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Exploring Soft Skills and Emotional Intelligence: Empowering Educators with Necessary Competences4/30/2024 In the constantly evolving world, the importance of soft skills cannot be overstated, especially in the field of education.. As educators ourselves, we understand the challenges modern teachers face in the learning process, aiming to achieve not only academic excellence, but also the emotional development of their students. Competencies such as emotional intelligence, empathy, teamwork, conflict resolution, and stress management are indispensable both within educational settings and in various aspects of life. Through a blend of theoretical insights and hands-on exercises, our participants gained valuable insights into enhancing their communication skills. The new edition of the course “Soft Skills and Emotional Intelligence for teachers and education staff” took place in Bologna from 07/04/2024 to 13/04/2024. The participants came from all across Europe, with Maja, Pavlina and Lidija from SUGS High School ''Rade Jovchevski Korchagin' in North Macedonia in Skopje, Ismena and Aleksandra from City Libraries of Zagreb in Croatia, Christine from Werner-von-Siemens-Gymnasium Weißenburg in Germany, and Jolanta, Agnieszka and Krzysztof from X Liceum Ogolnoksztalcace w Białymstoku in Poland. The first topic we covered in the course was Emotional Intelligence. This term means understanding not only our own feelings but also how others feel, so we can better understand ourselves and the world around us. Another skill we worked on during this session was empathy. Through a series of exercises, participants learned how to practice empathy, control their emotions, stay motivated, and connect with others. An effective educator embodies leadership within the classroom, as their main goal lies within motivating and guiding students toward specific objectives. Leadership manifests in diverse forms, each with varying effectiveness depending on the context. Consequently, participants had a dedicated activity to reflect on the key attributes of leaders they admire and to analyze different leadership styles. Effective communication stands out as a paramount skill for successful teamwork. Participants dedicated their focus to understanding various communication styles: aggressive, passive, passive-aggressive, and assertive, exploring them in practical exercises. One of the main insights became the realization that while demonstrating assertiveness may present challenges, it definitely entails effectively communicating their needs without resorting to impoliteness. In order to improve their communication skills, the participants had to prepare their own presentation, working on their public speaking skills. While improvising their speech in front of the audience, they acquired multiple tips and tricks on how to effectively present themselves, how to control their body language and nonverbal communication. The last topic of this course was Conflict and stress management. Various situations may happen at the workplace, especially in the educational field, and navigating conflicts does not always appear straightforward. However, through open dialogue and sharing personal experiences, participants discovered that conflicts are commonplace and can serve as opportunities for growth and development, rather than solely bringing negative consequences, emotions and fall-outs. This course allowed participants to develop necessary competences for teaching in a modern environment, providing a platform for shared experiences and mutual learning. Each person bringing their unique background and experience ensured the growth of the group as a whole. Moreover, cultural activities in the city, planned by our team, provided some networking opportunities, confirming the idea of informal learning happening outside the classroom! Discover more about this course here. Who knew that play is a fundamental aspect of cognitive development for all people, from the youngest to the oldest? We probably all have a favourite game that we never get tired of playing: for some it might be football, hide-and-seek or other sports activities, for others it might be puzzles, building blocks or board games. Science has shown that playing games has positive effects on problem-solving skills, emotional intelligence, social interaction and overall enjoyment, all of which are rooted in the intrinsic motivation and engagement they ignite in us! The latest edition of the course “Discover the power of Game Based Learning and Gamification in education” was held in Palermo from 21/04/2024 to 27/04/2024. Many enthusiastic participants joined us from all across Europe, with Nuno, Maria, Anabela, Nélia, Filipe and Ana from Agrupamento de Escolas de Santo André in Portugal, Urska from Vrtec Najdihojca in Slovenia and Eric and Benito from the KGS Waldschule Schwanewede. Also, three participants from different organisations Slovakia joined us for this course: Martina from the Saint Nicholas Catholic School, Marek from PRE BONUS Consulting s.r.o. and Katka from Gymnázium Jána Papánka. The participants found themselves as a part of a big week-long game, following a path of four levels from the start to the finish line. As in any good video game, we asked the participants to invent their own characters to