Since traditional education can't always fit in virtual lessons and online classes, we have to find other ways to learn. We've found that using new technologies, like digital tools and interactive learning platforms, works really well. This way, teachers can keep students engaged and interested, no matter where they are. And, since these tools work well in classrooms too, they help keep students' attention and enthusiasm high.
The new edition of the combined courses “Making the most of new technologies, apps and social media in the classroom” and “Discover the best apps and tools for E-learning, Distance learning and Web Design” concentrated exactly on these matters. This session of the course took place in Bologna from 23/02/2023 to 28/02/2023. The participants came from all across Europe, with Antonia Lontou, Christina Xydea from Gymnasium of Arfara, Greece; Sevasti Tasiona, Despoina Simadopoulou, Thomai Margariti from 19th Primary School of Katerini, Greece; Fernando Blanco Hernandez from OÜ Hispaania Maja, Estonia; Elīna Dimza, Randa Misāne from Liepaja Marine College, Latvia; Pia Lindenberger from Johannes-Gutenberg-Schule Heidelberg, Germany; Luiz Carlos Quarteu, Anabela Correia Sampaio, Elisabete Maria Verde, Maria Manuela Pinto from Agrupamento Escolas do Concelho de Caminha, Portugal
Participants in this course learned how to use a wide range of technological tools and how to put them to use by incorporating them into their teaching methods. The goal was to include these new technologies into both physical and virtual classrooms in order to teach more efficiently and effectively.
Firstly, they learned how to use tools to lead a class on a virtual whiteboard or to present themselves in a fun and engaging way. This was the perfect start to get to know each other and our cultures :)
Another topic explored was how to build a website, which can serve multiple options of use in distance learning. By setting up different pages and enriching them with contents, our participants had the opportunity to personalize their website, write a blog to report the development stages of a project, create portfolios etc..
We opened an interesting discussion on social media: are there only negative aspects of using them in the classroom? Or are there ways we can implement them to engage students and keep their attention? The participants had the chance to share their opinions and discuss their views together with the trainer.
The course went on discussing other tools for collecting and sharing resources and content. The group learnt about platforms that allowed them to collect and enrich videos, images, texts, pdf, and other materials, and share all this content with their students in just a simple click. These tools can be useful for example to describe different parts of a picture, especially in scientific subjects, and to provide a deeper context for a richer learning experience when approaching a new topic, for example in foreign language studies. Participants also practiced tools that function as collaborative walls, where every user is encouraged to post and contribute in building a more exhaustive collection of information.
Amongst the many tools they discovered they also learnt about interactive presentations in which the teacher can request the class’ opinion by submitting polls, creating word clouds, or asking for questions or feedback on the topic being presented, creating video lessons, particularly effective in these times, and online learning quizzes, very useful to test the progress of the students.
The participants left this course with a new knowledge of interactive learning and new technologies and a new set of tools, ready to use them in their real and online lessons. We hope that you upkeep your motivation for warm-ups in the morning and stay in a good mood!
As always, we close this post with a few words from one of the teachers: “I absolutely enjoyed the course, it was even better than what I had expected. There were a great number of apps presented, in a clear way with adequate examples and enough opportunity for personal practice. The teacher was very helpful, friendly, funny, and fully knowledgeable, not only as far as technology and apps were concerned but about cultural and other info as well. I thank her so much!”
Discover more about this course here and here
It’s probably the most challenging and difficult task for a teacher to find the best way of dealing and treating students that require a individualized plan of learning. One phrase that was mentioned and ticked during this week was “every one of us has special needs” and it is going to meet the main topic of the week, inclusive education. This way, and giving emphasis to that sentence, everyone has their weaknesses, strengths and uniqueness. This is the most important message to bear in mind, because with that we are allowed to reflect and discuss different methods, strategies and different practices to promote inclusion in the classroom, we consider this the aim of the course.
The course session “Special needs and inclusive education the Italian experience of overcoming segregation” took place in Palermo from 12/02/2023 to 18/02/2023. We had participants that came from Serbia, Lithuania, Slovenia, Poland, France and Germany.
