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As educators and educational personnel, our constant goal is to empower our students with the necessary knowledge, skills, and attitudes to thrive in our diverse and multicultural society. In today's world, where diversity and tolerance are paramount, fostering these values in the classroom has become essential for teachers, schools, and adult education programs. Cultivating empathetic and open-minded individuals can create a significant impact not only on learners but on society as a whole. The new edition of the course “Diversity in the classroom: teaching tolerance and overcoming prejudices and discrimination” took place in Bologna from (18/02/2024 - 24/02/2024). The participants came from all across Europe, with Soňa Šťastná from Základní škola Humpolec in Czech Republic; Taina Rauhamaki from Live Vocational College in Finland; Maria João Carvalho from Agrupamento de Escolas de Eiriz, Baião and Ana Marisa Almeida from Agrupamento de Escolas do Sudeste de Baião in Portugal; Gemma Gou Alsina from Institut Francesc Ferrer i Guàrdia (Sant Joan Despí) in Spain; Annika Hansson, Krista Davel and Christa Jonsson from Slottegymnsaiet, Ljusdal in Sweden; Soare Mariana, Negulescu Adriana, Ionescu Simona, Bratu Mihaela Denisa and Tiu Ilarion from Centrul Judetean de Resurse si Asistenta Educationala Ilfov (CJRAE Ilfov) in Romania; Cintia Godoy Torras and Marta Somoza García from CEIP ODÓN DE BUEN in Spain. The initial focus of the course was to delve into the concept of identity. Teachers participated in a hands-on and visual activity designed to explore their own identities. They were tasked with creating portraits, with one half depicting their outward appearance and the other half representing their intrinsic characteristics and values. This exercise led to discussions on how our identities shape our perceptions of the world and of others. We also addressed significant challenges related to recognizing and championing cultural diversity. A TED talk prompted us to consider asking "where are you local?" rather than "where are you from?" as our identity is not solely tied to our country but encompasses our entire cultural background. Our identities are multifaceted and interconnected. A crucial aspect of our exploration into diversity was the discussion on stereotypes—their origins, impacts (both negative and positive), and how they influence our judgments and behaviors. Through storytelling, we observed how stereotypes can evolve into discrimination and biased views. Delving into a sensitive area, we discussed awareness and respect, emphasizing how our perceptions of the world are shaped by our identity. We engaged in various activities and simulations that fostered critical thinking to comprehend the intricate relationship between our values and culture. The part of the course dedicated to membership allowed us to understand the feelings of exclusion and the challenges of inclusion. The "geese exercise" with its exploration of leadership styles was particularly insightful in this context. Additionally, we delved into conflict management and conflict management styles and its significance in creating a supportive environment. Finally, we explored the vital trait of empathy. Through deep discussions on emotions and feelings, we encouraged teachers to empathize and understand others' perspectives. Recognizing and expressing our emotions is crucial, and teaching these skills to our students is equally important. After all, it was a bright week full of new knowledge, practice, sharing, deep conversations and thoughts, ideas and emotions. Discover more about this course here.  In the realm of education, the conventional image of a teacher revolves around the transmission of knowledge and the cultivation of essential skills in students. On the flip side, a coach is often envisioned as a supportive figure, adept at motivating individuals through attentive listening, incisive questioning, and gentle challenges. Yet, what if educators embraced the multifaceted role of a coach within their classrooms? What if they not only disseminated information but also inspired and empowered their students to reach their full potential? This shift in perspective could herald a transformative approach to teaching, one where educators evolve into dynamic catalysts for growth and self-discovery. There were the questions we had in mind during the new edition of the course “Emotional intelligence and coaching inside the school and educational context” that took place in Palermo from the 11/02/2024 till the 17/02/2024. The participants came from all across Europe, with Maarja and Carita from Tartu Jaan Poska Gümnaasium in Estonia, Jelena and Laura from Jelgava Local Municipality, Education Board in Latvia, and Živa and Urška from OŠ Draga Bajca Vipava in Slovenia. We started the week with During the course we explored