compete against each other. Avatars, symbolic characters and new superheroes were thus used as a foundation to get to know each other, including their talents and interests. It became clearer and clearer how diverse our group was. It perfectly mirrored the reality of each class in the school. On the first level we discussed the pedagogical benefit of play and how games stimulate learning. We discussed that the generational differences between today’s students and teachers and how to keep up with the needs of the Generation Z. A challenge on the differences between gamification and game-based learning helped our “players” to understand that gamification applies game elements into a non-game environment while game-based learning is a teaching approach where learning is embedded in the structure of the game itself. In the next level, the “players” defined the most common gamification framework as the process through which eight key internal and external motivators influence human engagement. They were also able to participate in several gamification applications based on digital tools where they experienced the different types of game-driven motivation. The third level focused on game-based tools and apps. We explored several traditional games and transformed some of them into more engaging learning tools that can be used according to the topics and age groups in the classroom. After all the challenges and battles, the teachers had an opportunity to create their own tools both offline and online. They got acquainted with modern online tools able to produce a significant improvement of students’ engagement and bring a spark in the classroom! Finally, the competitors had the most active and engaging experience in the fourth level. We were locked in a digital escape room trying to solve riddles and puzzles to escape and later we went outside to enjoy a scavenger hunt game in the city center. Participants tried to find the best way to gamify their own classrooms considering the needs and characteristics of their students.
In conclusion, during these days the participants had the opportunity to experiment innovative teaching methods in a stimulating environment, enhancing skills like teamwork and digital skills! Discover more about this course here. In today's world, we're at a critical juncture where we can't turn a blind eye to climate change and environmental sustainability. These issues will shape the world for generations to come, so it's crucial for teachers to bring these topics into the classroom. But it's not just about talking...it's about inspiring hope and showing that change is possible! During our last session of the course "Green Skills for Education: Promoting Environmental Awareness and Sustainable Actions in the Classroom" held in Bologna from 21/04/2024 to 27/04/2024, we welcomed 14 participants hailing from many diverse countries: Tara, Martina, Edel and Colette from LCETB (Ireland), Jutta, Roswitha, Anastasiia and Ulrich from Bayerischer Volkshochschulverband (Germany), Melanie from Paritätisches Bildungswerk Thüringen (Germany), Timur from UNICEF (Kosovo), Leen and Kaat from Sint Ursula instituut (Belgium), Teresa from ESCUELA OFICIAL DE IDIOMAS (Spain) and Javier from IES Virgen de la Paloma (Spain). We kicked off the week diving into a sharing session: what are our countries already doing for the environment? Are our schools and organizations “green” enough? We brainstormed and discovered the meaning behind the expression “Green Skills”, trying to understand why they matter so much in today's world. We got to know the vocaboulary of the green movement, exploring concepts like sustainability and sustainable development, resources, waste management, and many other. We dedicated an entire morning to the phenomenon of Greenwashing: it was truly eye-opening to see how prevalent this trend is, and participants did their own detective work on brands in their home countries, trying to compare ethical companies with “greenwashed” ones. During the workshop, we didn't just sit and listen; we got our hands dirty and our minds working with interactive activities and games. These experiences helped us reflect on our own needs, wants, lifestyle choices, and habits. By challenging ourselves to rethink our assumptions and behaviors, we gained a deeper understanding of how to live more sustainably and be more mindful of our environmental impact. From simple everyday actions to larger lifestyle choices, we learned that every decision counts in our journey to becoming greener individuals. And we didn't just stick to the classroom; we took our learning outside, immersing ourselves in nature and exploring ways to bring that love for the outdoors into our teaching: living the environment is the first step to love it and take care of it 🌻  Throughout the workshop, we delved into the Sustainable Development Goals (SDGs) by engaging in reading sessions and lively discussions. Each participant had the opportunity to explore and analyze the goals individually, gaining a deeper understanding of the specific targets and indicators outlined within each goal. Through group discussions, we shared insights, perspectives, and personal experiences related to the SDGs, enriching our collective understanding of the interconnectedness between environmental sustainability, social equity, and economic development.