To understand what is fundamental in inclusion, we approach various key facts, for starting, is foundational that we have empathy, because, in every case it is very important to build any type of relationship, specially between the teacher, pupils and even some family members: learning how to put yourself in a position like that, do not ever judge and understand how to react with the emotion of someone, particularly knowing what to say in some situations. This provides connections; therefore, it is crucial in education.
With this, it comes union and membership, where the result is that you are welcome and belong to a group. That happens with mutual understanding, tolerance and respect.
The best way to explore points of view and exercise the critical thinking of each teacher was by doing a lot of networking activities. These activities were super intuitive, fun, a good way to get to know what their colleagues think, but most importantly, gave them different perspectives of some European countries and who they handle this type of situation in classes.
In order to deepen the other ways of teaching from these European countries, every participant held a short but concise presentation of their school and how they manage the students in general, but also special needs.
We must thank everyone who participated in this course, they sure gave the best effort and made this week feel wonderfully interesting. The ELA team from Palermo hopes to see you soon!
Discover more about this course in: https://www.erasmustrainingcourses.com/special-needs-inclusive-education.html
It often reveals hard the matter, for a teacher, to keep up with the digital skills required to keep a classroom motivated, engaged and enthusiast when it comes to teaching languages. Teaching is a rapidly changing and innovating process. Using technology in language learning allows students to assume an active role and to communicate and cooperate with their classmates. Technological tools in support of language learning can be enacted for a variety of purposes, such as introducing a new subject or summing up an old one, personalizing lessons and assess, and challenging the students to create their own work in order to engage their creativity.
The new edition of the course “Teaching languages in the digital era: the best apps, web platforms and ICT solutions for learning languages” took place in Bologna from 05/02/2023 to 11/02/2023. The participants came from all across Europe, with Tove Elise, Tina Camilla, Sindre and Sigve from Borgund VGS in Norway, Gordon and Wendy from St. Benedict’s College in Malta, and participants coming from two different Spanish schools: Teresa from INS La Miquela, and Encarnacíon from the Instituto de Enseñanza Secundaria Alfonso X “El Sabio”.
During this course the participants learnt how to use a vast range of technological tools, as well as how to implement and integrate them into their teaching methods. These tools are useful not only for engagement and motivation but also to monitor progress for example in vocabulary learning, communication, and individual work.
Furthermore, this course allowed the participants to get engaged in a great number of practical activities and to experience these tools first-hand. For instance, they competed in a live quiz while learning how to create interactive language quizzes by using web application. Quiz flashcards may stand as a good example of ac activity that can aid increasing students’ vocabulary and spelling skills.
Amongst the tools discovered in this course there were web platforms dedicated to creating presentations about languages. They had the chance to create and practice presentations of their own work in a motivating environment, so that next time they can repeat the experience in their own classroom context.
In addition, the participants learnt about tools that allow the user to outline and recap the contents of the lesson, so as to prepare example of grammar presentations, pose questions, and monitor students’ attention in the classroom, especially during these times where distance learning eventually become very common. They also explored functional platforms that can employed to easily create worksheets and explainer videos.
Last but not least, participants discovered specific platforms, their usefulness in the learning of language, allowing teachers to add voice notes, questions, and voiceovers to create educational videos, and turn them into lessons. In particular, they took a look at how virtual whiteboards work, together with additional resources that proved to be very effective when it comes to teaching. Such tool can be implemented for a variety of purposes: the preparation of multimedia content, the introduction to a new subject, or a sum up of the old one, challenging the students to create their own work in order to engage their creativity. All in all, its function is to help acquiring language in context, thus improving the students’ knowledge of it.
Learning languages can be testing; however, by using the correct tools and through the incorporation of technology into the classroom, there is no doubt that this operation can increase motivation, attention, engagement and learning skills, while at the same time transforming a simple lesson into an immersive experience.
