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With the rise of recent global epidemic, the educational systems have transformed the major proportion of teaching from traditional to social media and technology driven models. We live in the age of society highly driven by technology and social media consumption and as a matter of fact the educational institutions could bring positives out of it in educational institutions if used correctly. Adapting to change is tough at times, however with focused trainings and strategies one could adapt to transformation in the advanced and modernized teaching and learning methods.
The weeklong training started with an introductory day followed by learning and understanding various tools on the creation of multimedia content inside the classrooms. A variety of tools through which could amplify the classroom’s motivation and success in a positive way were discussed with participants  A part of training was focused on various social media platforms and how they could be integrated into classrooms by teachers and students. Also, tools related to virtual representation of thinking and learning were discussed along with creating good content for social media. |
 | 1. Preparation of the class for Project Based Learning. Through self-reflection and discussions, the teachers understood the importance of equipping their students with the right skills and attitude to approach PBL, which are mainly curiosity, critical thinking, inquiring and mostly collaborating with one another. |
2. Defining Learning Outcomes and “Backward Designing”. One of the critical aspects of PBL is that it should be rooted in the curriculum, and not simply be “extra work” to carry out at the end of the unit. Teachers had the opportunity to see how to teach the elements of the curriculum in a different and more interactive way.
| 3. Creation of the Driving Question and project details. One of the central characteristics of PBL is the so-called “Driving Question”, that aims to motivate by being “ungoogleable” and real life based. In the attempt to find a solution to the problem posed in the driving question, students conduct research and debates that will lead them to encounter and learn the major key points of the disciplines involved. |  |
4. Establishing appropriate Assessment forms. One of the key issues for teachers is how to evaluate the student’s progress, especially in a context of group work. In this part of the training, they had the chance to learn about the distinction between formative and summative assessment, and how the first one is actually as and maybe even more useful and important than the second one when evaluating students’ progress and performance.
5. ICT tools in support of Project Based Learning. In the development of a PBL project, new technologies have a central role. The group had the possibility to practice first-hand some of the tools that are essential in supporting the smooth and efficient implementation of PBL in the class.
What made learning really effective for the participants was the possibility to start creating their own project during the week. After discovering new parts of PBL during the lessons, they had the possibility and dedicated times to design their own project targeted for their students. This was a good exercise not only to clarify any doubts, but also to set into practice the material learned during the week. This final outcome encouraged a great sense of achievement and the motivation to give the project a try when back in their classes!
Thank you for this great week, and ELA looks forward to welcoming you again!
Discover more about this course in:
https://www.erasmustrainingcourses.com/project-based-learning.html
https://www.erasmustrainingcourses.com/project-based-learning.html
| In today's world, English is important everywhere. Therefore, our teachers from all over Europe came to improve their level of English or start their adventure in this interesting world of a foreign language. Some of them came knowing other foreign languages, which helped them (or did distract them, ask the participants) during this intense week of English for Basic (for participants with A1/A2 level) and Intermediate (for participants with B1/B2 level) levels. |  |
 | The summer session of “Intensive English language course for teachers and education staff” course was held in Bologna from the 31/07/22 till the 06/08/22. Our participants came from diverse educational backgrounds: Zsuzsanna Cseh from Budapesti Gazdasági SZC Hunfalvy János Két Tanítási Nyelvű Közgazdasági Technikum in Hungary, Rok Škufca from Gimnazija Kranj in Slovenia, Ottilia Ágoston-Vas from Magyar Táncművészeti Egyetem Nádasi Ferenc Gimnáziuma és Kollégiuma in Hungary, Aneta Januchta and Sylwia Wawszczak from SP im. M C-Skłodowskiej w Mąchocicach Kapitulnych in Poland, Ewa Buczkowska, Magdalena Ejzel, Paweł Jarosz, Elżbieta Krysztofiak, Aleksandra Michalczuk and Ewa Syta from CLIX Liceum Ogólnokształcące in Poland. |
During the week the participants had the opportunity to practice reading, writing, grammar, listening and speaking. At the basic level, the group got acquainted with the topics of travel, work, hobbies, cooking, appearance, weather and much more. In addition to vocabulary, we managed to work on cooperation in the group, as the participants played grammar games, created posters about what they had learned and translated incomprehensible words and expressions to each other. As the participants themselves shared, it was a crazy mood this week and they confidently confirm that their level of English went uphill.