the concept of Emotional Intelligence, emphasizing the importance of recognizing both personal and others' emotions to foster self-awareness and understanding within the educational context. A teacher with emotional intelligence can establish rapport with students and assist them in managing their emotions effectively. Coaching involves motivating and guiding individuals to reach their full potential, often through setting SMART (Specific, Measurable, Achievable, Realistic, Time-bound) goals. Participants were tasked with setting SMART goals for themselves, ensuring clarity and attainability in their objectives. Participants also practiced the ability of giving feedback inside the GROWTH mindset perspective, training themselves with an challenging role play. The course also underscored the significance of questioning techniques in promoting critical thinking, self-reflection, and action. Participants delved into crafting learning-focused questions aimed at stimulating engagement and cognitive development. Additionally, they explored the "Solution-Focused Brief Coaching" model to instill a solution-oriented mindset among students. Conflict management and problem solving emerged as another critical coaching skill applicable in various settings, including classrooms. By fostering self-awareness and emotional regulation, educators can mitigate conflicts and facilitate constructive resolutions. The role of a coach lies in guiding students through conflict analysis, decision-making, and behavioral evaluation without imposing solutions. To further develop our coaching toolbox, we explored an activity called the Six Thinking Hats, which encouraged participants to engage in and account for different angles when approaching a problem. As the training week drew to a close, participants departed with enriched perspectives gleaned from the exchange of common experiences and the mosaic of cultural diversity present. Armed with newfound coaching skills honed through collaborative learning, educators now stand poised to inject vitality into their classrooms. By seamlessly integrating these techniques, they embark on a journey of transformation, where every interaction becomes an opportunity to inspire, motivate, and empower students towards academic excellence and personal growth. Discover more about this course here.
Immersive learning: navigating the digital frontier with ICT tools for enhanced student engagement2/20/2024 Maintaining the motivation, engagement, and enthusiasm of the classroom during teaching can be challenging: this is why ICT tools, among which apps and web platforms, play a crucial role in aiding professors to effectively communicate information while sustaining their students' focus. In today's educational landscape, it is imperative to be proficient in interactive learning methods in order to provide scholars with alternative and non-traditional approaches and ensure their ongoing engagement. The latest edition of the course titled "Integrating ICT and new technologies into teaching and education" occurred in Tenerife from 11/02/2024 to 17/02/2024. Attendees hailed from various parts of Europe with David, Siobhan and Arlene from St Wolstans Community School, Alexandra and Patricia from Bischöfliches Willigis Gymnasium, Kaire and Kati from Tallinn English College, Jakub from Základní škola Nový Jičín, Antonello and Tania from Beata, Paweł from Warsaw University, Noneta, Loreta and Diana from Ukmergės r. Taujėnų gimnazija, Luk and Jonathan from College | Oostende. Throughout this course, participants acquired the skills so as to utilize a wide array of technological tools and effectively integrate them into their teaching methodologies. Initially, teachers explored the simplest and most user-friendly tools for editing pictures and videos, which prove highly effective in educational contexts: as a matter of fact such tools serve various purposes, including preparing multimedia content, introducing new topics or summarizing previous ones and inspiring students to engage their inventiveness by creating their own work. On this subject video presentations are highly beneficial for invigorating students and capturing their attention. Furthermore, participants gained knowledge on creating websites through a straightforward process: in point of fact, thanks to this course, the group had the opportunity to experiment with a drag-and-drop tool for website creation, which could assist them in developing internet sites for their schools. Over the past years, traditional education has made way for virtual lessons and online classes: consequently, it became essential for this course to explore applications conducive to conducting online classes, such as a virtual whiteboard capable of fostering engaging and captivating online lessons, along with facilitating collaborative learning experiences. Moreover, teachers had the opportunity to delve