Discover more about this course here
Coaching a classroom
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 Bologna from 13/02/2022 to 18/02/2023. The participants came from all across Europe, with Lohja Upper Secondary School - Kaisa-Mari, Sari, Heidi (Finland), IES ANTONIO GARCÍA BELLIDO - Alicia, Susana (Spain), OÜ Hispaania Maja - Liis (Estonia) Educational Pathways - Aleksandra, Slavica, Milorad (Serbia), Oberschule zum Dom Lübeck - Dorett (Germany), HBO Verpleegkunde Genk - Atlas College Genk 7 vzw - Denise, Huguette (Belgium), Dunakeszi Széchenyi István Általános Iskola - Ágnes (Hungary)
The first topic discussed in the course was Emotional Intelligence. This term indicates the ability to recognize not only our own feelings but also other people’s emotions, in order to be aware of ourselves and our surroundings. A teacher that is emotional intelligent is capable of understanding its students’ emotions and therefore create a connection with them and help them in managing their feelings.
Coaching means motivating and influencing someone else to be the best version of themselves. In order to improve our skills it is necessary to learn how to set a goal, specifically a SMART goal. Participants were asked to set SMART goals for themselves and follow the guidelines of them being specific, measurable, achievable, realistic and time bounded.
Another coaching skill that is essential inside every workplace, including a classroom, is the ability to manage conflict. In this case self-awareness and control of our own emotions are fundamental in order not to let a conflictual situation escalate. Conflicts don’t have to be necessarily negative, on the contrary they can also lead to growth and positive outcomes. A Coach has to help its students to create a dialogue and support them in finding a solution to the problem. It is important to remember though that the role of the coach in not to suggest a solution, but to be a guide in the analysis of the conflict, in the decision making and in the evaluation of their behavior.
Another topic tackled during this course was the power of questions. Questions have the ability to promote thinking and self-reflection, to create constructive answers and to motivate actions and the development of ideas. This is why in this course the participants explored the concept of building learning-focused questions by starting with an invitation to engage, proposing a content to think about and underlining a cognitive focus for thinking and elaborating.
This training week allowed the participants to share their common experiences and to learn from their different cultural backgrounds, while also improving their coaching skills and learning how to apply them in their classrooms. The participants shared their experience in using coaching techniques in their organizations. They also shared how, in principle, they organize their work in a team and with students.
They did a lot of practice on questions and tried to hold the first coaching session in pairs, which they then sorted out together.
Discover more about this course here.
When it comes to teaching, it is not always simple to keep the students interested, engaged, and enthusiastic. This is where ICT technologies like apps and web platforms come in handy to help teachers communicate and transmit knowledge while also keeping their students' complete attention. Nowadays, it is essential to understand interactive learning so that we can provide our kids with an alternative and nontraditional type of learning that keeps them involved.
The new edition of the course “Integrating ICT and new technologies into teaching and education” took place in Tenerife from 05/02/2023 to 11/02/2023. The participants came from all across Europe, with Camilla Lundbø, Lillian Markussen, Katie Ann Slocum and Flavja Maca from Borgund Vidaregåande Skule in Norway, Daiga Geižāne and Rihards Zvejnieks from Riga Art and Media in Latvia, Irina Pahomova and Normunds Reiznieks from Liepaja Marine College in Latvia, Alexandra Hruskova from Regionalni vzdelavaci a informacni stredisko, p.o. in Czech republic, Defives Jean-Luc and Maurice Pascal from Collège Rouges Barres in France, Anna Jurek and Katarzyna Stelmach from Szkoła Podstawowa im. Stanisława Staszica w Tuchowie in Poland, Maria Méteau and Sven Nitschman from European School Luxembourg in Luxembourg.
During this session, participants learned how to use a wide range of technical tools and integrate them into their teaching approaches.
We started our course knowing each other and discovering El Puerto de la Cruz for the first time for almost all of the participants. In this walking tour the participants learned a lot of information about the culture and the history of Tenerife.
The learning process begins by discovering some of the most important feedback tools. As teachers we know that feedback is an important part of the teaching process and usually some students are shy or afraid to share their opinion. That's why Mentimeter, Jamboard and Padlet are perfect to start a topic, before an evaluation or to create collaborative content.
We also worked on apps and websites to promote the participation of the students in the lessons. The participants learn how to improve their lessons using games, being creative and using different resources. The main apps that we used were bookwidgets, garlic phone and bamboozle. With these apps the teachers can create more engaging activities and keep the students more motivated.
Among the many tools they discovered, they discovered interactive presentations, in which the teacher can obtain the class' opinion by submitting polls, creating word clouds, or asking for questions or feedback on the topic being presented, creating video lessons, and online learning quizzes, which are very useful for testing the students' progress.
