Schools’ programs are full of projects and initiatives that aim at teaching in a more innovative and involving way to our students. Most of the time, though, it just becomes tiring extra work for the teachers and impersonal activities that students don’t even enjoy. How can we implement projects in a way that is fun and motivating for students, and at the same time efficient for the teachers? With this question in mind, the new edition of the course “Introducing Project Based Learning in the Classroom” took place in Tenerife from 01/05/2022 to 07/05/2022. The participants came from all across Europe, with Nancy Decaestecker, Tania Vanherck from VTI Zee Brugge in Belgium; Einar Rafn Thorhallsson, Olof Bjorg Bjornsdottir , Arnar Steinn Fridbjarnarson from Menntaskólinn við Sund in Iceland; Hanna Thell, Johan Holm from Oestervala School, Heby municipality in; Léder Emese from Kassai Úti Magyar-Angol Két Tanítási Nyelvű Általános Iskola in Hungary; Izabela Bogacz-Sośnicka, Elżbieta Szymak, Janusz Uznański from Zespół Szkół Samorządowych w Sułkowicach-Łęgu in Poland; and Carlos Filipe Martins Dias from Agrupamento de Escolas D. Sancho I in Portugal. In the first days of the course, participants explored the main concepts related to Project Based Learning, focusing in particular on the 5 key elements of PBL and using case study videos to trace them in the project presented. Quite spontaneously, they quickly came to the realization that PBL is not like doing any regular project, but rather a defined teaching approach with its own rules and methods. What made learning really effective for our participants was the possibility to start creating their own project during the entire week. Every day, after discovering a new part of PBL implementation, together in group they had the possibility to design their own project targeted for their student’s age. This was a good exercise not only to clarify any doubt that might have later popped out while creating a project on their own, but also to have the chance to brainstorm ideas and confront them with colleagues from other countries. This final outcome encouraged a great sense of achievement… and a personal vow to give the project a try when back in their classes! Discover more about this course in: https://www.erasmustrainingcourses.com/project-based-learning.html Coordinating a class full of children is challenging - making sure they retain knowledge, don’t disturb others, everyone gets along, helping whoever needs it…Not to mention remembering that you also need a bathroom break once in a while. In this course about classroom management taking place in Bologna from the 1st to the 7th of May, we learned how to diffuse tension and take a more empathetic approach to managing a classroom. Participants from all over Europe - Helena and Manuela from Agrupamento de Escolas de Montemor-o-Novo in Portugal; Virien, Tamara, Eefje, and Katrien from BS Centrum, Renilde and Nelly from Go! Scholengroep Ringscholen, both from Belgium; Adriana, Oana, and Lăcrămioara from Liceul Tehnologic Mihai Eminescu Dumbraveni in Romania; and participants from two different Spanish schools: Dolores and Maria from Ceip Sant Josep de Calassanç, and Ezequiel and Alejandra from IES García Lorca - were taking part in activities from gaining awareness about yourself and your surroundings, to learning about tools to help them make more engaging content. As always, we started with setting expectations for the week. This is a great way to set up realistic goals for the course, as well as helping us to be flexible with our curriculum. After finalizing the plan for this week, we started with talking about empathy. More precisely, we got to know the Awareness Map - an exercise that helps with identifying what we feel, and what we do with it. Throughout the rest of the week we explored the 5 Pillars of Social-Emotional Awareness: self-awareness, self-management, responsible decision making, social awareness, and relationship skills. We continued the topic of empathy during the second session by learning the difference between empathy and sympathy. We arrived at some interesting conclusions, as it turns out, both concepts can be understood differently depending on the country. At the end, we came to a mutual understanding of empathy, and tested our knowledge in a game of Empathy Bingo. The next thing we explored were group dynamics. Membership and collaboration are key to a good classroom environment, which we found out ourselves by playing the Inclusion Race. It helped us to gain perspective of the kids that are at a disadvantage, and showed us how we can incorporate their unique skills into the team. Another topic of high importance was feedback - and how to handle it. We focused on the growth mindset, and how to encourage kids to always do their best, instead of stifling their growth. We introduced the concept of Flipped Classroom, where the teacher getting feedback from students is just as important as them getting notes from the teacher. What has to be understood is that everyone in the classroom has to collaborate for the environment to feel safe, open, and inclusive. This concept allows students to have freedom to gain knowledge, whilst having the teacher there to encourage them. In the meantime, we explored different tools to create engaging content. We finished the course with conflict management. During the brainstorming session about the topic, we could use the skills learned during the past few sessions. We had a discussion about how to handle conflict between students, but also between the teacher and the student, which usually is a little more tricky. In conclusion, this week was an intense period for everyone involved. The participants are left equipped with new skills, tools, and knowledge that will definitely help them manage their classrooms, no matter how big or small!
We leave you today with one of the feedback that we received on the training: “This course was eye-opening on a lot of topics, especially the social emotional learning and the importance of the growth mindset, which, as a teacher, will stuck into my memory” If you want to know more about the course, click here: https://www.erasmustrainingcourses.com/classroom-management.html Engaging students is becoming more and more challenging but teaching using innovative methods can be a significant resource to motivate them and to enhance their learning in a more stimulating way. Thanks to different kind of studies and research, today we can integrate non-formal education, project-based learning, outdoor education, and ICT with traditional teaching methods and make the school environment more engaging. The new edition of the course “Innovative teaching methods for teachers, school and adult education staff” took place in Palermo from 24/04/2022 to 30/04/2022. The participants came all from the same country, Belgium, but from different schools and they had thus the opportunity to network and learn from each other shared experiences. At first, after looking at the differences between formal, informal and non-formal education, visual strategies and teambuilding games showed the power of Non-Formal Education and its characteristics. In fact, starting from the activities, we explored the Kolb’s experiential learning cycle and we learned how it allows to pass from reflection to conceptualization and application, giving the student an active role in the learning process. Later on during the course, we explored also innovative teaching methods with ICT: practicing different kind of tools we find out new ways to engage students, assess and display a lesson. Participants also shared their points of view and their own experiences with some ICT tools. This part of the course helped them to understand how to integrate ICT into the classroom. Thanks to an ICT tool, the teachers had the opportunity to participate in a special type of treasure hunt, discover Palermo and deepen the power of Outdoor Education in a very funny way. Some of the advantages of Outdoor Education that emerged during the debriefing are, on the one hand, the increase in motivation and creativity; on the other, the improvement of the psychophysical well-being thanks to the contact with the nature and the consequent reduction of the stress. Finally, we looked at Project Based Learning, that allows students to delve into content in a more direct and meaningful way, starting from a topic question and trying to investigate real world issues. Analysing the principles of PBL, the participants of the course had the opportunity to discover how teamwork, collaboration, and creativity can help students to discover the way to deal with real problems, learning strategically and searching the answers from the start. Apart from the training activities, the group also had the opportunity to do two walking tours through Palermo city centre, discover its charming beauty and contradictions, and taste typical Sicilian cuisine. They also participated in a cultural visit to Monreale and its cathedral. At the end of the week, team spirit was so high that it was difficult to say goodbye. However, the group looked forward to starting applying all the ideas that emerged during the course. ELA is looking forward to welcoming you again!
Discover more about this course in: https://www.erasmustrainingcourses.com/innovative-teaching-methods.html |
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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