In addition, we trained our critical thinking skills and discovered the power of Project-Based Learning (PBL) in fostering green skills. Through problem-solving activities and real-world case studies, we learned to analyze complex environmental issues from multiple perspectives and develop innovative solutions. PBL provided a framework for collaborative inquiry and hands-on exploration, empowering us to tackle environmental challenges with creativity and resilience. By engaging in PBL, we not only gained practical skills but also cultivated a commitment to driving positive change in our communities. A part from all the theoretical aspects, one of the highlights of the workshop was surely swapping stories and ideas with fellow educators. It was inspiring to hear about the amazing projects happening around the world and to come away with fresh ideas and a renewed sense of purpose. As we said our goodbyes to Bologna, we left with smiles on our faces and hearts full of inspiration 💕 To learn more about this awesome workshop, check out the program here. Nowadays it is important to have a look at different kinds of non-formal teaching methods and strategies to discover their potentialities in enhancing education effectiveness. Thinking beyond the brick-and-mortar walls of the traditional classroom when it comes to learning and preventing early school leaving, non formal education is “any organised educational activity outside the established formal system – whether operating separately or as an important feature of some broader activity – that is intended to serve identifiable learning clienteles and learning objectives” (Philip Coombs, 1973). The new edition of the course “Non-Formal Education Teaching Methods and Strategies” took place in Palermo from 21/04/2024 to 27/04/2024. The participants came from all across Europe, with Annamarie Jerigová from Saint Nicholas Catholic School in Slovakia, Corina Anamaria David and Maria Chiuda from Centrul Scolar de Educatie Incluziva Nr. 1 in Romania, Fabian Schmitt and Eyleen Hager from TGBBZ 1 in Germany, Ainara Arzalluz Errasti, Ana Isabel Marijuan Artieda, Eider Agudo González from IES Xabier Zubiri Manteao BHI in Spain, and Noora Paquay and Kerli Paarson from Tallinn European School in Estonia. To begin with this week, the participants were asked to explore the differences between formal, informal, and non-formal education through various exercices. They shared their point of view about the characteristics of each of these types of education and debated together by using visual strategies through collages or drawing to stimulate their creativity. In a second time the participants shared their different experiences about non-formal education. We reviewed some possibilities to integrate the non-formal education in the classroom. For example, the creative thinking might be a way of assessment to help the students reflect on their mistakes, by having a guided reflection. We also made the use of digital tools in order to create interactive lessons to catch the attention of the students. Another day was dedicated to team building and team working. A few activities were organized with the participants to apply what they learned about group cooperation. The activities aimed to implement learning, notably through role game. Collaboration is important inside a team to be more productive and give each of the members the possibility to bring its own contribution. Engaging in debate and speaking games represents a form of non-formal education, serving to promote cooperative learning and foster a dialectical approach. The Jigsaw Method guided the participants to have a collaborative spirit in their cooperation process, by practicing experimentation and kindness.  After collectively examining various tools and strategies in non-formal education, each participant gained the autonomy to create a new tool suited to their unique school setting. Through the collective creativity and dedication of all involved, the course resulted in a collection of inventive and useful teaching resources crafted by the participating educators.
In summary, across these sessions, participants were able to explore inventive techniques within a nurturing and dynamic atmosphere, refining abilities like teamwork, empathy, and critical thinking. Moreover, they seized the opportunity to craft original and unique non-formal tools and learned from each other. Discover more about this course here. Did you know that playing is key for cognitive development at all ages? Consider your favorite games like hide and seek, puzzles, or board games. These games create lasting memories and feelings because they motivate and engage us deeply. |
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The course was structured like a game, starting with participants creating their own game characters. This fun introduction helped highlight the diverse backgrounds and strengths of the group. We discussed the educational benefits of games, noting that while many teachers are "digital immigrants," their students are "digital natives." We explored the differences between gamification—applying game elements in non-game settings—and game-based learning, where the game itself facilitates learning.
