The ELA Blog

Childhood and early education are fields that continuously evolve, making it essential for preschool educators to stay informed about the latest trends and methodologies. A professional development course for preschool teachers recently served as a gateway to exploring the core principles, characteristics, and advantages of some of the most renowned preschool education approaches.

The week began with interactive ice-breaking activities that encouraged participants to share their expectations and experiences while discussing effective preschool teaching practices. This collaborative exchange allowed the teachers to introduce their respective schools, fostering a deeper understanding of preschool education across Europe.
 

One of the most anticipated parts of the program were the visits to Istituto Minutoli and Istituto Montessori in Palermo. The participants explored captivating exhibitions showcasing the Reggio Emilia approach. They learned about its history, distinctive materials, and projects, gaining insight into what makes this educational philosophy a global benchmark in preschool pedagogy.

The course also included an exploration of the Montessori method. Through an engaging presentation of authentic Montessori environments and materials, participants delved into the philosophy and practical applications of this approach, pioneered by Maria Montessori in the early 20th century.

Additionally, the course introduced the participants to the concepts and practices of non-formal education. To deepen their understanding, the group took part in a series of interactive games and activities.

As the week concluded, the teachers returned home enriched with new perspectives, innovative ideas, and unforgettable memories.

For more information about this inspiring course, click here

Did you know that playing is a crucial component of cognitive development from birth through adulthood? Think about your favorite games: have you ever gotten 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 Palermo from 24/11/2024 to 30/11/2024. The participants came from all across Europe, with Maria Christina and Elena from Makarios Lyceum III LARNAKA in Cyprus and Sara and Anne from BSZ Delitzsch from Germany. 

The course was game-based, following a sequence of levels from the very beginning. First, we asked participants to create their own characters to join the game, more specifically avatars. This elements are symbolic characters and new superheroes were thus used as a basis to get to know each other, including strengths and passions. It became even more noticeable how rich and diverse our group was, perfectly reflecting the reality of every class at school. 

During the first level we discussed the pedagogical value of playing and how games stimulate learning. We reflected and acknowledged that teachers are most of the time “digital immigrants” in an educational cosmos that is nowadays populated by digital natives only.
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In the second level, the players identified the most prevalent gamification framework, learning the process through which eight key internal and external motivators impact human engagement. 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 third level focused on real life experiences. We went outside to enjoy a scavenger hunt game in the city center of Palermo. Later, they learned how to create their own scavenger hunt experience with their students to keep their motivation high even outside the classroom.

In the fourth level, we compiled and explored a variety game-based tools and apps. They also got acquainted with modern online tools able to produce a significant improvement of students’ engagement and bring a spark in the classroom! After facing various challenges, the "players" were given the opportunity to create their own quizzes and games for their students.

In the fifth level, 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 create digital escape rooms and how to gamify their own classrooms considering their students’ characteristics and learning objectives.
After completing an exciting scavenger hunt and solving the mystery step by step, the participants successfully uncovered their well-deserved certificates. Their teamwork, problem-solving skills, and determination led them to triumph and brought the adventure to a rewarding conclusion!

Discover more about this course here.

Being in contact with the outdoor has a considerable positive impact on the cognitive, behavioural and emotional development of human beings since prehistory. Even nowadays it is not unusual to feel inspired, intimidated or even influenced by walking in nature or admiring a natural or urban landscape. Outdoor  education is an innovative teaching approach that offers the possibility to address two of the most important topics of today’s society: providing long-lasting high quality education and raising awareness on the importance of preserving our planet in the face of the daunting threat of climate change.

The new edition of the course “Outdoor education: a new way of teaching and learning” took place in Tenerife from 17/11/2024 to 23/11/2024 .The participants came from all across Europe, with Magdalena Hnat from Szkoła Podstawowa nr 2 im. Adama Mickiewicza w Drawsku Pomorskim in Poland,Alina Alhasova and Laila Gedrovica from Talsi State gymnasium in Latvia,Hana Kubelková and Andrea Rulíšková from Střední škola řemesel Šumperk in Czech Republic,Guillaume PENISSON  and Henri GAUTIER from Lycée Pilote Innovant et International in France,Michael Thomas and Thomas Prior from Kaufmännische Schulen des Lahn-Dill-Kreises in Dillenburg in Germany. 