Furthermore, the participants had the opportunity to immerse themselves in the technological world through a variety of practical activities such as presentations, virtual quizzes, learning how to create engaging social media content, using tools for organizing graphics, posters, and collages, and much more.
This training encouraged participants to address and learn from one another's shared experiences. Participants finished this session with a better understanding of interactive learning and a new set of tools to employ in their classrooms. There is no doubt that this technique will boost students' creativity, engagement, attention, and motivation while also assisting in the transformation of learning into a joyful and dynamic activity!
Discover more about this course at https://www.erasmustrainingcourses.com/integrating-ict-into-teaching-and-training.html
It is not always easy to keep the classroom motivated, engaged and enthusiast when it comes to teaching. This is when ICT tools such as apps and web platforms become essential in helping teachers to communicate and transfer knowledge while also maintaining their students’ full attention. Nowadays it is fundamental to know our way around interactive learning so that we can offer our students an alternative and non traditional style of learning and keep them engaged.
The new edition of the course “Integrating ICT and new technologies into teaching and education” took place in Bologna from 05/02/2023 to 11/02/2023. The participants came from all across Europe, with Elīna and Mārtiņš from Riga Art and Media school in Latvia, Maria from INS La Miquela in Spain, Ivelina, Emil and Tsvetanka from Secondary Technical School "D-r Nikola Vassiliadi" in Bulgaria.
During this course the participants learnt how to use a vast range of technological tools and to put them into use by integrating it into their teaching methods.
First of all they had a look at the most simple and easy tools for collecting and sharing resources and content. Participants also practiced tools that function as collaborative walls, where every user is encouraged to post and contribute in building a more meaningful collection of information.
Amongst the many tools they discovered they also learnt about interactive presentations in which the teacher can request the class’ opinion by submitting polls, creating word clouds, or asking for questions or feedback on the topic being presented, creating video lessons, and online learning quizzes, very useful to test the progress of the students.
This course allowed participants to confront themselves with each other and learn from their shared experiences. The participants left this course with a new knowledge of interactive learning and a new set of tools, ready to use them in their classrooms. There is no doubt that this approach will increase the students’ creativity, engagement, attention and motivation and help transform learning into a fun and dynamic activity!
Discover more about this course here
The world of childhood and preschool education is in constant development and for preschool teachers it is crucial to keep up with the new trends and stay on top of what's current. This training course for preschool teachers will be a springboard for exploring the main principles, features and benefits of the best preschool approaches.
The new edition of the course “The best for preschool teachers” took place in Bologna from 06/02/2023 to 11/02/2022. The participants came from all across Europe, with Maris Lampe, Liina Kasela, Greete-Lisette Järvi from Tabasalu, Harku vald, Harjumaa in Estonia, Laura Stapulione, Katrina Liene, Jansone from Veselavas preschool in Latvia, Ana González Rodrigo, Beatriz García Magro from CEIP. Antonio Machado in Spain, Katja Stegne, Tamara Petrič from "Vrtec ""Otona Županiča"" Slovenska Bistrica" in Slovenia, Catherine gorgon, An Dehaeseleer, Inneke Van den Bossche, Gwen Vanderspeeten from GO! Scholengroep UN!K in Belgium
The course began with some practical activities to break the ice, share expectations and contributions and discuss the best practices linked to preschool pedagogy. The teachers also had the chance to present their schools to the others: this was a perfect way to reach a wider understanding of preschool education in Europe.
On the second day, the teachers visited a kindergarten just outside Bologna called “Il Nespolo” where they had the opportunity to talk and discuss with an Italian educator. “Il Nespolo” works in the field of outdoor education: the children (aged 0-3) spend time in the nearby park, in strict contact with the natural world.
Moving on discovering the Italian preschool experience, the group delved into the Montessori method, a philosophy and pedagogy developed by Maria Montessori in the early 19th century. A presentation of pictures of an authentic Montessori environment and materials was the starting point for discovering the method in a practical and experiential way.
The group also discovered the importance of playful experience and were introduced to the principles and theories of non formal education. To better understand this approach, some activities and games were implemented, together with a lot of laugh and smiles.