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Participants also learned about different motivators that enhance engagement through practical activities like roleplaying. They explored traditional games and transformed them into engaging learning tools. One of the highlights was a scavenger hunt in the city center and a digital escape room challenge.
By the end of the course, participants had not only embraced game-based learning but also developed their own strategies to gamify their classrooms, considering their students' needs and characteristics.
Discover more about this course here
Spanish is widely known as the "global language," helping people from different countries connect and communicate in areas like business, education, fashion, and technology.
A group of teachers from various countries participated in the "Intensive Spanish Language Course for Education Staff" in Tenerife from 14 to 20 of April 2024. The attendees were Johanna and Leena from Sotkamon lukio in Finland, Frank from Gymnasium Franziskaneum in Germany, Lucia and Etienne from Maison de l'Europe Bordeaux-Aquitaine in France, Anne from Lycée Saint Jacques de Compostelle in France and Nadine Richter from Gerhart-Hauptmann-Schule Werda in Germany.
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Throughout the week, they tackled various exercises to improve five key skills: Spanish usage, listening, reading, writing, and speaking. The course started with participants sharing about their jobs and conducting mock interviews to understand each other's strengths and attitudes.
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Each day began with a review of the previous day's lessons, reinforcing the new knowledge. The curriculum included grammar topics like tenses, phrasal verbs, and adverbs, and practical applications such as daily tasks and planning future travels. One day was spent with another Spanish group doing city activities like games and a treasure hunt in Puerto de la Cruz, enhancing their learning through real-life practice. The course used games, quizzes, readings, and simulations to make learning effective and engaging.
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The participants actively took on all speaking challenges, using breaks to practice their Spanish with peers, sharing experiences and ideas about their schools and countries. It was a highly productive week, showing significant improvement in their Spanish abilities. We hope they continue to embrace this learning spirit and cherish the diverse community they built in just one week.
Learn more about this course here.
Exploring classrooms in nature: The impact of Outdoor Learning Activities for preschoolers
4/24/2024
Outdoor education is a progressive teaching approach that not only fosters enduring educational experiences but also supports environmental consciousness. Learning while being around the nature significantly influences the cognitive, behavioral, and emotional growth of preschoolers. This becomes increasingly essential in times of the prevailing climate crisis, as a generation rooted in outdoor experiences is more inclined to become keepers of the environment. It is valuable as a strong tool to address two pressing issues of contemporary society: ensuring enduring educational excellence and developing a generation conscious of the urgent need to protect our planet amidst the threat of climate crisis.
Last week, from 14/04/2024 to 20/04/2024, the new version of our interesting course “Outdoor education for preschool teachers” took place in Palermo. The participants came from all across Europe, with Lupe and Cindia from C.E.B.I.P. Pinar Prados de Torrejón as well as Mary and Ali from Colexio Guillelme Brown coming to us from Spain. Also, Stéphanie from Ecole La Salle in France, Sara and Elina from Vasaramäen päiväkoti in Finland enriched our course. Even Peter from Evanjelická spojená škola in Slovakia showed up again and again.
This course is specially designed for preschool teachers. Participants learned about the Italian education system and presented their own schools to compare their different methods and approaches, conditions and pedagogical foundations. Beginning with the definition for outdoor education, the advantages of outdoor education were analysed and discussed, and participants had the opportunity to share their practices of teaching in nature.
An additional session of the course thematised the exchange of activities in a natural environment in a nearby park. The games were of course tried out and were very well received, inspiring participants to plan their own outdoor activities and adapt them to the needs of their children.
This course is specially designed for preschool teachers. Participants learned about the Italian education system and presented their own schools to compare their different methods and approaches, conditions and pedagogical foundations. Beginning with the definition for outdoor education, the advantages of outdoor education were analysed and discussed, and participants had the opportunity to share their practices of teaching in nature.
An additional session of the course thematised the exchange of activities in a natural environment in a nearby park. The games were of course tried out and were very well received, inspiring participants to plan their own outdoor activities and adapt them to the needs of their children.