| The advanced group created new challenges for themselves every day and delved into the uncertainty of English grammar, slang and language features in different countries. They created Italian recipes for a party, went on a trip to Italian cities, and also learned modern youth words. But who said that at an advanced level it is difficult and boring? All participants played educational games both traditional from school and with the help of modern technologies. |  |
The motto of the course was the expression that it is never too late to learn languages, and most importantly, it is always exciting and informative.
Discover more about this course at: https://www.erasmustrainingcourses.com/erasmus-english-course.html
Not everyone considers creativity a skill. Some say it’s talent, some say you’re born differently, and we say that it’s something you can develop. Creativity is one of the 21st century skills, which are essential to have in order to succeed in these times. We dedicated this week to exploring, learning about, and developing these sets of skills, so we can teach the right competences to our students and create a space where they can also explore - and go beyond - their creative limits.
The new edition of the course “Creativity for the future: promoting Critical Thinking and Problem-Solving in the classroom” took place in Bologna from 31/07/2022 to 06/08/2022. The participants came from all across Europe, with Patricia from Základná škola in Slovakia; Dushanka from "Josip Broz Tito" High School in North Macedonia; Lourdes from EOI Madrid-Jesús Maestr in Spain; Karen, Mark, and Ramona from The Archbishop's Seminary in Malta; Donika, Galya, Venera, and Silviya from 81 Secondary School Viktor Ugo in Bulgaria; Rosella, Carol, Janine, and Elise from St. Albert the Great College in Malta; Svetlana, Jelena, Jelena from Music school "Stevan Hristić'' in Serbia; and Dominika from YouNet in Italy.
The new edition of the course “Creativity for the future: promoting Critical Thinking and Problem-Solving in the classroom” took place in Bologna from 31/07/2022 to 06/08/2022. The participants came from all across Europe, with Patricia from Základná škola in Slovakia; Dushanka from "Josip Broz Tito" High School in North Macedonia; Lourdes from EOI Madrid-Jesús Maestr in Spain; Karen, Mark, and Ramona from The Archbishop's Seminary in Malta; Donika, Galya, Venera, and Silviya from 81 Secondary School Viktor Ugo in Bulgaria; Rosella, Carol, Janine, and Elise from St. Albert the Great College in Malta; Svetlana, Jelena, Jelena from Music school "Stevan Hristić'' in Serbia; and Dominika from YouNet in Italy.
The group started the week off with presenting what expectations, fears, and contributions they brought in their backpacks. After establishing what the week is going to look like, we swiftly moved onto talking about key competences for living in the 21st century. Participants touched on the topic of learning and innovation skills, digital skills and also career and life skills, focusing their attention on the 4Cs: critical thinking, creativity, communication and collaboration.
With a simple test, the group learned about divergent and convergent thinking. We engaged in some further activities to really explore the concept of lateral thinking - generating ideas via creative challenges, forcing connections between random concepts, and finishing off with Edward De Bono’s 6 Thinking Hats method. Through individual practice and peer review it became noticeable that this method can be used in any subject, from science to language learning, but also as a formative assessment tool, to encourage students to think outside the box.
With a simple test, the group learned about divergent and convergent thinking. We engaged in some further activities to really explore the concept of lateral thinking - generating ideas via creative challenges, forcing connections between random concepts, and finishing off with Edward De Bono’s 6 Thinking Hats method. Through individual practice and peer review it became noticeable that this method can be used in any subject, from science to language learning, but also as a formative assessment tool, to encourage students to think outside the box.
Moving to visual strategies, participants learned about the creative process through inspirational visual cards. The challenge was to explain each stage of the process with abstract art that they could find on the cards. Although everyone had the same task, we all picked different cards, and discovered that you can find meaning in anything - it just depends on the perspective. Later on we explored a digital tool that could be used to create visual maps, digital escape rooms, or just to explore a certain subject.
