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In contemporary teaching, each new generation of students requires the introduction of new software applied to their teaching. In many cases, the use of these new apps implies the continuous training of the teachers who must use them. Therefore, at Erasmus Learning Academy (ELA) we specialize in offering this formation with the course Integrating ICT and new technologies into teaching and education. The last edition of this course, held in Bologna, took place from 7/08/2023 to 12/08/2023, with participants from Cyprus, Spain, Czech Republic, Romania, Bulgaria and Poland. During the course, given by trainer Martina Granata, participants were able to learn in a practical and simple way how to use some of the most popular educational tools, as well as methods to implement them in their methodology, dealing with topics such as gamification, non-formal education, or Information and Communication Technologies (ICT). At the end of the training, all participants were given a certificate of attendance to corroborate their participation in the course. As in all our courses, the participants also had the opportunity to discover the wonderful city of Bologna with our volunteers, who offered them a series of sightseeing tours of the city center and accompanied them to some of Bologna's fantastic restaurants. We want to show our gratitude to the participants that took part in this course: Panagiota Kyprianou and Yianna Nemeh, from St. Luke's Parents Association for People with Disabilities; Lourdes Muñoz Pérez, from EOI MADRID - JESÚS MAESTRO; Beatriz Díaz Gutiérrez and Elena Mª García Adame, from CEPA MEDARDO MUÑIZ; Martina Kokořová, Romana Nováková and Monika Bodyová, from Střední odborná škola zdravotnická a střední odborné učiliště; Tănase Alin Gabriel, Tănase Sorina and Jilavu Emilia Crina, from Școala Gimnazială "Costache Grigore Șuțu"; Desislava Tihomirova Tsenkova, Desislava Mitkova Apostolova-Koycheva, Anzhela Vasileva Ivanova and Tsvetomila Evgenieva Vasileva, from SU Pencho P. Slaveikov. Thank you for your participation! Discover more about this course here Why is it that we hear so often about stress and conflicts? What tools can we bring to better manage the stressful and conflicting situations we encounter throughout our lives? We tried to give an answer to these questions during the new edition of the course “Stress and Conflict Management: the way to resilience and satisfaction” which took place in Palermo from 27/08/2023 to 02/09/2023. The participants came from all across Europe, with Boglárka from István Széchenyi Bilingual Secondary School of Economics in Hungary, Aniko Budapest III. Kerületi Krúdy Gyula Angol-Magyar Két Tanítási Nyelvű Általános Iskola in Hungary, Sandra, Danuta, Ewa and Katarzyna from Specjalny Ośrodek Szkolno Wychowawczy dla Dzieci i Młodzieży Niepełnosprawnej in Poland, Anna, Daiga and Paula from Babites Secondary School in Latvia, Zoltan from Klebelsberg Kuno Általános Iskola és Gimnázium in Hungary, Pauliina from Sastamalan Opisto Sastamala Community College in Finland. To begin with, we tried to give a definition to what is “stress” and what are the main causes and consequences of a stressful situation, investigating concepts such as "stressors" and the “Flight or Fight response”, reflecting also on the positive and negative aspects of stress (Eustress vs. Distress). Simulations, role plays, and hands-on activities guided us in discovering cognitive and behavioral coping strategies, and in exchanging ideas and best practices to use at school to integrate these activities into the curriculum. Next, we looked at how communication techniques are crucial when it comes to stress and conflict management. The communication style used, which can be assertive, aggressive, passive, or passive-aggressive, can have direct impacts on the development of situations and relationships with others, especially when we talk about setting out boundaries and saying “No”. In addition, we investigated the importance of developing emotional intelligence in stress and conflict management, and in particular discussed the value of empathy in the relation with others. We then addressed the concept of conflict, trying to reflect that conflict is not always negative, but is often a source of growth, change and rebirth. Without conflict it would be impossible to change some situations that we do not like or to affirm our ideas, values and opinions. Finally, we saw how mindfullnes can be a way to become more aware of what is happening to us and to welcome the present as it is: “You can’t stop the waves, but you can learn to surf”, Jon Kabat-Zin. To conclude, we would like to share with you a comment of one of the teachers of the group, Pauliina: “What great experience this has been. I'm absolutely sure I can be a better teacher and share my knowledge to my students and colleagues. Thank you!” Discover more about this course here.