Finally, it was time for making dreams come true. The teachers and the course trainer headed to Reggio Emilia to visit the Loris Malaguzzi Centre where an expert guided the group throughout the wonderful exhibitions of the Centre. Teachers had a chance to learn more about the history, the materials, the projects and the experiences, which make the Reggio Emilia approach unique in the world.
The week came to an end and it was time for the teachers to come back home with luggage full of memories, experiences and words of gratitude :)
That is all for today, we leave you again with these nice words from one of the teachers: “Meeting people from all over Europe, sharing our practices, ideas and thoughts. An experience I will never forget”
Discover more about this course here.
Discovering the power of Soft Skills
Soft skills are important if you want to succeed in the workplace. They help you to improve your everyday work especially if you are a teacher who deals with a classroom full of students.
Nowadays soft skills like communication skills, public speaking, social skills and non verbal communication skills are becoming increasingly important in the global marketplace because both students and teachers are changing their way of thinking and their needs.
The course “Soft Skills and Emotional Intelligence for teachers and education staff” took place in Palermo from 29/01/2023 to 4/02/2023.
The participants came from all over Europe: Winne Hendrickx e Maarten Vantilt from Heilig Hartinstituut Heverlee in Belgium, Jonathan Courtney Dunderdale from IMT Mines Albi in France, Lidia Cucarella Montalvà from Colegio Salesianos San Juan Bosco in Spain, Ana Margarida Leitão Barata,Maria Antónia Galante Pereira and Jorge Orlindo Moura Ribeiro from Agrupamento de Escolas de Anadia in Portugal, Ivana Antoš from Trgovačka škola Zagreb in Croatia, Pleuni Vreeswijk from Keizer Karel College in Netherlands, Liene Smirnova from Aizkraukles Profesionālā vidusskola in Latvia, Océane Danielli from Fédération Française des Maisons de l'Europe in France, Merilin Tali from OÜ Hispaania Maja in Estonia, Ruta Dadeliene from Vilnius University in Lithuania, Niedermeier Anette from Bernhard-Strigel-Gymnasium Memmingen in Germany.
The first topic discussed in the course was Emotional Intelligence, which is the capacity of individuals to recognize their own and other people’s emotions. In this session they have learned more about self awareness, self control, self motivation and empathy.
The second topic was Leadership and Teamwork. Leadership comes in different forms and it changes depending on the situation. According to Daniel Goleman there are six distinct emotional leadership styles: visionary, coaching, affiliative, democratic, pacesetting and coercive. Through a series of practical activities participants were asked to reflect upon their leadership style and which one of them they liked most. Through a series of games and role plays, participants understood more about leadership and teamwork, discovering which kind of role they act in a group.
The third topic was Communication styles and Listening skills. During this session participants understood that there are different communication styles such as passive, passive aggressive, aggressive and assertive, and how to recognize them.
The fourth topic was Public Speaking which is the process of performing a presentation or a speech.
Public speaking is hard for people who don’t want to be the center of attention or being judged by an audience. Participants reflected upon their experience with public speaking and their fears about it, and after that they challenged themselves creating and performing their first 3-minute speech.
The last topic of the course was Conflict Management. Participants discussed that there are both positive and negative aspects about conflict: it can be seen as an opportunity to better understand oneself, to learn something new, to change a bad attitude. Through different group activities they learned that there are different conflict management styles: avoidance, accommodating, competing, compromise and collaborative.
In conclusion, it was a rich week in which each participant had the opportunity to learn about himself and to explore the power of soft skills.
Discover more about this course at https://www.erasmustrainingcourses.com/soft-skills-for-education-staff.html
History has demonstrated that being in contact with nature has had a significant positive impact on human cognitive, behavioural, and emotional development. Walking in nature or appreciating a natural or urban landscape can inspire, intimidate, or even affect us even today. Outdoor education is an innovative teaching strategy that allows you to address two of today's most pressing issues: offering long-term, high-quality education and increasing awareness about the significance of maintaining our world in the face of the looming threat of climate change.