In our pursue of preparing students for real world careers and challenges and equipping them with 21st-century skills, we often forget that as educators, we have a duty to dream and create spaces where everyone has the opportunity to be creative and bring out the best in themselves.

The new edition of the course “Creativity for the future: promoting Critical Thinking and Problem-Solving in the classroom​” took place in Tenerife from 10/11/2024 to 16/11/2024. The participants came from all across Europe, with Patricija Munda and Majda Sitar from Prva gimnazija Maribor in Slovenia, Jacquelina Jansson from Lentiz Revius in Netherlands,Mária Čamborová from Gymnázium VPT Martin in Slovakia.

In exploring the key competencies essential for thriving in the 21st century, participants engaged in a deep dive into learning and innovation skills, digital literacy, and essential career and life skills. Central to our discussions were the 4Cs: critical thinking, creativity, communication, and collaboration. Through hands-on experiences, we discovered how our cognitive processes shift when faced with problem-solving scenarios. Participants tackled a range of challenges designed to illuminate common barriers to innovative thinking and how specific strategies can help overcome them. Using the 6 Thinking Hats method, attendees practiced “lateral thinking” and brainstormed concrete applications relevant to their teaching content.

The versatility of this approach became evident as it can enhance learning across various subjects, from science to language arts, and serve as a formative assessment tool that encourages students to think beyond conventional boundaries. We then transitioned to visual strategies, where participants engaged in activities aimed at fostering students’ creative expression. By broadening the traditional view of “visual thinking,” we introduced innovative digital perspectives that can enrich classroom discussions and brainstorming sessions. Recognizing the necessity of cultivating critical thinking skills in an era saturated with (dis)information, participants took part in reasoning, questioning, and debating exercises. These activities can be tailored to various classroom settings, empowering students to become proactive, discerning learners. To inject creativity and critical thinking into their classrooms, we emphasized the importance of reimagining traditional tools rather than solely seeking new solutions.

Participants relished the opportunity to adapt classic games like Taboo and Battleship to their specific subjects, enriching their educational approaches while reinforcing collaborative learning. As the course came to a close, each participant crafted a personalized display reflecting their training and cultural experiences in Bologna. From a lively fashion show to a spirited snowball fight, we celebrated a week filled with laughter, creativity, and transformative experiences!

Discover more about this course here.

Keeping up with the digital skills necessary to maintain motivation and engagement in a language classroom can be a challenge for teachers. Incorporating technology into language learning allows students to take an active role, promoting communication and collaboration among classmates. Digital tools can be utilized for various purposes, including introducing new topics, summarizing existing content, personalizing lessons, assessing student performance, and encouraging learners to produce their own work, thereby fostering their creativity.

The recent edition of the course “Teaching Languages in the Digital Era: Best Apps, Web Platforms, and ICT Solutions for Language Learning” took place in Tenerife from  03/11/2024 - 09/11/2024. Participants joined from various parts of Europe, Auksė, Sandra and Sigita from Panevezys Mintis gymnasium in Lithuania, Alice from VHS Weiden-Neustadt in Germany, Jannicke and Nina from Hønefoss vgs in Norway, Darija from Djecji vrtic Petar Pan in Croatia, Friedemann from Städt. Lion-Feuchtwanger-Gymnasium München in Germany, Holger from Carl-Theodor-Schule Schwetzingen in Germany, Silke from Leine-Schule Neustadt in Germany

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 Tenerife from 27/10/24 to 02/11/24.  The participants came from all across Europe, with Assya Atanassova, Rositsa Kutsarova, Edita Georgieva, Elena Boyanova-Shirkova, Mariyana Nikolova, Mila Ivanova, Silvena Ivanova and Yordanka Vicheva from Petar Stapov Regional Library  in Bulgaria. 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, including strengths and passions. It became even more noticeable how rich and diverse our group was, perfectly reflecting the reality of every class at school.  