In today's work and everyday life, the significance of soft skills is continually on the rise. Abilities like emotional intelligence, empathy, teamwork, conflict resolution are indispensable both within and beyond educational settings. Through a blend of theoretical knowledge and hands-on exercises, our participants gained valuable insights into enhancing their communication competencies. |
The traditional role of a teacher involves transmitting knowledge and facilitating skill development in students. Conversely, a coach is tasked with supporting and motivating their students through active listening, questioning, and posing challenges. While these roles may appear distinct, what if a teacher were to integrate coaching principles into the classroom, becoming both an educator and a motivator? |  |
This concept was fundamental during the new edition of the course “Emotional intelligence and coaching inside the school and educational context” that took place in Tenerife from 02/09/2023 to 09/09/2023. The participants came from all across Europe, with Lorraine from St. Monica School in Malta, Armando, Romeo, Elena, Raffaela, Chiara from CPIA Ancona in Italy, Monika from "Wichterlovo gymnázium, Ostrava-Poruba, příspěvková organizace" in Czech Republic, Valērijs and Randa from Liepaja Marine College in Latvia.
The course began with Coaching ourselves part. The participants explored their skills and checked which area of their life needs their attention in the moment in order to set a goal.
 | Next they moved to an exploration of Emotional Intelligence, which refers to the capacity to not only recognize our own emotions but also understand the emotions of others. This awareness enables a teacher to establish a connection with students, assisting them in managing their feelings effectively. |
Coaching entails inspiring and guiding individuals to become the best versions of themselves. To enhance our coaching abilities, they delved into the concept of setting SMART goals. Participants were tasked with defining SMART goals for themselves, ensuring they were Specific, Measurable, Achievable, Realistic, and Time-bound.
The course also delved into the potent influence of questions. Questions have the unique ability to stimulate thinking, self-reflection, constructive responses, and action, fostering idea development. As part of this course, participants explored the art of constructing learning-focused questions. This process began with an invitation to engage, presented thought-provoking content, and highlighted a cognitive focus for thinking and elaboration. Later using the GROW model, they tried to do their first coaching session, in order to understand how it really works.
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Another critical coaching skill, relevant in any setting, including the classroom, is conflict management. Self-awareness and emotional control play pivotal roles in preventing the escalation of conflicts. Contrary to conventional belief, conflicts need not be inherently negative; they can serve as catalysts for growth and positive outcomes. As coaches, our role is to facilitate dialogues and support students in finding their solutions. It is crucial to note that a coach's function is not to impose solutions but rather to guide the analysis of the conflict, aid in decision-making, and evaluate behavior.
Throughout this training week, participants had the opportunity to share their collective experiences and draw insights from their diverse cultural backgrounds. They honed their coaching skills and discovered practical ways to apply them effectively in their classrooms.
Discover more about this course here.
Both being part of a work team and managing groups inside the classroom can be difficult. That is why it is very important to develop a set of skills suited to face this kind of challenges, both as a leader and as a team member. The aim of our course was to implement competences and abilities in group managing.
The new edition of the course “Effective Group Management in education: building Teamwork among students” took place in Palermo from 27/08/2023 to 02/09/2023. The participants came from two different beautiful European countries and from three different schools, with Anna, Alexandra, David, Gabor and Istvan from Gödöllői Református Líceum Gimnázium in Hungary; Monika and Monika from ZŠ s MŠ Častá in Slovakia; Renata, Mária, Katarína and Marta from Primary school Nejedlého in Slovakia.
At the beginning of the training course, we focused on the definitions of “team” and “group” and on the similarities but also on the differences existing between a group and a team. We then analysed the different development stages of a group following the Tuckman model, and examples of process loss and process win related to team performance were shown. Finally, on the first day, we talked about the pillars of group collaboration.
On the second day, the main topics covered where team roles and team building. A series of related practical activities were carried on. The participants faced the different tasks with great enthusiasm and cooperation, building the foundations for solid and efficient teams.