into the realm of technology through numerous practical activities, among which presentations, virtual quizzes, learning the art of crafting engaging social media content, utilizing tools designed for organizing graphics, posters, collages and more. In this course participants had the opportunity to engage with one another and glean insights from their collective experiences and, as they concluded the week, they departed equipped with fresh knowledge of interactive learning and a new toolkit ready for implementation in their classrooms: undoubtedly, this approach is poised to amplify students' creativity, engagement, attention and motivation, thereby transforming learning into a lively and dynamic pursuit! Explore more about this course here.  Teaching languages with tech can be a real game-changer, but it's not always easy for teachers to keep up with the digital know-how needed to keep their classrooms buzzing. Tech tools let students get hands-on, working together and sparking their creativity. They're not just for introducing new stuff or wrapping up old lessons; they're also great for personalizing learning and getting students to show what they've got. |
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Throughout this course, participants were introduced to a wide array of technological resources and learned how to seamlessly integrate them into their teaching approaches. These tools serve not only to captivate and inspire students but also to track their progress across various language learning domains such as vocabulary acquisition, communication, and independent study. The course provided ample opportunities for hands-on exploration, enabling participants to engage in numerous practical activities and gain firsthand experience with these tools. For instance, they actively participated in a live quiz competition while simultaneously learning to craft interactive language quizzes using web-based applications.
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Participants had the chance to develop and showcase their own presentations in a motivating environment, equipping them to leverage these skills in their future classroom endeavors.
Additionally, participants delved into tools facilitating lesson planning, grammar presentations, questioning techniques, and classroom attention monitoring. They also explored user-friendly platforms for generating worksheets and explanatory videos.
Furthermore, participants discovered specific platforms tailored to enhance language learning experiences, allowing educators to incorporate voice notes, questions, and voiceovers into educational videos to transform them into interactive lessons.
They also explored tools for editing images and videos, recognized for their effectiveness in educational settings. Such versatile tools serve a multitude of purposes, including the creation of multimedia content, introduction of new topics, or review of existing material, while also encouraging student creativity. Leveraging the right tools and integrating technology into the classroom undoubtedly fosters increased motivation, attention, engagement, and skill development, elevating a simple lesson into an immersive educational experience.
Discover more about this course here.
The duty of an educator involves sharing knowledge with their students and nurturing their development of specific skills and capabilities. On the other hand, a coach is tasked with supporting and motivating their pupils through active listening, thoughtful questioning, and introducing challenges. While these roles may initially appear distinct, consider the impact if a teacher were to integrate coaching principles into their classroom, becoming a source of motivation 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 11/02/2024 - 17/02/2024. The participants came from all across Europe, with Maria Helena Francisco Castro Pinto, Cristina Maria Pereira Cândido from Agrupamento de Escolas Emídio Navarro in Portugal; Bailly Loic from Province de Liège / IPES Huy in Belgium; Dubravko Cajner from Osnovna škola Ivanska in Croatia; Zana Salinas, Susanne Lindström, Carin Hamn, Evgeniya Haraldson from Komvux Lund in Sweden; Beata Sowa, Klaudia Jaśkowska, Paweł Słoniak, Marcin Pioskowik from Stowarzyszenie na Rzecz Edukacji i Rodziny WĘGIELEK in Poland.
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 11/02/2024 - 17/02/2024. The participants came from all across Europe, with Maria Helena Francisco Castro Pinto, Cristina Maria Pereira Cândido from Agrupamento de Escolas Emídio Navarro in Portugal; Bailly Loic from Province de Liège / IPES Huy in Belgium; Dubravko Cajner from Osnovna škola Ivanska in Croatia; Zana Salinas, Susanne Lindström, Carin Hamn, Evgeniya Haraldson from Komvux Lund in Sweden; Beata Sowa, Klaudia Jaśkowska, Paweł Słoniak, Marcin Pioskowik from Stowarzyszenie na Rzecz Edukacji i Rodziny WĘGIELEK in Poland.