A reflection on the importance of training students’ critical thinking skills was needed in a world where most of the time they are passively exposed to loads of (dis)information. Participants engaged in reasoning, questioning and debating activities that could be adapted to different classroom situations to help students become active and aware agents of their own learning.
A reflection on the importance of training students’ critical thinking skills was needed in a world where most of the time they are passively exposed to loads of (dis)information. Participants engaged in reasoning, questioning and debating activities that could be adapted to different classroom situations to help students become active and aware agents of their own learning.
Critical thinking and generating ideas are incomplete without learning problem solving skills, so the last day was dedicated to exactly that. The group discovered that solutions to problems are usually simpler than we think with a little problem solving test. With a different activity, the participants had to work together to think of creative solutions whilst being stuck in a box of restrictions. The two teams came up with different strategies to tackle the challenge, both equally creative and strategic!
The last task of the week was to come up with their own activity that they will use in the classroom. The group then later presented their ideas and collected valuable feedback from other participants and the trainer.
Saying goodbye was difficult, but we were happy to leave the participants with a head full of ideas, and backpacks full of memories.
The last task of the week was to come up with their own activity that they will use in the classroom. The group then later presented their ideas and collected valuable feedback from other participants and the trainer.
Saying goodbye was difficult, but we were happy to leave the participants with a head full of ideas, and backpacks full of memories.
Thank you for the inspiration, hope to see you again!
Discover more about this course at: https://www.erasmustrainingcourses.com/creative-learning.html
As per research done by Harvard University “85% of job success comes from having well‐developed soft and people skills, and only 15% of job success comes from technical skills and knowledge (hard skills).”
Soft Skills and Emotional intelligence are essential component for every individual in their personal and professional life. Individuals with highly developed soft skills and EQ tend to perform better in their workplace and have successful relationships in general. Studies shows the significance on importance of soft skills and EQ in educational institutions that if educators focus on this quotient results in ensuring success for students in their future workplaces.
Soft Skills and Emotional intelligence are essential component for every individual in their personal and professional life. Individuals with highly developed soft skills and EQ tend to perform better in their workplace and have successful relationships in general. Studies shows the significance on importance of soft skills and EQ in educational institutions that if educators focus on this quotient results in ensuring success for students in their future workplaces.
The training course “Soft Skills and Emotional Intelligence for teachers and education staff” and “Effective Communication and Public Speaking for teachers and education staff” was organized in Palermo from 24/07/2022 to 30/07/2022. Our esteemed participants joined us from various educational institutions across the Europe. Individuals include Marketa from Novy Porg, Nuria and Ines from IES Antonio Buero Vallejo, Jozsef from Áldás Utcai Általános Iskola, Dora from Debreceni Egyetem Kossuth Lajos Gyakorló Gimnáziuma és Általános Iskolája, Luboslava participated from Gymnazium Gymnázium Jána Adama Raymana, Milena joined us from Collège Sainte-Claire, Carmen and Belen took part from CPEPA Miguel Henrandez and Krisztina and Palma from Dunakeszi Radnóti Miklós Gimnázium.
Our introductory day started with the detailed briefing and discussions on soft skills for teachers and Pillars of Emotional intelligence in their working environment. The introductory day was carried out through a series of activities and games covering topics such as empathy, self-control, self-motivation and building a connection and ways that it can be merged in their working environments.
Leadership is crucial and one of the important traits to be learnt in and out of the working environment. During the second day participants were introduced to leadership styles which can be adopted and enhanced. The participants took part in various team building activities throughout the day along with their self-analysisas a team player.
Leadership is crucial and one of the important traits to be learnt in and out of the working environment. During the second day participants were introduced to leadership styles which can be adopted and enhanced. The participants took part in various team building activities throughout the day along with their self-analysisas a team player.
The third day was focused on communication with its importance, ways and the strategies through which individuals can attain the practical knowledge of how to communicate assertively and implement them in their workplaces. It is a tricky aspect to learn the art of assertive communication, however with right knowledge this skill can be learnt and enhanced.