On the third day we focused on leadership and teamwork with participants creating very efficient teams while carrying on the practical activities promoted by the trainer.
Almost a whole day was dedicated to practice on Lightning Decision Jam, a workshop model to solve problems in groups. The participants were divided into two different groups and they carried on two separate LDJ; a traditional one, using a flipchart, and an online LDJ, through collaborative shared online spaces. At the end, each group presented its results and provided a detailed account of all the steps that were taken on LDJ by them.
During the last part of the course, we focused on two important topics: peer learning and assessment and feedback, with peer learning being particularly important to encourage students to become protagonists of their learning process.
During the whole week, participants came to explore a whole set of practical activities designed for the management of groups and they had time to think about how to use them during their lessons.
It was good to see them work with such efficiency and dedication. They built really positive group dynamics and were always open to dialogue and ready to express their ideas.
It was an amazing week, with a lot of added value coming from the contribution of the participants. We are sure that they will make good use of what they learned during the training course also in their classrooms, back to their schools and countries.
More info on this course here.
The new edition of the course “Effective Group Management in education: building Teamwork among students” took place in Palermo from 27/08/2023 to 02/09/2023. The participants came from two different beautiful European countries and from three different schools, with Anna, Alexandra, David, Gabor and Istvan from Gödöllői Református Líceum Gimnázium in Hungary; Monika and Monika from ZŠ s MŠ Častá in Slovakia; Renata, Mária, Katarína and Marta from Primary school Nejedlého in Slovakia.
At the beginning of the training course, we focused on the definitions of “team” and “group” and on the similarities but also on the differences existing between a group and a team. We then analysed the different development stages of a group following the Tuckman model, and examples of process loss and process win related to team performance were shown. Finally, on the first day, we talked about the pillars of group collaboration.
On the second day, the main topics covered where team roles and team building. A series of related practical activities were carried on. The participants faced the different tasks with great enthusiasm and cooperation, building the foundations for solid and efficient teams.
On the third day we focused on leadership and teamwork with participants creating very efficient teams while carrying on the practical activities promoted by the trainer.
Almost a whole day was dedicated to practice on Lightning Decision Jam, a workshop model to solve problems in groups. The participants were divided into two different groups and they carried on two separate LDJ; a traditional one, using a flipchart, and an online LDJ, through collaborative shared online spaces. At the end, each group presented its results and provided a detailed account of all the steps that were taken on LDJ by them.
During the last part of the course, we focused on two important topics: peer learning and assessment and feedback, with peer learning being particularly important to encourage students to become protagonists of their learning process.
During the whole week, participants came to explore a whole set of practical activities designed for the management of groups and they had time to think about how to use them during their lessons.
It was good to see them work with such efficiency and dedication. They built really positive group dynamics and were always open to dialogue and ready to express their ideas.
It was an amazing week, with a lot of added value coming from the contribution of the participants. We are sure that they will make good use of what they learned during the training course also in their classrooms, back to their schools and countries.
More info on this course here.
Human interaction with the natural world has significantly shaped cognitive, behavioral, and emotional development since ancient times. Even today, the act of immersing oneself in nature or admiring natural and urban landscapes remains a source of inspiration, wonder, and influence. Nature-based education represents an innovative pedagogical approach that addresses two pressing concerns in contemporary society: delivering enduring, high-quality education and fostering awareness of the critical imperative to preserve our planet in the face of the formidable challenge of climate change.
The recent edition of the course, titled "Nature-Based Education: A Fresh Approach to Teaching and Learning," occurred in Bologna from 27/08/2023 to 02/09/2023. Participants converged from diverse regions of Europe, including Martina Machačová and Jana Černá from Zemědělská akademie a Gymnázium Hořice in Czech Republic; Gabriella Nemesi from Néri Szent Fülöp Katolikus Általános Iskola in Hungary; Ewa Pawłowicz-Sosnowska from John Paul II University of Applied Sciences in Biala Podlaska from Poland and 6 attendees from Istituto Comprensivo Statale "Anna Frank" in Italy: Laura Amadei, Alessandra Conte, Alessandra Cappiello, Mirka Pretelli, Monia Grilli and Manuela Smacchia.