The initial subject explored in the session was Emotional Intelligence, which refers to the capacity to not only recognize one's own emotions but also to empathize with the feelings of others, fostering self-awareness and awareness of one's environment. A teacher with emotional intelligence can grasp their students' emotions, thereby establishing a connection and aiding them in managing their emotions.
Coaching involves motivating and influencing individuals to realize their full potential. To enhance our abilities, it is important to master the art of setting goals, particularly SMART goals. Participants were tasked with defining SMART objectives for themselves, adhering to the principles of specificity, measurability, achievability, realism, and time-bound criteria.
Another crucial coaching skill applicable in any setting, including the classroom, is conflict management. Here, self-awareness and emotional control are vital to preventing the escalation of conflicts. Conflicts need not always have negative consequences; they can lead to growth and positive outcomes. A coach must assist their students in fostering dialogue and help them find solutions. However, it is essential to note that the coach's role is not to propose solutions but to guide students through conflict analysis, decision-making, and behavior evaluation.
Coaching involves motivating and influencing individuals to realize their full potential. To enhance our abilities, it is important to master the art of setting goals, particularly SMART goals. Participants were tasked with defining SMART objectives for themselves, adhering to the principles of specificity, measurability, achievability, realism, and time-bound criteria.
Another crucial coaching skill applicable in any setting, including the classroom, is conflict management. Here, self-awareness and emotional control are vital to preventing the escalation of conflicts. Conflicts need not always have negative consequences; they can lead to growth and positive outcomes. A coach must assist their students in fostering dialogue and help them find solutions. However, it is essential to note that the coach's role is not to propose solutions but to guide students through conflict analysis, decision-making, and behavior evaluation.
A further topic explored during this training was the power of questions. Questions have the power to stimulate thought and self-reflection, elicit constructive responses, and inspire action and idea development. Therefore, participants delved into crafting learning-centered questions, beginning with an invitation to engage, presenting thought-provoking content, and emphasizing a cognitive focus for contemplation and elaboration. The "Solution Focused Brief Coaching" model was also examined to instill a solution-oriented mindset in students.
Throughout this training week, participants had the opportunity to share their collective experiences and get insights from diverse cultural backgrounds. This collaborative environment facilitated the acquiring of coaching skills and provided a platform for participants to explore applying these skills within their classrooms.
Discover more about this course here.
Throughout this training week, participants had the opportunity to share their collective experiences and get insights from diverse cultural backgrounds. This collaborative environment facilitated the acquiring of coaching skills and provided a platform for participants to explore applying these skills within their classrooms.
Discover more about this course here.
When we want to prepare students for real-world careers and challenges and train them with 21st-century skills, we often forget to value creativity. As educators, we have to create a safe space where everyone has the chance to express their creativity and develop the ability to think outside the box.
The new edition of the course “Promoting Critical Thinking and Problem-Solving in the classroom” took place in Palermo from 04/02/2024 to 10/02/2024. The participants Bożena, Joanna Beata, Joanna Elżbieta, Mateusz, Wictoria, Marian, Ewa and Magdalena came from Szkoła Podstawowa nr 1 im. Świętego Józefa w Kaszowie in Poland
The course started talking about key competencies for living in the 21st century and with participants we examined the topic of learning and innovation skills, digital skills and career and life skills, focusing their attention on the 4Cs: critical thinking, creativity, communication and collaboration. We also learned through practical activities how our brain and thinking skills function in various ways when there is a problem to solve.
Participants have faced a series of challenges to reflect on how they can overcome ordinary obstacles to thinking outside the box by using specific methods. For example, using the 6 Thinking Hats method, participants practised “lateral thinking” and developed its application to some current content they were teaching. They realised, through individual exercises and peer reviews, that this method can be useful for any subject and issue, but also as a productive assessment tool to encourage students to have new perspectives.
