The ELA Blog

Have you ever wondered why children have such out-of-the-box ideas? Why they use their whole chest to say things that make no sense? As adults, we are familiar with societal rules that we have to follow; as children, we haven’t learned about them yet. For them, the world is their playground, it’s meant to be explored and experienced - to them reality is a game. And we think they’re onto something.​

The new edition of the course “Discover the power of Game Based Learning and Gamification in education​” took place in Tenerife from 22/05/2022 to 28/05/2022. The participants came from all across Europe, with János HORVÁTH, Gabriella Nánási  from BMSZC Újpesti Két Tanítási Nyelvű Műszaki Technikum in Hungary; Nina Kranjec, Marjeta Ferkolj Smolič from Primary school Grm Novo mesto in Slovenia; János Paszicsnyek - Bethlen Gábor Általános Iskola from Gimnázium Montessori Tagiskolája in Hungary; Ásta Henrikssen, Unnur Sigurbjörg from Eysteinsdóttir The Commercial College of Iceland; Constanța Poplăcean, Carmen Mihaela Seușan from Romania; Staša Tome from Prirodoslovni muzej Slovenije in Slovenia; Bartosz Nawrot from Heuresis Sp. z o.o. in Poland; Silvia Pokrivcakova, Hana Vancova from University of Trnava in Slovakia; Hana Hlaváčková from Hello Language School in Czech Republic; Paolo Bruno from ITS A. Volta in Italy; Priscila de Souza Mai from Phorms Schule Frankfurt in Germany; Maria Manuela Ribeiros Vicente, Nuno Alexandre Albuquerque Costa from Agrupamento de Escolas Gabriel Pereira in Portugal.

Starting the week off with the participants’ expectations, fears, and contributions, everyone got to know one another. Throughout the week we were eager to explore each other's experience with the topic and more! In such a diverse group, we had lively discussions about game based learning, and found out about international learning approaches to gamification. ​

One of the first things we discussed was the pedagogical value of playing and how games stimulate learning. Another crucial distinction - although subtle - was the difference between gamification and game-based learning. In the end, our group could clarify that gamification applies game elements into a non-game environment while game-based learning is a teaching approach where learning happens through playing the game itself. 

To apply this new gained knowledge, we came up with ideas on how to use traditional games like Taboo or Battleship for learning purposes. After exploring board games, we moved onto something more digital. With the guidance of our trainer, the group made their own online Escape Room game, which is supposed to make the students use their knowledge to reach this common goal of getting out.
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The last - but not least! - thing to mention was the treasure hunt in the city of Puerto de La Cruz. Our teachers had the chance to compete to the finish line, all whilst exploring a new digital tool. The group gained knowledge not only about the app, but about the city, too. ​

Inclusion is a basic necessity throughout all the world and an important goal to reach.
The new edition of the course “Special needs and inclusive education, the Italian experience of overcoming segregation” took place in Palermo from 15/05/2022 to 21/05/2022. The participants came from all across Europe, with Renāte and Aiva from “Stāķu pamatskola” in Latvia, Zuzana from “Základná škola” in Slovakia, Ivana, Marija, Svetlana and Ivana from “Svetozar Markovic” in Serbia, and Malle, Evi and Kristi coming from “Mustvee Valla Hariduse Tugikeskus” in Estonia. 

First of all, we looked at what inclusion is and in what way it is different from exclusion, segregation and integration. We also focused on the benefits of inclusive education from different perspectives.
The key words of this training were empathy, cooperation, and membership, as characterizing elements of inclusive education.
The first key word, “Empathy”, is the basis to build “relationship” between the teacher, the pupils, and the family: putting in someone else’s shoes, being able not to have prejudices, learning to understand another person’s feelings and communicate that the emotion has been understood, are some of the behaviors that promote connections with people. Through different practical activities, we learned how to connect with others, which is crucial inside an educational context, especially when it comes to taking care of students with special needs.

​On the other side, we looked at “Membership”, which is the sense of “feeling to belong to a group” and of perceiving how your contribution could be meaningful for the others. This sense of belongness, created by promoting mutual understanding, tolerance, and respect, is very important to build a welcoming environment that stimulates and supports the learning process.
The third key word we explored during the training is “Cooperation”, which refers to the relation with families, one of the elements that are part of the students with special needs’ world. To cooperate with families is crucial to build a supportive system for pupils. In other words, teachers need to be the guiding lights for both students and parents, providing information and ideas on how parents can best assist their children’s learning process.

​Moreover, we explored the peculiarities of the “Italian Model”, one of the few examples of inclusive education. It embraces the idea to “include” everyone in the same school, counting on the support of special figures like Support Teachers and Educators. Thanks to two different meetings with Italian support teachers, we had the opportunity to get a closer look and see how the methods and teorie presented are put into practice.

​The networking activities among the teachers who participated in the course were an occasion to exchange points of view, models and methods, creating a mutual enrichment. Therefore, all the participants made the best of this course and made it unique with their great dedication. We are looking forward to welcoming you again!

Discover more about this course in: https://www.erasmustrainingcourses.com/special-needs-inclusive-education.htm

Discover more about this course at https://www.erasmustrainingcourses.com/outdoor-education.html ​

​The next day the group had another opportunity to discover the Italian system, with a visit to Istituto Tecnico Commerciale Statale Rosa Luxemburg. We explored the peculiarities of the “Italian Model”, one of the few examples of inclusive education, that is based on the principle of not having special schools, and that embraces the idea to “include” everyone in the same system, counting on the support of special figures like Support Teachers and Educators.