The fourth day of training course was focused on public speaking skills. During the day the attendees were trained on verbal & nonverbal communication and the art of public speaking with various fun filled activities. The following day ended with practice on public speaking in which participants took the podium and executed what had been learnt during the training.
The fourth day of training course was focused on public speaking skills. During the day the attendees were trained on verbal & nonverbal communication and the art of public speaking with various fun filled activities. The following day ended with practice on public speaking in which participants took the podium and executed what had been learnt during the training.
The final day was dedicated to conflict management. Effective strategies were discussed on how to avoid the workplace conflict and several team activities were arranged during this part. Individuals shared similarities on conflicts during their working environment and a new perspective to workplace conflict has been given a spectrum.
Various cultural activities also took place during the week where participants were taken around the ancient and beautiful city center of Palermo after the training hours along with tasting of authentic Sicilian cuisine.
Various cultural activities also took place during the week where participants were taken around the ancient and beautiful city center of Palermo after the training hours along with tasting of authentic Sicilian cuisine.
If only focused attention is given to soft skills and Emotional intelligence of individuals right from the schools by Educators and parents, then we could have much better and prospering results in our working environment.
“Doing this course changed my perspective and approach to teaching
Discover more about this course at https://www.erasmustrainingcourses.com/soft-skills-for-education-staff.html
… And what a better place than Bologna in Italy to do so?
Whether for teaching students, communicating with migrant children that first stopped in Italy, or to implement a partnership with Italian schools, teachers might have the need to improve their Italian skills. Plus, in our connected and multicultural world, the knowledge of several languages is always a valuable strength.
| The new course “Intensive Italian Language Course for Education Staff'' designed by ELA trainers took place in Bologna from 25/07/2022 to 30/07/2022. The participants, who came from different European countries, were divided into basic A1/A2 and intermediate B1/B2 level groups, with Ivonne and Gudula from BG Rein in Austria, Sonja from Herderschule Gießen in Germany, Begoña from IES Antonio Buero Vallejo in Spain, and Fabio, Justine, Céline, Benjamin and Nadège from Drareic Besançon in France. |  |
 | The course was an immersive experience in Italian culture and language through dynamic and practical lessons but also activities in Bologna, a culturally rich and diverse city filled with traditional food and historical buildings. During the lessons, the groups had the opportunity to discuss a variety of topics in Italian, thereby practicing the language and progressively feeling more comfortable in speaking it. They actually improved all aspects of the language with tasks combining comprehension and expression in writing and speaking. |
In between grammar points about tenses, conjugation, adverbs and vocabulary lessons, the participants happily immersed themselves in activities about work, culture, travel, hobbies, dreams, and public speaking. All the activities were very practical and based on life experiences and needs. This practice-oriented learning approach allowed participants to more easily understand and use what they learned.
They started the week by presenting themselves and others through a job interview exercise, and the intermediate group had also the opportunity to discuss different school systems. Then, working in pairs, they packed their luggage and planned visits to prepare a trip to different prime Italian locations. They got acquainted with the diverse and numerous Italian dialects and boosted their oral comprehension through listening practices.
| Because ICT can be a great help to learn languages, the group got to learn vocabulary and make creative presentations about their hobbies using online tools, which at the same time gave them plenty of ideas for their own classes. They also got into the subject of food and cooking through translating recipes and recognising the names of ingredients needed for it. Moreover, they took some time to express themselves on the subject of public speaking and ways to make it better. |  |
 | Finally, as something very crucial in society, time was also part of the program and gave the opportunity to talk about wishes, plans and dreams, which the participants turned into a nice bucket list in Italian. Let’s see if they will still use it in years to come! |
All in all, both groups had a really fun and interactive time while making considerable progress in Italian! The participants came out of this experience not only richer in vocabulary but also in great memories and relationships.
Grazie di tutto!