During the course we also analysed visual strategies: participants experienced new activities which could be shared with students to unleash their creativity and could also be a basis for brainstorming or discussing their ideas. We proposed an innovative and digital perspective through interactive, animated and gamified content that could improve the perception of the characteristics of “visual thinking”.
Another important topic of this course was critical thinking because students need to develop their thoughts in a world where we are used to receiving passively a lot of (dis)information. So participants joined in reasoning, questioning and debating activities that could be adaptable to different issues to help students become more active and aware agents of their learning.
However, sometimes we also must search for new solutions in traditional tools to improve creative expression and critical thinking in the classroom. For this reason, our participants enjoyed playing both innovative and traditional games and could adapt them to their subjects, strengthening creativity and critical thinking.
It was a week full of fun, creativity and new experiences, where everyone could create a personalized collection of their training. We are sure that our participants will apply everything they learned during the course in their classroom with excitement!
As educators, we always aim to prepare our students for the competitive world that awaits them. However, it is also our duty to remember that beyond curriculum materials, the individual thinking and creativity of a student is just as important for success, and therefore should be nourished and encouraged.
The new edition of the course “Creativity for the future: promoting Critical Thinking and Problem-Solving in the classroom” took place in Bologna from 04/02/2024 to 10/02/2024. The participants came from all across Europe, with Nikol Hristoskova from Private Secondary School "Educational Technologies" in Bulgaria; Charlotte Labaere, Eva Soetemans, Sofie Geys from H.Hartinstituut Heverlee in Belgium; Telio Gklavidou, Viktoria Psomadopoulou from TRITO LYKEIO XANTHIS in Greece; Małgorzata Okoń-Plinta, Justyna Karolina Małczak, Anna Karolina Apostoluk, Alicja Ewa Dąbrowska from Liceum Ogólnokształcące im. K. K. Baczyńskiego w Nowej Soli in Poland; Clément Lafon Placette from Charles University in Czech Republic; Urška Krečič from Srednja sola Veno Pilon Ajdovscina in Slovenia.
The new edition of the course “Creativity for the future: promoting Critical Thinking and Problem-Solving in the classroom” took place in Bologna from 04/02/2024 to 10/02/2024. The participants came from all across Europe, with Nikol Hristoskova from Private Secondary School "Educational Technologies" in Bulgaria; Charlotte Labaere, Eva Soetemans, Sofie Geys from H.Hartinstituut Heverlee in Belgium; Telio Gklavidou, Viktoria Psomadopoulou from TRITO LYKEIO XANTHIS in Greece; Małgorzata Okoń-Plinta, Justyna Karolina Małczak, Anna Karolina Apostoluk, Alicja Ewa Dąbrowska from Liceum Ogólnokształcące im. K. K. Baczyńskiego w Nowej Soli in Poland; Clément Lafon Placette from Charles University in Czech Republic; Urška Krečič from Srednja sola Veno Pilon Ajdovscina in Slovenia.
Living in the 21st century brings about specific competencies students should acquire. Discussing in class, the participants touched on the main topics, such as learning and innovation skills, digital skills and also career and life skills, from which we drew out the 4C’s: critical thinking, creativity, communication and collaboration. Through hands -on practice, we learned how differently our brain and thinking skills function when there’s a problem to solve.
Applying a series of challenges, the participants reflected on how using specific strategies could help bring students to overcome barriers and think outside the box. For example, using the 6 Thinking Hats method, participants were able to put into practice “lateral thinking” and devise its concrete application to some existing content they are teaching. By individual work and peer review, we noticed that this tool could be applied throughout different teaching subject, but also simply as an assessment tool to encourage students to think outside the box.
During the week we also explored visual strategies and offered new activities that could be used to stimulate the student’s creative expression and could be a basis for brainstorming or discussing their ideas. We challenged an “only-art” perception of what “visual thinking” encompasses, by proposing an innovative and digital perspective.