Furthermore, a method was applied to the park we visited the previous day. By familiarising themselves with the chosen area in advance, participants learned the importance of planning the outdoor area to anticipate dangers and minimise risks. This practical approach enabled them to gain useful knowledge to plan a safe outdoor activity for their pupils. In the two places Istituto Internazionale Montessori and Istituto Minutoli, centres for pre-school children with an ecological approach, the participants had the opportunity to observe and record an effective example of outdoor learning and the children's interaction with each other and with nature. In the visit we also met our special guest of the week: Orlando Furioso.
Finally, the workshop focussed on skills for a sustainable approach to nature and their application in the classroom. There was a brief excursion into the theory of climate change and tips on how to introduce the topic to young children, with lots of games that they can put into practice.
In the Outdoor Activity Workshop, participants were able to explore a variety of activities that they can do with their children, showing that learning can also happen outside the classroom walls!
Discover more about this course here.
Finally, the workshop focussed on skills for a sustainable approach to nature and their application in the classroom. There was a brief excursion into the theory of climate change and tips on how to introduce the topic to young children, with lots of games that they can put into practice.
In the Outdoor Activity Workshop, participants were able to explore a variety of activities that they can do with their children, showing that learning can also happen outside the classroom walls!
Discover more about this course here.
Understanding how to interact with nature has a significant impact on the cognitive, behavioural and emotional development of preschool children. This is particularly important in the context of the current climate crisis, as a generation accustomed to the outdoors is more likely to be concerned about the environment. Outdoor education is emerging as a pioneering educational strategy that not only provides lasting, high-quality learning experiences, but also fosters an ethos of environmental stewardship. By intertwining these aims, outdoor education addresses two of the most important issues facing society today: providing lasting educational excellence and instilling a deep appreciation of the need to protect our planet in the face of the daunting challenge of climate change.
The new edition of the course “Outdoor education for preschool teachers” took place in Tenerife from 14/04/2024 to 20/04/2024. The participants came from all across Europe, with Blanche Ancellin from Ecole Maternelle Maurice Caeme in France, Eva Hrönn Jónsdóttir Valey and Sara Árnadóttir from preeschool Álfheimar in Iceland, Aude Kedzia and Benjamin Soulas from Notre Dame des Collines and Anastasija Utyrė, Eglė Malašauskė and Silvija Krutėjevaitė from UAB STEAM pasaulis in Lithuania
We start our journey together by finding a definition of outdoor education and we delve deeper into its benefits. Participants had the opportunity to share their personal experiences of teaching in nature. Tailored specifically for pre-school educators, the course also provided an insight into the Spanish education system. Participants gave presentations on their respective schools to encourage comparative analysis of teaching methods and approaches.
A significant part of the programme focused on hands-on activities in the local parks and beautiful beaches of Tenerife. The range of games tested during these sessions were well received and served as a source of inspiration for participants to design and develop their own outdoor educational activities, tailored to the specific needs of their students.
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Participants also gained insight into the crucial aspect of outdoor space management, learning how to carefully analyse areas to prevent potential hazards. Through practical outdoor exercises, they identified key zones, potential hazards, and recreation and relaxation areas. This experiential learning approach equipped them with the skills to organise safe outdoor activities for their students.
A visit to a rural school provided a first-hand opportunity to discover an exemplary model of outdoor learning. Observing children actively engaged with their peers and the natural environment provided valuable insights into the practical implementation of outdoor education.
A visit to a rural school provided a first-hand opportunity to discover an exemplary model of outdoor learning. Observing children actively engaged with their peers and the natural environment provided valuable insights into the practical implementation of outdoor education.
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The final part of the course focused on cultivating ecological knowledge and integrating green practices into pedagogy. Participants delved into theoretical discussions on climate change and gained strategies for effectively addressing the issue with young learners, using a range of engaging games and activities.
Discover more about this course here.
Discover more about this course here.