Discover more about this course here: https://www.erasmustrainingcourses.com/erasmus-italian-course.html
Did you know that play is considered a crucial component of cognitive development from birth through adulthood? Think about your favorite games: isn’t it true that you never get tired playing them? Being it hide and seek, puzzles, construction games, board games, there are invisible threads linking our memories, experiences and feelings in connection to playing games and they are all linked to the intrinsic motivation and engagement they trigger in our mind!
The new edition of the course “Discover the power of Game Based Learning and Gamification in education” took place in Bologna from 24/07/2022 to 30/07/2022. The participants came from all across Europe, with Simon Thüring from Realschule Heiligenhaushereinafter in Germany; Alina Nicula, Nicoleta Tudor, Florentin Cozmolici, Oana Popescu from BIBLIOTECA JUDEȚEANĂ GEORGE BARIȚIU BRAȘOV in Romania; Edgar Oganesjan from Maardu Gümnaasium in Estonia; Tibor Prievara from Pasaréti Szabó Lőrinc Magyar-Angol Két Tanítási Nyelvű Általános Iskola és Gimnázium in Hungary; Nathália Pimentel Lima from Lagos Ciencia Viva Science Centre in Portugal; Ioannis Tatsis and Panagiotis Christopoulos from Gymnasio Lappa in Greece;
Mariusz Jagodziński, Kornelia Maria Borkowska, Johanna Hyza, Alicja Kubiak-Kwasny from Szkoła Podstawowa nr 4 im. Jana Brzechwy w Swarzędzu in Poland; and Beatriz Flores Morales from IES Clara Campoamor - Alaquàs - Valencia in Spain.
Their training week was constructed like a game, following a sequence of levels from the very beginning. As if we were starting to play a video game, we asked participants to create their own characters to join the game. Avatars, symbolic characters and new superheroes were thus used as a basis to get to know each other.
The first level was theoretical - we discussed the pedagogical value of playing and how games stimulate learning. Through a challenge on the differences between gamification and game-based learning, our “players” could better clarify that gamification applies game elements into a non-game environment while game-based learning is a teaching approach whereby learning happens through playing the game itself.
The new edition of the course “Discover the power of Game Based Learning and Gamification in education” took place in Bologna from 24/07/2022 to 30/07/2022. The participants came from all across Europe, with Simon Thüring from Realschule Heiligenhaushereinafter in Germany; Alina Nicula, Nicoleta Tudor, Florentin Cozmolici, Oana Popescu from BIBLIOTECA JUDEȚEANĂ GEORGE BARIȚIU BRAȘOV in Romania; Edgar Oganesjan from Maardu Gümnaasium in Estonia; Tibor Prievara from Pasaréti Szabó Lőrinc Magyar-Angol Két Tanítási Nyelvű Általános Iskola és Gimnázium in Hungary; Nathália Pimentel Lima from Lagos Ciencia Viva Science Centre in Portugal; Ioannis Tatsis and Panagiotis Christopoulos from Gymnasio Lappa in Greece;
Mariusz Jagodziński, Kornelia Maria Borkowska, Johanna Hyza, Alicja Kubiak-Kwasny from Szkoła Podstawowa nr 4 im. Jana Brzechwy w Swarzędzu in Poland; and Beatriz Flores Morales from IES Clara Campoamor - Alaquàs - Valencia in Spain.
Their training week was constructed like a game, following a sequence of levels from the very beginning. As if we were starting to play a video game, we asked participants to create their own characters to join the game. Avatars, symbolic characters and new superheroes were thus used as a basis to get to know each other.
The first level was theoretical - we discussed the pedagogical value of playing and how games stimulate learning. Through a challenge on the differences between gamification and game-based learning, our “players” could better clarify that gamification applies game elements into a non-game environment while game-based learning is a teaching approach whereby learning happens through playing the game itself.
As the main outcome of the second level, “players” defined the most common gamification framework as the process through which 8 major internal and external motivators influence human engagement. During one of the practical activities, players engaged in a role-play where they acted like the most common types of video games players, reaching a hands-on understanding of game-driven motivation.
The third level was dedicated to game-based tools and apps. We listed and actively explored several traditional games and we reframed them all together into more engaging learning tools. After all the challenges and battles, “players” had an opportunity to create their own tools both offline and online.