The recent edition of the course, titled "Nature-Based Education: A Fresh Approach to Teaching and Learning," occurred in Bologna from 27/08/2023 to 02/09/2023. Participants converged from diverse regions of Europe, including Martina Machačová and Jana Černá from Zemědělská akademie a Gymnázium Hořice in Czech Republic; Gabriella Nemesi from Néri Szent Fülöp Katolikus Általános Iskola in Hungary; Ewa Pawłowicz-Sosnowska from John Paul II University of Applied Sciences in Biala Podlaska from Poland and 6 attendees from Istituto Comprensivo Statale "Anna Frank" in Italy: Laura Amadei, Alessandra Conte, Alessandra Cappiello, Mirka Pretelli, Monia Grilli and Manuela Smacchia.
Commencing with an exploration of the concept of Nature-Based Education, the course delved into various approaches to facilitate students' engagement with the natural world. Importantly, this doesn't always necessitate immersion in pristine forests; therefore, a portion of the training was dedicated to Urban Nature Education within city environments. Here, participants acquired the skills to teach a spectrum of subjects, spanning science, mathematics, music, art, language, and more, by employing activities designed to heighten their awareness of their immediate surroundings.
Another significant segment of the course focused on hands-on practice in natural settings, often in local parks. All the games and activities tested were well-received and served as a wellspring of inspiration for participants, not only for sharing their experiences with the rest of the group but also for devising their unique nature-based activities.
Participants also delved into the principles of Non-Formal Education (NFE), a pedagogical approach that closely aligns with many outdoor activities. This approach places concrete experiences at the core of the learning process, enabling students to connect newly acquired knowledge to their lives and apply it effectively. By guiding students through the entire experiential cycle and framing reflective questions effectively, educators empower them to make these connections. During our second day of the course we visited a beautiful local beach "Bollullo" where we integrated our classroom and held activities.
The culminating phase of the course was dedicated to crafting bespoke nature-based experiences tailored to the target groups of each participant. After gaining insights into the principles of nature-based learning, exploring the 10 Kurt Hahn rules and their profound significance, and immersing themselves in a diverse array of urban and natural activities, on the final day of the course, each participant designed a nature-based lesson relevant to their subject matter. Considering their students' age, aptitudes, and the subjects they aimed to address, each teacher meticulously planned their session, presented it to their fellow course participants, and received constructive feedback for potential enhancements. This week vividly exemplified the effectiveness of experiential nature-based learning; through a hands-on approach, participants obtained a tangible sense of what a nature-based education activity entails and acquired the knowledge necessary to design such experiences for their students.
Throughout this course, participants had the opportunity to explore a rich repertoire of activities and games that they can readily replicate with their students, demonstrating that learning extends well beyond the traditional classroom setting.
To learn more about this course, please visit the provided link here.
Another significant segment of the course focused on hands-on practice in natural settings, often in local parks. All the games and activities tested were well-received and served as a wellspring of inspiration for participants, not only for sharing their experiences with the rest of the group but also for devising their unique nature-based activities.
Participants also delved into the principles of Non-Formal Education (NFE), a pedagogical approach that closely aligns with many outdoor activities. This approach places concrete experiences at the core of the learning process, enabling students to connect newly acquired knowledge to their lives and apply it effectively. By guiding students through the entire experiential cycle and framing reflective questions effectively, educators empower them to make these connections. During our second day of the course we visited a beautiful local beach "Bollullo" where we integrated our classroom and held activities.
The culminating phase of the course was dedicated to crafting bespoke nature-based experiences tailored to the target groups of each participant. After gaining insights into the principles of nature-based learning, exploring the 10 Kurt Hahn rules and their profound significance, and immersing themselves in a diverse array of urban and natural activities, on the final day of the course, each participant designed a nature-based lesson relevant to their subject matter. Considering their students' age, aptitudes, and the subjects they aimed to address, each teacher meticulously planned their session, presented it to their fellow course participants, and received constructive feedback for potential enhancements. This week vividly exemplified the effectiveness of experiential nature-based learning; through a hands-on approach, participants obtained a tangible sense of what a nature-based education activity entails and acquired the knowledge necessary to design such experiences for their students.