Applying a series of challenges, the participants reflected on how using specific strategies could help bring students to overcome barriers and think outside the box. For example, using the 6 Thinking Hats method, participants were able to put into practice “lateral thinking” and devise its concrete application to some existing content they are teaching. By individual work and peer review, we noticed that this tool could be applied throughout different teaching subject, but also simply as an assessment tool to encourage students to think outside the box.
During the week we also explored visual strategies and offered new activities that could be used to stimulate the student’s creative expression and could be a basis for brainstorming or discussing their ideas. We challenged an “only-art” perception of what “visual thinking” encompasses, by proposing an innovative and digital perspective.
Nowadays, our students are exposed to immense (dis)information, and consume it passively. The importance of critical thinking skills came to discussion, and through reasoning, questioning and debating activities we tried to understand how these could be adapted to different classroom situations to help students become active and aware agents of their own learning.
We later touched on how we can take traditional tools, and reframe them to fit our objectives of fostering creativity and critical thinking in the classroom. Our participants enjoyed playing traditional games, like Taboo and Battleship, and had an opportunity to adapt them to their own subjects while building a stronger learning perspective on them.
Finishing the course, the contribution of every participant through interesting discussions and high engagement, allowed everyone the chance to create a personalized display of their training and cultural journey in Bologna, and we said goodbye to a week full of laughter, creativity and new experiences!
Discover more about this course here.
We later touched on how we can take traditional tools, and reframe them to fit our objectives of fostering creativity and critical thinking in the classroom. Our participants enjoyed playing traditional games, like Taboo and Battleship, and had an opportunity to adapt them to their own subjects while building a stronger learning perspective on them.
Finishing the course, the contribution of every participant through interesting discussions and high engagement, allowed everyone the chance to create a personalized display of their training and cultural journey in Bologna, and we said goodbye to a week full of laughter, creativity and new experiences!
Discover more about this course here.
This training course for preschool teachers is designed to keep pace with the dynamic and changing world of preschool education, and keep educators up to date with current developments. The course is 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 04/02/2024 to 10/02/2024. The participants came from all across Europe, with Audrey Carter, Maria Buhagiar, Caroline Abela, Natalie Montebello from SMC Cospicua Primary in Malta; Eija Blomster, Lena Funck, Sandra Fältmark, Camilla Erstam, Kerstin Bergkvist from Öjebyns rektorsområde in Sweden; Irene Minguillon from Valdespartera III in Spain; Karin Herbolzhemer, Marta Morata, Sònia Fabre Fernández from Escola 25 de Setembre in Spain.
The new edition of the course “The best for preschool teachers” took place in Bologna from 04/02/2024 to 10/02/2024. The participants came from all across Europe, with Audrey Carter, Maria Buhagiar, Caroline Abela, Natalie Montebello from SMC Cospicua Primary in Malta; Eija Blomster, Lena Funck, Sandra Fältmark, Camilla Erstam, Kerstin Bergkvist from Öjebyns rektorsområde in Sweden; Irene Minguillon from Valdespartera III in Spain; Karin Herbolzhemer, Marta Morata, Sònia Fabre Fernández from Escola 25 de Setembre in Spain.
We opened the week with some practical activities to break the ice, share expectations and contributions. The Italian education system was introduced, and we discussed 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 Tuesday we visited a preschool in Bologna called Giorgio Morandi, where we got a comprehensive tour of the premises and got a sneak peek into the school’s values and methods. We also discussed the important topic of inclusion and how it manifested within the educational systems in Italy.
On Wednesday we delved further into the Italian preschool experience, and we had the pleasure of visiting a Montessori preschool named Carducci. The group delved into the Montessori method, a philosophy and pedagogy developed by Maria Montessori in the early 19th century. A tour of Montessori authentic environments and materials was the starting point for discovering the method in a practical and experiential way.