In the penultimate level, “players” lived the most active and engaging experience. We went outside to enjoy a scavenger hunt game in the city center and later we 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 worked on creating their own activities.
The third level was dedicated to game-based tools and apps. We listed and actively explored several traditional games and we reframed them all together into more engaging learning tools. After all the challenges and battles, “players” had an opportunity to create their own tools both offline and online.
In the penultimate level, “players” lived the most active and engaging experience. We went outside to enjoy a scavenger hunt game in the city center and later we 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 worked on creating their own activities.
Having reached all the levels of our game, participants had the opportunity to learn new ways of making the most of traditional games to transform the learning process. They discovered how games like Taboo or Battleship could be used for an educational purpose; whilst playing, the participants already had many, many ideas on how to apply these games into their own subjects.
Good luck players!
Discover more about this course at: https://www.erasmustrainingcourses.com/gamification.html
The world has been going under drastic change. We never know how is going to be the upcoming time, but we need to be adaptable to the changes coming along. For the same cause Information and Communication technology tools are used as advanced method of learning and teaching languages and students and teachers are incorporating them in their classrooms. Tech tools have the capacity to meet the needs of individual students and give a sense to the teachers to direct the learning method in a better way.
The new session of the course “Teaching languages in the digital era: the best apps, web platforms and ICT resources for learning languages” was held in Palermo, from the 17/07/22 till the 23/07/22. Individuals from various educational institutions across Europe took part in the weeklong training: Ivana from Základnáškola, Hrnčiarska 2119/1, Slovakia, Małgorzata, Ewa and Justyna from ZS nr 3 im. Jana III Sobieskiego, Poland; Katina , Elena , Gergana , Stanimira and Teodora from 81 Secondary School Viktor Ugo, Bulgary; Monika from Language school, Slovakia; Ulrike , Elke and Stephanie from KGS "Am Schwemmbach" Erfurt , Germany; and Laura and Leonardo from Hispaania Maja, Estonia.
The new session of the course “Teaching languages in the digital era: the best apps, web platforms and ICT resources for learning languages” was held in Palermo, from the 17/07/22 till the 23/07/22. Individuals from various educational institutions across Europe took part in the weeklong training: Ivana from Základnáškola, Hrnčiarska 2119/1, Slovakia, Małgorzata, Ewa and Justyna from ZS nr 3 im. Jana III Sobieskiego, Poland; Katina , Elena , Gergana , Stanimira and Teodora from 81 Secondary School Viktor Ugo, Bulgary; Monika from Language school, Slovakia; Ulrike , Elke and Stephanie from KGS "Am Schwemmbach" Erfurt , Germany; and Laura and Leonardo from Hispaania Maja, Estonia.
During this course the participants were equipped with the knowledge, skills and hands-on guidance on various ICT tools and the way it can be incorporated in their respective educational environment and language teaching methods. In addition to this, the participants were trained on how to engage the students with the help of various brainstorming, engaging and group activities. Every tool was discussed in depth with a lot of practical activities.
Thanks to all the ICT tools explores, the participants learnt skills such as creating interactive presentations, creating interactive grammar or vocabulary quizzes and adding voiceovers for lessons. Moreover, they acquired knowledge based on conducting exams online, creating games to increase students’ interaction, preparing multimedia content, introducing a new subject or summing up an old one and challenging the students’ to create their own work and engage their participation during the lessons.
The participants also discovered specific platforms to be used to edit pictures and videos that are very effective when it comes to teaching languages. Such tools can be used in fact for a variety of purposes: to explain a grammar topic, to give more information about a foreign culture or to introduce new words.
The participants also discovered specific platforms to be used to edit pictures and videos that are very effective when it comes to teaching languages. Such tools can be used in fact for a variety of purposes: to explain a grammar topic, to give more information about a foreign culture or to introduce new words.
In addition to this, recreational activities were arranged during the period which includes guided and customized tours around the historical city centre of Palermo, along with the authentic Sicilian cuisine.