The new edition of the course “Outdoor education: a new way of teaching and learning” took place in Tenerife from29/01/2023 to 04/02/2023. The participants came from all across Europe, with Alan, Jacintha and Carmel from College of FET Ennis Campus in Ireland, Jelena from CVIT MEDITERANA - Bosiljak in Croatia, Michaela from Gymnázium Janka Jesenského in Slovakia, Jūlija and Tatjana Daugavpils Secondary School in Latvia, Tjaša and Mateja from Kranjski vrtci in Slovenija, Katarzyna, Zuzanna, Michał from Zespół Placówek Oświatowych w Rabie Niżnej in Poland, Ieva and Baiba from Prosun in Latvia.
Starting from the definition of Outdoor Education, we explored the diverse ways in which we can guide our students to come in contact with the outdoors, which doesn’t imply to always be in nature and forests. Indeed, we dedicated one part of the training to Urban Outdoor Education in the city.
Another part of the course involves practising numerous tools in a natural setting at nearby parks. All of the games and activities that were tried were well received and inspired our participants not only to share their activities with the rest of the group, but also to build their own Outdoor activity.
Participants also discovered the concepts of Non Formal Education (NFE), a pedagogical approach that can be present in many of the outdoor activities. This method places the tangible experience that students have while executing an activity or task at the center of the learning process. By following the complete cycle and ensuring that we ask our kids the appropriate reflecting questions, they will be able to relate and apply the new knowledge they have gained.
We discover all together the different policies in the different countries for creating an activity with the schools, and the different permission needed depending on the age of the children.
One of the special walks was to Bollullo beach, an amazing road through the bananas fields and the wild nature in the north of Tenerife, on the way we implemented some activities to being focused in the surroundings, we practise some tools to facilitate the communication between participants and finally we apply some tips to take care of the special needs of the group. Once we arrived we started playing and discovered the place. We worked in different subjects such as maths, languages, physical education and geography.
The final part of the training was dedicated to constructing an ad hoc outdoor experience for each participant's subject. After studying the principles of the outdoor learning approach, we did some practical cases with different approaches. On the last day of the course each participant designed an outdoor lesson based on the subject taught. Taking into consideration the level of age of their pupils, and the skills and topics they wanted to address, each teacher planned in detail the session, presented it to the other participants of the course and received feedback on how to improve it. This week was a great demonstration of the effectiveness of experiential outdoor learning: through our hands-on approach, participants got a real taste of what an outdoor education activity looks like and learned how to create one for their students.
Participants in this course were able to discover a wide range of activities and games that they will be able to recreate with their students, demonstrating that learning does not take place exclusively in the classroom!
Discover more about this course at https://www.erasmustrainingcourses.com/outdoor-education.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 22/01/2023 to 28/01/2023. The participants came from all across Europe, with Georgiana, Alina, Ana-Maria and Adriana, from Alexandru cel bun Secondary School in Romania, and Jolien and Stien from Talentenschool Turnhout Campous Zenit in Belgium.
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 (Ghosts, cats, and Romanian popular characters popped up in the class!). Avatars, symbolic characters and new superheroes were thus used as a basis to get to know each other, including strengths and passions.
Starting with theory, in the first level 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, following a process of achievements and subsequent rewards.
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, such as the search for meaning or the effects of social influence.
The third level was dedicated to game-based tools and apps. Through the exploration of a list of different traditional games, we made a reframing of them as to design more engaging learning tools. Throughout all the challenges and battles, “players” had an opportunity to share the tools they already use in their classes and let other players engage test them first-hand!
Coming to the second-last level, “players” lived the most active experiences. Before everything, they were engaged in a live escape room with the purpose of freeing their trainer after her sudden kidnap. Later they were locked in a digital escape room trying to solve riddles and puzzles to escape. We finally went outside to enjoy a scavenger hunt game in the city centre and prove ourselves with a city life experience.
Having overcome all the levels of our game, participants had the opportunity to put into practice everything they learned from games to transform the teaching and learning process. Divided in groups, participants took part in a planning session, so as to find the best way to gamify their classrooms, their students’ needs and characteristics taken into account. Being it with a mysterious murders live escape room or a digital city based escape room, we are sure they’ll produce a significant improvement in their students’ engagement and bring a spark in the classroom!
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.