By Thursday It was time for another visit, this time to explore the wonder of Outdoor Education. We visited the preschool Naturalmente Bambini, where we got access to the association’s spaces. There, we saw kids playing in the nature and witnessed the wonder of learning from their point of view. Thanks to the passionate teachers who accompanied us, this experience was an eye opener on the deep need of nowadays society to bring our kids back to the authentic and real world, and the benefits this might entail for learning to respect the environment.
On Tuesday we visited a preschool in Bologna called Giorgio Morandi, where we got a comprehensive tour of the premises and got a sneak peek into the school’s values and methods. We also discussed the important topic of inclusion and how it manifested within the educational systems in Italy.
On Wednesday we delved further into the Italian preschool experience, and we had the pleasure of visiting a Montessori preschool named Carducci. The group delved into the Montessori method, a philosophy and pedagogy developed by Maria Montessori in the early 19th century. A tour of Montessori authentic environments and materials was the starting point for discovering the method in a practical and experiential way.
By Thursday It was time for another visit, this time to explore the wonder of Outdoor Education. We visited the preschool Naturalmente Bambini, where we got access to the association’s spaces. There, we saw kids playing in the nature and witnessed the wonder of learning from their point of view. Thanks to the passionate teachers who accompanied us, this experience was an eye opener on the deep need of nowadays society to bring our kids back to the authentic and real world, and the benefits this might entail for learning to respect the environment.
By Friday, it was time for making dreams come true. We headed to Reggio Emilia to visit the Loris Malaguzzi Centre where an expert guided us 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.
We concluded the week with a nice lunch in the center, certification ceremony, pictures and goodbyes: it was time for the teachers to come back home with a luggage full of memories and experiences.
Discover more about this course here.
We concluded the week with a nice lunch in the center, certification ceremony, pictures and goodbyes: it was time for the teachers to come back home with a luggage full of memories and experiences.
Discover more about this course here.
Sometimes engaging students could be a complex challenge, for this reason, innovative strategies can be a crucial resource to encourage and improve their learning. Thanks to various kinds of studies and analyses, today many tools can be used in the school environment: project-based learning, non-formal education, outdoor education, and ICT are some of the many options that can be integrated with conventional teaching methods.
The new edition of the course “Innovative teaching methods for teachers, school and adult education staff” took place in Palermo from 28/01/2024 to 03/02/2024. The participants came from all across Europe, with Jekaterina and Anna from Tallinn High School of Humanities in Estonia, Feryel from Holmestrand adultschool in Norway, Ennio from Collège François Truffaut Longué in France, Charalampos and Artemisia from SECOND CHANCE SCHOOL OF KILKIS in Greece and Edgars from MIKC DDMV "Saules skola" in Latvia
We started the course talking about the power of Non-Formal Education through visual strategies and teambuilding games and, starting from the activities, we explored Kolb’s experiential learning cycle and analysed the process divided into reflection, conceptualization and application, so that the student can have an active role during the learning process. We also introduced the world of Gamification exploring the principles, possibilities, apps and tools that can allow participants to address today’s education challenges and adapt the learning process to students’ needs and profiles.
Another important topic of the course was Project Based Learning, an effective method for students to explore directly and meaningfully different contents, starting from a topic question and trying to investigate real-world issues. By analysing the principles of PBL, the participants could discover how teamwork, cooperation, and creativity can help students find a way to deal with real problems, learning strategically and searching for the answers from the start. During this week we also examined innovative teaching methods with ICT: we practised different tools in class, learning new ways to engage students and set and display a lesson. This course lets participants understand how to work with a more innovative approach in their classes.
Finally, thanks to an ICT tool, participants could join in a particular type of treasure hunt, discovering Palermo and practising the power of Outdoor Education in a very amusing way. Through this activity, some advantages of Outdoor Education emerged, like the increase in motivation and creativity but also the improvement of psychophysical well-being thanks to the contact with nature and the resulting reduction of stress.
It was a week full of confrontation and inspiration and, at the end of the course, the participants were very excited to go back and start applying all the ideas that emerged during the course!