Throughout this course, participants had the opportunity to explore a rich repertoire of activities and games that they can readily replicate with their students, demonstrating that learning extends well beyond the traditional classroom setting.
To learn more about this course, please visit the provided link here.
The scourge of bullying is a reality that affects hundreds of schools around the world. According to data from the UNESCO Institute of Statistics, one third of the global youth population suffers some form of bullying in their school or institute. To address this overwhelming data, Erasmus Learning Academy (ELA) has offered between August 21st and 25th the course How to prevent bullying and cyberbullying in schools and promote social emotional learning.
This course, taught by our trainer Susanna Esposito, covered various aspects of bullying, such as psychological profiles of the aggressor and the victim, social dynamics with which the abuse takes place, or proposals for teachers to identify and resolve these conflicts at their source. To this end, participants carried out activities such as group dynamics to share their knowledge about bullying, or role-play scenarios to put themselves in the place of the aggressor, the victim, and other roles involved in cases of bullying.
At the end of the training, all participants were given a certificate of attendance to corroborate their participation in the workshop.
Thanks to our team of volunteers, the participants enjoyed the city of Bologna with two sightseeing tours of the city center, as well as dinners and lunches in typical Bolognese restaurants.
This course was attended by four participants from Hungary, Germany and Spain: Beáta Vajda, from Újpesti Bajza József Általános Iskola; Magdolna Kisretine Csabai, from Isaszegi Damjanich János Általános Iskola; Elena Ruiz Zárate, from Colegio Montessori Zaragoza; Tobias Deissler, from Wittumschule.
We wish to conclude with the words of Bea: “It was a once in a lifetime experience. I've learned a lot about bullying/cyberbullying and how to prevent that. I had so many experiences here in Bologna not just course related. I've met some really nice, opened and interesting people. We've talked about a lot of different things, shared experiences and made friends”
Thank you all for participating!
Discover more about this course here.
This course, taught by our trainer Susanna Esposito, covered various aspects of bullying, such as psychological profiles of the aggressor and the victim, social dynamics with which the abuse takes place, or proposals for teachers to identify and resolve these conflicts at their source. To this end, participants carried out activities such as group dynamics to share their knowledge about bullying, or role-play scenarios to put themselves in the place of the aggressor, the victim, and other roles involved in cases of bullying.
At the end of the training, all participants were given a certificate of attendance to corroborate their participation in the workshop.
Thanks to our team of volunteers, the participants enjoyed the city of Bologna with two sightseeing tours of the city center, as well as dinners and lunches in typical Bolognese restaurants.
This course was attended by four participants from Hungary, Germany and Spain: Beáta Vajda, from Újpesti Bajza József Általános Iskola; Magdolna Kisretine Csabai, from Isaszegi Damjanich János Általános Iskola; Elena Ruiz Zárate, from Colegio Montessori Zaragoza; Tobias Deissler, from Wittumschule.
We wish to conclude with the words of Bea: “It was a once in a lifetime experience. I've learned a lot about bullying/cyberbullying and how to prevent that. I had so many experiences here in Bologna not just course related. I've met some really nice, opened and interesting people. We've talked about a lot of different things, shared experiences and made friends”
Thank you all for participating!
Discover more about this course here.
In today's fast-paced world, it's common to feel overwhelmed, struggling to balance our daily responsibilities. Stress can creep into both our professional and personal lives, often leading to conflicts in high-pressure situations. Our course offered participants a valuable opportunity to explore practical tools and theoretical insights for effectively managing and resolving both stress and conflicts. |  |
The new edition of the course “Stress and Conflict Management: the way to resilience and satisfaction” took place in Tenerife from 28/08/2023 to 02/09/2023. The participants came from all across Europe, with Michaela Janosova from My jump in Slovakia, Anja Weinacker from GS Sundheim in Germany, Magdalena Bigos and Paulina Hacia from Szkoła Podstawowa z Oddziałami Integracyjnymi in Germany, Silvia Peron from IIS "P.Scalcerle" in Italy, Elisabeth Horn from BSZ Bad Windsheim in Germany, Martyna Holecka and Aleksandra Głogowska-Bąk from Szkola Podstawowa dla Chlopcow KUZNICA in Poland.