In the first level of the course, we explored the pedagogical value of play and how games can enhance learning. Participants reflected on the challenges teachers face as “digital immigrants” navigating an educational landscape dominated by digital natives. Through a challenge comparing gamification and game-based learning, we clarified that gamification integrates game elements into non-game contexts, while game-based learning focuses on the educational experience derived from playing the game itself.

In the second level, participants defined a common gamification framework, identifying eight key internal and external motivators that drive human engagement. One practical activity involved a role-play exercise where participants embodied different types of video game players, gaining hands-on insight into what motivates players in a game-driven environment.

The third level shifted focus to game-based tools and apps. Together, we reviewed traditional games and transformed them into more engaging educational tools. After navigating various challenges, participants had the opportunity to create their own learning tools, both offline and online.

In the penultimate level, participants experienced an exhilarating scavenger hunt in the city center, followed by a challenging digital escape room where they solved riddles and puzzles to break free. This engaging experience prompted participants to brainstorm ways to gamify their classrooms, considering their students’ unique needs and characteristics. 

Having successfully completed all levels of the course, participants discovered innovative methods to repurpose traditional games, enriching the learning process. They also became familiar with modern online tools that can significantly enhance student engagement, bringing renewed energy and excitement to their classrooms.

Discover more about this dynamic course here.

The role of a teacher is to transfer knowledge to their students and to help them develop certain skills and abilities. On the other hand, a coach has to support and motivate its pupils by listening, asking questions and challenging them. Although these roles seem different, what if a teacher applied the rules of coaching into the classroom and became a motivator as well?

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 20/10/24 to 26/10/24.The participants came from all across Europe, with Susanna Makinen from The Finnish Institute for Enterprise Management in Finland, Marcella Berton from Istituto Einstein Torino in Italy, Martina Dedic from Offene Mittelschule in Austria,Roman Wolf from BGRG 8 in Austria, Marie Fridlund and Marie Arvidsson from Lillerudsgymnasiet AB in Austria, Lori Proudian from Institut de la Providence de Champion in Belgium, Verica Jovanovski from Education and Teacher Training Agency in Croatia, Judith Julen from Hogeschool Inholland in Netherlands, Evelyn Kobler from University of Education Salzburg Stefan Zweig in Austria.

 The initial topic explored in the course was Emotional Intelligence (EI). EI refers to the capacity to recognize and understand both our own emotions and those of others. A teacher with strong emotional intelligence can effectively connect with students, fostering a supportive environment that helps them navigate their feelings.  Coaching, in this context, involves inspiring and guiding individuals to realize their fullest potential.

A key aspect of this process is the establishment of SMART goals—those that are Specific, Measurable, Achievable, Realistic, and Time-bound. Participants were encouraged to set their own SMART goals, learning the importance of clarity and structure in their objectives. Conflict management is another crucial skill for effective coaching, applicable in any setting, including the classroom. Developing self-awareness and emotional regulation is vital to prevent conflicts from escalating.

Conflicts can be constructive, leading to personal growth and positive resolutions. Coaches play a pivotal role in facilitating dialogue and helping students analyze conflicts without imposing solutions. Instead, they guide students in decision-making and self-evaluation. The course also delved into the power of questions. Thoughtful inquiries can stimulate critical thinking, encourage self-reflection, and inspire constructive responses and actions. Participants practiced crafting learning-focused questions that invite engagement, encourage deep consideration, and maintain cognitive focus. The “Solution Focused Brief Coaching” model was examined to foster a solution-oriented approach among students.

Throughout the training week, participants shared their experiences and drew from their diverse cultural perspectives, enhancing their coaching capabilities and learning to effectively implement these skills in their classrooms.

Discover more about this transformative course here.