Over the past few years, traditional education has moved towards virtual lessons and online classes. This change forced us to find new ways to teach and learn from a distance. Using new technologies, digital tools, and interactive learning platforms turned out to be a successful strategy. These technologies helped teachers keep their virtual classes engaging and dynamic. These tools also showed their value in physical classrooms, particularly in keeping students attentive and excited about learning.
The new edition of the course “Making the most of new technologies, apps and social media in the classroom” concentrated exactly on these matters. This session of the course took place in Tenerife from 07/04/2024 to 13/04/2024. The participants came from different part of Europe: Holger of the St. Ursula Schule Geisenheim from Germany, Brankica from the Osnovna škola Jordanovac of Zagreb, Croatia; Anette and Silje from Fagskolen i Viken of Norway, Alicja Joanna Agnieszka from Zespół Poradni Psychologiczno Pedagogicznych w Bielsku-Białej of Poland, Dražen and Mirta from Electromechanical school Varazdin of Croatia, József and Péter from Lilla Téri Elementary School of Hungary and Tímea, Anita, Karola from Miskolci Szakképzési Centrum of Hungary.
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In this course, participants learned how to use many tech tools and incorporate them into their teaching methods. The aim was to use these new technologies to make teaching easier and more effective in both physical and online classrooms.
First, they started with simple tools for editing photos and videos, which are very helpful for teaching. These tools can be used for many purposes, like making multimedia content, introducing new topics, reviewing old ones, and encouraging students to be creative by making their own projects.
The course also taught participants how to create a website, which is especially useful for teaching online. They learned to set up various pages and add content, giving them the chance to customize their sites. They could create blogs to track project progress or build portfolios to display work.
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In the course, participants also learned about tools for collecting and sharing different kinds of educational materials like videos, images, texts, and PDFs. They discovered platforms that let them gather these resources and share them with their students easily with just a click. For instance, these tools are great for explaining parts of an image in science classes or for adding context in foreign language studies, making learning more in-depth.
Additionally, they practiced using collaborative tools that work like digital walls, where everyone can post and help build a comprehensive collection of information.
They explored interactive presentation tools too. These allow teachers to engage students by conducting polls, creating word clouds, or collecting questions and feedback during lessons. They also learned about creating video lessons, which are particularly useful nowadays, and online quizzes to check students' progress.
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By the end of the course, participants gained knowledge in interactive learning and new technologies. They left equipped with a new set of tools, ready to enhance both their physical and online lessons. This approach is sure to boost student creativity, engagement, and motivation, making learning a fun and dynamic experience!
Find out more about this course here.
Find out more about this course here.
In the last few years, more classes have started happening online, leading to big changes in how we teach and learn. To adapt, we've started using new tech tools and digital platforms that make learning from afar easier. These tools have made online classes more interactive and fun. They've also helped keep students interested and excited in regular classrooms.
The new edition of the course “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 Tenerife from 07/04/2024 to 13/04/2024. The participants came from all across Europe, with Marija from Osnovna škola Jordanovac in Croatia, Dino from Pučko otvoreno učilište Koprivnica in Croatia, Edgars from Liepajas Valsts tehnikums in Latvia, Antonella from Lycée SUGER in France and Paulina, Marta, Aleksandra and Beata from Zespół Poradni Psychologiczno-Pedagogicznych w Bielsku-Białej in Poland.
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In this course, participants picked up how to use a bunch of tech tools and weave them into their teaching styles. The goal was to simplify teaching and boost its effectiveness across both traditional and online classrooms.
The course also covered how to set up a website, a skill that's really handy for online teaching. Participants learned how to design their websites and fill them with content, which lets them tailor their sites however they like. They could start blogs to document project progress or put together portfolios to showcase work.
Participants tried out collaborative tools too, like digital walls where everyone can post info and help build a rich collection of resources.
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They also explored tools for interactive presentations, like conducting polls, creating word clouds, or getting feedback during lessons. Plus, they learned to make online quizzes, which are really useful nowadays.
By the end of the course, everyone walked away with new skills in interactive learning and fresh technologies. They were ready to boost both their in-person and online classes, making learning more engaging and fun for students.
Discover more about this course here.
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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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