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On the course's first day, participants delved into the concept of stress through group brainstorming sessions. Stress, stemming from various factors like physical, environmental, family, or work-related issues, was explored in-depth. Interestingly, the course highlighted how small doses of stress, known as Eustress, can positively motivate us, such as when it pushes us to meet deadlines or achieve our goals, in contrast to Distress, which has a negative impact.
Throughout the course, attendees acquired a range of cognitive and behavioral strategies tailored to address workplace stressors. They honed their planning and time management skills through engaging group activities. Additionally, they practiced techniques like deep breathing, muscle relaxation, and visualization to enhance stress management.
 | Empathy emerged as a pivotal topic during the course, especially concerning conflict resolution. While demonstrating empathy can be challenging, particularly when we haven't experienced the same emotions as others, participants learned how to cultivate and distinguish it from other responses. |
Effective communication was another essential skill discussed. Participants delved into different communication styles and engaged in group activities where each member played a role in resolving conflicts. This experience illustrated that conflicts, while challenging, can also be opportunities for growth and learning, a lesson readily applicable in both workplaces and classrooms.
The course's diverse cultural backgrounds provided a unique opportunity for participants to learn from shared experiences. Most significantly, it emphasized that participants possess the tools to manage stressful situations and that conflicts can sometimes yield positive outcomes.
Discover more about this course here.
Throughout history, the act of trekking has profoundly influenced the cognitive, behavioral, and emotional development of individuals. Even in contemporary times, the act of trekking in natural or urban landscapes continues to evoke inspiration, awe, and a deep connection with the environment. Trekking education represents a progressive pedagogical approach that addresses two critical concerns of today's society: the provision of enduring, high-quality education and the cultivation of awareness regarding the urgent need to protect our planet in the face of the looming threat of climate change.
The most recent edition of the course, titled "Trekking Education: A Novel Approach to Teaching and Learning," occurred in Tenerife from 20/08/2023 to 26/08/2023. Participants hailed from diverse corners of Europe, including Alexandra Delmastro, Jade Kerjean, Caroline Ait Abdellouhab, Eva Letienne, Marie Piquet and Clara Viales from Lycée Saint-Exupéry in France; Veronika Polomská, Zuzana Trnková, Marek Zvirinský and Ingrid Palenčárová from Gymnázium Šrobárova 1 in France; Magdalena Mucowska from Wroclaw University of Economics in Poland Viktória Kútvölgyi Agnes Stumpf from BKSzC Gundel Károly Vendéglátó és Turisztikai Technikum in Hungary, Miriana Reale Calabrese from Associazione Glocal Factory Latina in Italy and Petra Seyfried from VBS HAK/HAS Mödling in Austria.
Unfortunatelly the huge wildfire that occured in Tenerife this time stopped from visiting all the bueatifull landscapes of Tenerife that we usually do, but it taught us an important lesson about trekking and outdoor education the importance of planning and the beauty of unknown whenever integrating outdoor education lesson.
The most recent edition of the course, titled "Trekking Education: A Novel Approach to Teaching and Learning," occurred in Tenerife from 20/08/2023 to 26/08/2023. Participants hailed from diverse corners of Europe, including Alexandra Delmastro, Jade Kerjean, Caroline Ait Abdellouhab, Eva Letienne, Marie Piquet and Clara Viales from Lycée Saint-Exupéry in France; Veronika Polomská, Zuzana Trnková, Marek Zvirinský and Ingrid Palenčárová from Gymnázium Šrobárova 1 in France; Magdalena Mucowska from Wroclaw University of Economics in Poland Viktória Kútvölgyi Agnes Stumpf from BKSzC Gundel Károly Vendéglátó és Turisztikai Technikum in Hungary, Miriana Reale Calabrese from Associazione Glocal Factory Latina in Italy and Petra Seyfried from VBS HAK/HAS Mödling in Austria.