Learning foreign languages at times would be challenging, however the integration of ICT tools into the educational system may increase inclusion, collaboration, participation, information retention, literacy and motivation among both teachers and students, for producing fruitful results for a lifelong learning experience.
Learning foreign languages at times would be challenging, however the integration of ICT tools into the educational system may increase inclusion, collaboration, participation, information retention, literacy and motivation among both teachers and students, for producing fruitful results for a lifelong learning experience.
ELA is looking forward to welcoming you again!
Discover more about this course at https://www.erasmustrainingcourses.com/ict-language.html
Discover more about this course at https://www.erasmustrainingcourses.com/ict-language.html
To engage students, it’s a complex challenge: using innovative methods can be a significant resource to motivate them and to enhance their learning. Thanks to different kinds of studies and research, today there are many tools available that can be used in the school environment: project-based learning, non-formal education, outdoor education, and ICT are some of the many opportunities that can be integrated with traditional teaching methods.
The new edition of the course “Innovative teaching methods for teachers, school and adult education staff” took place in Bologna from 17/07/2022 to 23/07/2022. The participants came from all across Europe, with Oliwia Galczynska from Poland; Carla Leal, Gisela Gregorio from Portugal; Sorina Diaconescu, Iulian Catalui, George Mihaila, Silviu Manzaleanu from Romania; Kirsty Laubova from Czech Republic; Pamfilia Dumitrascu, Mariana Gaiu, Monica Iancu, Alina-Ramona Vlad from Romania; and Maria Gil Saez from Spain.
The new edition of the course “Innovative teaching methods for teachers, school and adult education staff” took place in Bologna from 17/07/2022 to 23/07/2022. The participants came from all across Europe, with Oliwia Galczynska from Poland; Carla Leal, Gisela Gregorio from Portugal; Sorina Diaconescu, Iulian Catalui, George Mihaila, Silviu Manzaleanu from Romania; Kirsty Laubova from Czech Republic; Pamfilia Dumitrascu, Mariana Gaiu, Monica Iancu, Alina-Ramona Vlad from Romania; and Maria Gil Saez from Spain.
On the first day we discovered the main differences between Formal Education, Non-Formal Education and Informal Education. In fact through some activities we understood how and when to use each of them at a specific time. Moreover we focused on non formal education, since nowadays the method is less used in classrooms. We created a gallery with our non formal education presentations. We explored the Kolb’s experiential learning cycle and we learned how it allows it to pass from reflection to conceptualization and application, giving the student an active role in the learning process. We also talked about Inclusion by playing games in which we had to put our feet inside other people’s shoes to reflect on differences and teamwork.
We explored innovative teaching methods with ICT. We practised several tools in class, finding out new ways to engage students, assess and display a lesson. This course helped participants to understand how to work with a more innovative approach in their classes.
We explored innovative teaching methods with ICT. We practised several tools in class, finding out new ways to engage students, assess and display a lesson. This course helped participants to understand how to work with a more innovative approach in their classes.
Analysing the principles of Project Based Learning, 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.
The teachers had the opportunity to participate in a special type of treasure hunt to discover Bologna and deepen the power of Outdoor Education. Some of the advantages of Outdoor Education that emerged during the debriefing are, on the one hand, the increase in motivation and creativity; on the other, the improvement of the psychophysical well-being thanks to the contact with nature and the consequent reduction of stress.
It was hard to say goodbye at the end of the week, but the participants were eager to implement what they had learned during this past week. We hope everything goes smoothly for you, good luck!
The teachers had the opportunity to participate in a special type of treasure hunt to discover Bologna and deepen the power of Outdoor Education. Some of the advantages of Outdoor Education that emerged during the debriefing are, on the one hand, the increase in motivation and creativity; on the other, the improvement of the psychophysical well-being thanks to the contact with nature and the consequent reduction of stress.
It was hard to say goodbye at the end of the week, but the participants were eager to implement what they had learned during this past week. We hope everything goes smoothly for you, good luck!
Discover more about this course at: https://www.erasmustrainingcourses.com/innovative-teaching-methods.html
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