​Membership was also an important topic this week. This sense of belongness, created by removing physical barriers that prevent dialogue and by promoting mutual understanding, tolerance, and respect, is very important to promote a welcoming environment that stimulates and supports the learning process. We discussed different methods of reaching membership and how to use them in a balanced way.
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The last day was reserved for Cooperation - not only between teachers, but also parents. Involving parents in their child’s learning process is crucial to help them feel connected. Our role as teachers is to be a guide for both students and parents, providing information and ideas on how parents can assist their child’s learning process and help them build a supportive system at home.

In a world where young people often confront themselves with a tough job market and the threat of unemployment, it is important to provide children still in school with what is called a “dual education”. The dual education system combines both apprenticeships in companies and vocal education at school, so that pupils can learn in an environment that encourages work-based learning. By applying work-based learning into more traditional education methods teachers will be able to provide their students with real work experience and technical skills that will enhance their future employability.

​The new edition of the course “When school and labour market meet: dual education and work-based learning​” took place in Bologna from 8/05/2022 to 14/05/2022. The participants came from Spain: Eva Cumbau Empar Monzó from IES LA Patacona, Carmen Nadal Ferrandiz from CIP FP Batoi, Aida Marin Lopez from IES POETA JULIÁN ANDUGAR, Ibán Alcántara Muñoz and Isabel Maria Umbria Rojas from IES Fuente Nueva, María Higuera Pinillos and Antonia Anastasio Funes from IES Luis de Lucena; and Hungary: Ágnes Bózsóné Szabó from Heves Megyei SZC Bornemissza Gergely Technikum, Szakképző Iskola és Kollégium.

After a cultural tour around the city centre of Bologna, participants immersed themselves into dual education and work-based learning. First of all they presented themselves and explained the role they have in their schools, so that the course could be adapted to their necessities. Afterwards, they were able to learn what dual education is. They discovered its history in Germany but also the differences with the education system in Italy: two different ways of dual education and work based learning, and so many more opportunities!
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During the week they also learnt about the different models in which dual education can be implemented and the role of the companies, as well as creating together a checklist to find new partners for their schools. They took as an example two Bolognese schools that have been collaborating with Ferrari and Lamborghini for almost 10 years to give students the opportunity to learn and practice in a big company, improving their employability at the end of the course. ​

Discover more about this course at https://www.erasmustrainingcourses.com/integrating-ict-into-teaching-and-training.html ​

Bullying behaviors, whether virtual or face-to-face, have negative impacts on students and have the power to influence their life to come. It is thus fundamental to reflect on the consequences that bullying and cyberb-bullying behaviors have and what are concrete steps that can be taken in order to stop and also prevent all forms of bullying in education and school settings.​

​The new edition of the course “How to stop bullying and cyber bullying in schools and promote social emotional learning​” took place in Palermo from 01/05/2022 to 07/05/2022.
It hosted 16 participants coming all from Lithuania but from different schools: Renata, Gintvilė, Gražina, Jolanta Diana, Rasa, Dalia, Audronė, Aidutė, Loreta, Dalia, Aldona, Lina, Ona, Vaida, Rima, Dalius.

​During our fisrt day, we brainstormed all the different kind of bullying behaviours, its forms, its participants and the three main elements which distinguish bullying from conflict. Thanks to different practical activities, we focused on bullying as a social phenomenon and we tried to identify the variety of roles involved.
We moved on talking about the risk factors that lead young people to be bullied or to bully and what we can do to prevent these situations. For this reason, we also focused on the protective factors. We looked at these different elements from four different social perspectives: family, school, individual and community. 

​One of the main and most difficult types of bullying to be eradicated is cyber-bullying. Nowadays, Internet has a major role in the lives of our kids and, as an inceberg, it has some advantages but it may also have negative consequences for children and young people. With some practical activities we explored the world of cyber-bullying and discussed about the differences between traditional and cyber bullying and the things that they have in common. In order to better understand this phenomenon, we looked at the different ways in which cyber-bullying may occur. Moreover, we implemented a very powerful activity which can be used both with students, parents and teachers to put ourselves in the shoes of bullying victims and raise awareness. 

​In order to prevent bullying behaviours it is vital to foster a positive and supportive classroom environment. This is why we explored the topics of emotional intelligence, membership,  inclusion, team building and collaboration. These are pillars for a supportive classroom and should not be underestimated. Of course we focused on all these topics with a lot of non formal and creative activities and games, thanks to which it was impossible to get bored.

​Apart from the training activities, the group also had the opportunity to discover Palermo and its surroundings. The course was a great experience for all of them and everybody gave their contribution to make the most of it by sharing ideas and experiences.

Discover more about this course in: https://www.erasmustrainingcourses.com/stop-bullying.htm

The course began with breaking the ice and setting expectations for the week. We shared our fears, what we can contribute to the group, and what we plan to take away from the course. The participants had the opportunity to present their schools and systems with which they work, whilst also getting to know the Italian system. This gave us insight into what we’re working with, and what kind of experience each one of us can offer.
Then 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 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. ​