Unfortunatelly the huge wildfire that occured in Tenerife this time stopped from visiting all the bueatifull landscapes of Tenerife that we usually do, but it taught us an important lesson about trekking and outdoor education the importance of planning and the beauty of unknown whenever integrating outdoor education lesson.
Commencing with the definition of Trekking-Based Education, we delved into various methods of guiding our students to engage with trekking, which doesn't always entail journeys through nature and forests. In fact, we dedicated a portion of the training to Urban Trekking Education within the city. Participants learned to teach subjects such as science, mathematics, music, art, language, and more by immersing themselves in activities that heightened their awareness of their surroundings.
Another segment of the course focused on the practical utilization of tools in natural settings, such as local parks. All the games and activities that were tested garnered much appreciation and inspired our participants not only to share their experiences with the rest of the group but also to create their own trekking-based activities.
Participants also delved into the principles of Non-Formal Education (NFE), a pedagogical approach that aligns with many trekking-related activities. This approach places concrete experiences at the heart of the learning process, allowing students to connect newly acquired knowledge with their lives and apply it effectively by following the entire learning cycle and asking the right reflective questions.
The concluding part of the course was dedicated to designing a trekking experience tailored to the target group of each participant. After studying the principles of the trekking-based learning approach, exploring the 10 Kurt Hahn principles and their significance, and engaging in various urban and natural activities, on the final day of the course, each participant designed a trekking-based lesson relevant to their subject. Taking into account their students' age, skills, and the topics they wished to address, each teacher meticulously planned their session, presented it to fellow course participants, and received constructive feedback on potential improvements. This week exemplified the effectiveness of experiential trekking-based learning: participants gained a tangible sense of what a trekking education activity entails through a hands-on approach, while also acquiring the necessary knowledge to plan such experiences for their students.
On last day of the course fortunately some of the trekking routs were open on the nothern part of the island so we used the situation and finally had a day in nature in outstanding natural park and Punta de Teno.
Throughout this course, participants were exposed to a wide array of activities and games that they can replicate with their students, underscoring that learning extends beyond the confines of the traditional classroom.
For more information about this course, please visit the link provided here.
Another segment of the course focused on the practical utilization of tools in natural settings, such as local parks. All the games and activities that were tested garnered much appreciation and inspired our participants not only to share their experiences with the rest of the group but also to create their own trekking-based activities.
Participants also delved into the principles of Non-Formal Education (NFE), a pedagogical approach that aligns with many trekking-related activities. This approach places concrete experiences at the heart of the learning process, allowing students to connect newly acquired knowledge with their lives and apply it effectively by following the entire learning cycle and asking the right reflective questions.
The concluding part of the course was dedicated to designing a trekking experience tailored to the target group of each participant. After studying the principles of the trekking-based learning approach, exploring the 10 Kurt Hahn principles and their significance, and engaging in various urban and natural activities, on the final day of the course, each participant designed a trekking-based lesson relevant to their subject. Taking into account their students' age, skills, and the topics they wished to address, each teacher meticulously planned their session, presented it to fellow course participants, and received constructive feedback on potential improvements. This week exemplified the effectiveness of experiential trekking-based learning: participants gained a tangible sense of what a trekking education activity entails through a hands-on approach, while also acquiring the necessary knowledge to plan such experiences for their students.
On last day of the course fortunately some of the trekking routs were open on the nothern part of the island so we used the situation and finally had a day in nature in outstanding natural park and Punta de Teno.
Throughout this course, participants were exposed to a wide array of activities and games that they can replicate with their students, underscoring that learning extends beyond the confines of the traditional classroom.
For more information about this course, please visit the link provided here.
Even at preschool level, it can be difficult to find solutions to blend learning and fun. This is why it is important to focus on innovative teaching methods that could help in achieving this goal. Non formal education, project-based learning, outdoor education and creative thinking are key tools to engage little students and to make them learn more about themselves and their environment while playing.
The last edition of the course “Innovative teaching methods for preschool teachers ” took place in Palermo from 06/08/2023 to 12/08/2023. The participants came from two beautiful European countries, with Danka, Anna, Silviya and Nadya from Detska gradina Detelina in Bulgaria; and Mari K., Mari L. and Kristina from Kohila Kindergarten Sipsik in Estonia.
