageable. Whether in our professional or personal life, stressful situations often come up, making it challenging to navigate without conflict. However, in this course, participants explored both theoretical frameworks and hands-on exercises, equipping themselves with the necessary tools to effectively manage and overcome conflict and stressful situations. The new edition of the course “Stress and Conflict Management: the way to resilience and satisfaction” took place in Palermo from 28/04/2024 to 04/05/2024. We were pleased to welcome Kinga, Agnieszka, Dorota, Anna, Beata, Maria, Magdalena, Elżbieta, Agnieszka, Ewa, Sylwia, Mariola, Joanna and Anna from Publiczna Szkoła Podstawowa im. Mikołaja Kopernika w Tomaszowie in Poland in our course. Beginning by defining the problem, participants reflected on the meaning of the word stress by thinking in groups about their work experiences. In different situations, stress is caused by varying stressors that can be connected to many factors: physical, environmental, family-related, or work-related. Yet, some bits of stress can have positive outcomes and push us to achieve our goals, for example to respect a deadline. Therefore, the participants learnt to distinguish between Distress (negative) and Eustress (positive). Furthermore, the participants gathered strategies, both cognitive and behavioural, helping to overcome stressful situations in the workplace. They had the opportunity to practice their planning and time management skills through group activities and collaborative games. To better handle stressful situations, they practiced breathing exercises, muscle relaxation and visualisation. During the course, participants learned about the crucial topic of empathy, recognizing it as a basis skill for conflict resolution. Demonstrating empathy can be challenging sometimes, particularly when we haven't directly experienced the emotions of those we interact with. Yet through practice, participants learned to recognize empathic responses from others. Effective communication appears as another essential aspect of conflict resolution. Through interactive activities, participants explored various communication styles and collaborated in resolving conflicts within a group setting. Although it can be difficult to solve a conflict, the activity showed how such moments let students and teachers grow and learn. It is a valuable insight applicable both in professional settings and classrooms. In the end, the course not only equipped participants with the necessary tools to navigate stressful situations but also underscored the potential for positive outcomes amid conflict.
Discover more about this course here. Working within teams is a process that involves diverse personalities, different roles and different communication styles. Recognizing these challenges, our recent course aimed to equip participants with essential skills, in order to booster team efficiency and foster positive workplace environments. By participating in the course, our participants received valuable insights on how to improve their abilities as team leaders and team members, both within classroom settings and among colleagues. The new edition of the course “Effective Group Management in education: building Teamwork among students” took place in Bologna from 28/04/2024 to 04/05/2024. The participants came from all across Europe, with Liise from Lümanda Põhikool in Estonia; Sandra from Agrupamento de Escolas de Resende in Portugal; Vanesa from EOI Monforte in Spain; Catherine, Jean-luc, Yann and Bernard from lprontaunay in France and Astrid from Maison de l'Europe de Tours Centre Val de Loire in France. During the course we delved into various aspects of teamwork and leadership. Initially, we explored the distinction between groups and teams, emphasizing the importance of a common goal as the driving force behind effective teamwork. Participants gained insights into different stages of team growth and the characteristics that define each stage, equipping them with strategies to navigate challenges and foster synergy within the team. A significant focus was placed, also, on the importance of team roles. Through interactive group activities, participants experienced firsthand the consequences of role ambiguity. This experience highlighted the necessity for clear role definition, in order to avoid confusion and promote productivity in the team. On the third day we concentrated on effective team leadership. Participants learned about the importance of adaptability and understanding individual strengths and group dynamics. They discovered different leadership styles, each with its own pros and cons and learned how to tailor their approach to every team and situation. Moreover, they learned basic coaching skills and recognized the value of using a growth mindset to maintain the team’spositive attitude and motivation.
We addressed the importance of Emotional intelligence and Conflict management as two important skills for the team leader and team member. Through many practical exercises, participants experimented some explored their emotions and they discussed the opportunities that can arise from conflicts in teams. Lastly, we explored the importance of feedback as a formative assessment strategy. Overall it was a rewarding week, fullof valuable experiences, knowledge sharing and enjoyable moments! As the course concluded, participants left equipped with a fresh set of tools and strategies, motivated to implement them effectively in their classrooms. More info on this course here. This training course aims to reflect and discuss different strategies, methods, and best practices to promote inclusion in the classroom. The keywords of this training are empathy, cooperation, and membership, as characterizing elements of inclusive education. The new edition of the course “Special Needs and Inclusive Education, the Italian experience of overcoming segregation” took place in Palermo from 28/04/2024 to 04/05/2024. The participants came from all across Europe, with Žaneta Motuzienė, Zenonas Pošiūnas, and Limina Kraskauskienė from Rokiškio Juozo Tūbelio Progimnazija in Lithuania, Uwe Bousonville from Grundschule Edenkoben in Germany, Eduardo Felipe Gimeno and Juan Espierd Garcés from CPI Galo Ponte in Spain, two other fellow colleagues from Spain who are Alba Alonso Losada and Estela Corona Fernández from CEEE Santa Rosa de Lima, but also Lucija Šušnja and Tea Mikanović from Dječji vrtić Radost in Croatia, and least but not last Sara Merbom Adolfsson and Evelina Klerborg from Tekinikum in Sweden.The initial keyword, ‘’Empathy’’ serves as the foundation for establishing meaningful "relationships" among teachers, students, and families. Embracing perspectives beyond our own, practicing non-judgment, and demonstrating an understanding of others’ emotions are key behaviors that facilitate connections. In an educational setting, fostering these connections is crucial, particularly in the support of students with special needs. Membership, as the sense of “feeling to belonging to a group” and of perceiving how your contribution could be meaningful for others is also essential. This sense of belonging, created by removing physical barriers that prevent dialogue and by promoting mutual understanding, tolerance, and respect, is very important to promote a welcoming environment that stimulates and supports the learning process. The participants were involved in diverse activities that they can implement in their own classroom to foster the membership of each student. The third keyword we explored during the training is “Cooperation”, which refers to the relationship between the teachers and the pupils with special needs. To cooperate is vital to build a supportive system for pupils. The participants were asked to put themselves in the shoes of students with special needs through some exercises, to have a better understanding of the needs of students who require adapted support. We explored the peculiarities of the “Italian Model”, one of the few examples of inclusive education, that is based on the principle of not having special schools, and that embraces the idea of “including” everyone in the same system, counting on the support of special figures like Support Teachers and Educators. |
Welcome to the ELA Blog. Here you will find articles and photos of our courses and have a look at the topics addressed during the week in Bologna, Palermo and Tenerife. You will also have the chance to take a peek at our projects and check out what we have been up to.
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