Discover more about this course here.
Instances of harassment, whether online or in-person, carry detrimental consequences not only for those targeted but also for the perpetrators. This course aims to delve into effective strategies to tackle all manifestations of harassment within educational environments.
The new edition of the course “How to stop bullying and cyber bullying in schools and promote social emotional learning” took place in Bologna from 28/01/2024 - 03/02/2024. The participants came from all across Europe, with Ave Vurma from Tallinn 21st School in Estonia; Andreea-Maria Salariu, Simona-Anca Cilibiu, Mihaela Artin and George Brinzei from Liceul Tehnologic ”Petru Rares” Botosani in Romania; Didzis Skuška from Viduskurzeme primary school - development centre in Latvia; Beatrix Barretta from Stredná súkromná odborná škola in Slovakia.
The new edition of the course “How to stop bullying and cyber bullying in schools and promote social emotional learning” took place in Bologna from 28/01/2024 - 03/02/2024. The participants came from all across Europe, with Ave Vurma from Tallinn 21st School in Estonia; Andreea-Maria Salariu, Simona-Anca Cilibiu, Mihaela Artin and George Brinzei from Liceul Tehnologic ”Petru Rares” Botosani in Romania; Didzis Skuška from Viduskurzeme primary school - development centre in Latvia; Beatrix Barretta from Stredná súkromná odborná škola in Slovakia.
Our journey started with an opening session where we collectively brainstormed a spectrum of bullying behaviors: What variations exist? Who typically engages in such conduct? What are the defining characteristics distinguishing bullying from mere conflict?
Subsequently, our focus shifted towards understanding the position of victims: What predisposes children to become targets of harassment? How can we proactively mitigate such occurrences? What proactive measures can be instituted to handle bullying behaviors? We explored these dimensions through the lenses of family dynamics, school structures, individual psychology, and community engagement.
Of particular concern is the major challenge posed by cyberbullying, a form of harassment notoriously resistant to eradication. In today's digital age, the internet takes a central role in the lives of our youth, creating both positive and negative influences. Through theory, we navigated the intricate landscape of cyberbullying, analyzing disparities with traditional forms of harassment while also identifying commonalities.
Subsequently, our focus shifted towards understanding the position of victims: What predisposes children to become targets of harassment? How can we proactively mitigate such occurrences? What proactive measures can be instituted to handle bullying behaviors? We explored these dimensions through the lenses of family dynamics, school structures, individual psychology, and community engagement.
Of particular concern is the major challenge posed by cyberbullying, a form of harassment notoriously resistant to eradication. In today's digital age, the internet takes a central role in the lives of our youth, creating both positive and negative influences. Through theory, we navigated the intricate landscape of cyberbullying, analyzing disparities with traditional forms of harassment while also identifying commonalities.
In our discussions, we also delved into the significance of personal and social identity. This exploration aimed at boosting students' self-awareness and self-confidence. Moreover, we delved into the complexities of stereotypes, prejudice, and discrimination, recognizing that bullying can sometimes emerge as a consequence of these societal biases. Understanding these dynamics was essential for our comprehensive approach to preventing bullying in educational settings.
Central to our efforts to control bullying behaviors is the cultivation of a positive classroom environment. Thus, we delved into topics such as emotional intelligence, fostering a sense of belonging, and promoting collaborative learning environments. These aspects serve as foundational pillars for nurturing supportive classrooms and deserve serious thought. Naturally, our discussions were enriched by a variety of engaging and imaginative activities, ensuring an enriching learning experience.
Discover more about this course here.
Central to our efforts to control bullying behaviors is the cultivation of a positive classroom environment. Thus, we delved into topics such as emotional intelligence, fostering a sense of belonging, and promoting collaborative learning environments. These aspects serve as foundational pillars for nurturing supportive classrooms and deserve serious thought. Naturally, our discussions were enriched by a variety of engaging and imaginative activities, ensuring an enriching learning experience.
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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