The course began with an introduction on early school system, with a focus on the Italian system. Later, participants were invited to share their opinions about “plays” in kindergarten, through a brainstorming activity. The second part of the day was devoted to the “curriculum” in preschool and to the presentations of the participating schools.
On the second day, the main topic addressed was Non-formal education and the differences with informal education and formal education. The trainer provided important information on the “learning by doing” approach and also on Kolb’s experiential cycle. The course continued with a reflection on the role of the teacher in this context and with set of non-formal activities and games aiming at creating connection, teamwork, empathy and creativity.
The following day, the focus was set on Project-based learning, an innovative teaching method that engage children and enables them to learn new contents but also to acquire new skills in the process that always starts with a driving question. A practical activity on how to build a good driving question was carried out by the participants under the guidance of the trainer.
During the second part of the training course, two main topics related with innovative teaching methods were addressed: outdoor education and creativity.
A whole day was devoted to outdoor education, starting from its benefits for students (and teachers and education staff). The course was held in a beautiful park in Palermo, not far from the city centre, where the participants could test by themselves innovative outdoor activities for preschool children and think about new ones for their students. Working, studying and playing surrounded by nature is healthy and it also leads to an increase in creativity.
Creativity was the last topic covered during the course and also one of the most challenging for many, but not for the participants. They faced every activity of the week with a positive approach and with lots of new ideas generated every day.
Throughout the course, they took on many challenges and they were always ready to come up with new projects for the future but also to share their knowledge on existing projects, and best practices of their schools and countries in preschool education, about innovative teaching methods and techniques.
It was a fantastic and productive week. We are sure that the participants of this training course will apply very soon what they learned during the week back in their countries and schools. Moreover, for sure they will start to work on the new ideas that they thought about during brainstorming, debriefings and sharing moments.
The last edition of the course “Innovative teaching methods for preschool teachers ” took place in Palermo from 06/08/2023 to 12/08/2023. The participants came from two beautiful European countries, with Danka, Anna, Silviya and Nadya from Detska gradina Detelina in Bulgaria; and Mari K., Mari L. and Kristina from Kohila Kindergarten Sipsik in Estonia.
The course began with an introduction on early school system, with a focus on the Italian system. Later, participants were invited to share their opinions about “plays” in kindergarten, through a brainstorming activity. The second part of the day was devoted to the “curriculum” in preschool and to the presentations of the participating schools.
On the second day, the main topic addressed was Non-formal education and the differences with informal education and formal education. The trainer provided important information on the “learning by doing” approach and also on Kolb’s experiential cycle. The course continued with a reflection on the role of the teacher in this context and with set of non-formal activities and games aiming at creating connection, teamwork, empathy and creativity.
The following day, the focus was set on Project-based learning, an innovative teaching method that engage children and enables them to learn new contents but also to acquire new skills in the process that always starts with a driving question. A practical activity on how to build a good driving question was carried out by the participants under the guidance of the trainer.
During the second part of the training course, two main topics related with innovative teaching methods were addressed: outdoor education and creativity.
A whole day was devoted to outdoor education, starting from its benefits for students (and teachers and education staff). The course was held in a beautiful park in Palermo, not far from the city centre, where the participants could test by themselves innovative outdoor activities for preschool children and think about new ones for their students. Working, studying and playing surrounded by nature is healthy and it also leads to an increase in creativity.
Creativity was the last topic covered during the course and also one of the most challenging for many, but not for the participants. They faced every activity of the week with a positive approach and with lots of new ideas generated every day.
Throughout the course, they took on many challenges and they were always ready to come up with new projects for the future but also to share their knowledge on existing projects, and best practices of their schools and countries in preschool education, about innovative teaching methods and techniques.
It was a fantastic and productive week. We are sure that the participants of this training course will apply very soon what they learned during the week back in their countries and schools. Moreover, for sure they will start to work on the new ideas that they thought about during brainstorming, debriefings and sharing moments.
Discover more about this course here.
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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