The ELA Blog

One of the most complex problems to face, both for school and for parents, but also for society, is early school leaving. This phenomenon is spread across all Europe, in each country for different reasons, developing different dynamics. A few countries are near to 20% of early school leaving cases among students, which is worrying. In this scenario, it is important to understand which actions we can put in place to reduce these cases, but also to prevent them, saving the situation.

The new edition of the course “Preventing conflicts and tackling Early School Leaving​” took place in Palermo from 07/05/2023 to 13/05/2023. The participants came from all across Europe, with Ulrika, Katarina and Therese from Stromsunds kommun, Hjalmar Stromerskolan (Sweden), Judith from Institut Francesc Ferrer i Guàrdia (Spain), Britt and Laila from Sandefjord videregående skole (Norway), Eleftheria from Secondary school of Thira (Greece), Dace and Rigonda from Vidzeme Technology and Design Vocational School (Latvia), Maria Isabel, Lucia, Maria Cristina and Maria Manuela from Agrupamento de Escolas de Anadia (Portugal).

On the first part of the training course the participants had the opportunity to know each other through an outdoor icebreaking activity. Then, an introduction on the course methodology followed, as well as  a discussion on individual thoughts and opinions on early school leaving. The first topic discussed was the definition of Early School Leaving. The activities of the day focused on the factors connected with early school leaving, in particular: social background, family, individual factors, school. These topics were investigated through a carousel activity. At the end of the day the participants thought about the situation of their countries as far as early school leaving is concerned.

The following day, the participants made a recollection of what they learned the previous day, with a focus on the ESL situation in their countries of origin. They then presented their schools to the group and they discussed the best practices to prevent ESL in their schools based on the situation. The main topic of the day was conflict, with a focus on the “VOCAB” approach, the keywords of conflict and on the 5 main different conflict management styles according to Killman theory.

During the week, the focus shifted to social emotional learning, empathy and active listening which can be used to improve effectively the environment of the class and to help in identifying problems early. The participants had the opportunity to experiment by themselves these activities and then to think about how to apply new activities and strategies in their classrooms.
On the fourth day, the participants learned more about collaborative learning strategies working with the jigsaw method and also a series of Non Formal Education activities about cooperation which could help in preventing early school leaving.

During the last part of the training course week, the topic of bullying was investigated as one of the reasons for early school leaving. The focus was also on beliefs and self-esteem.
Early school leaving can affect deeply people both on an individual level and as a society, with terrible consequences even in a wider scale. “To prevent” could be the key to helps a lot of students in Europe to succeeded in their studies and their lives. At school we can realise a series of actions and activities to eradicate this phenomenon or at least to put a stop to these increasing numbers.
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The participants of this edition of the course developed, together with the trainer, a good work environment and they never missed the chance to cooperate and to exchange views and best practices on Early School Leaving in different European countries.

Game-based learning and gamification are innovative approaches that have gained popularity in recent years in the field of education. They involve the use of game mechanics and game design principles to create interactive and engaging learning experiences that promote learning and retention. By integrating game elements into educational materials, educators can capture students' attention, motivate them, and facilitate a more active and enjoyable learning process. This can lead to improved learning outcomes and better engagement with the subject matter. In this way, game-based learning and gamification have the potential to transform education and make learning a more dynamic and rewarding experience for students of all ages.
The new edition of the course “Discover the power of Game Based Learning and Gamification in education” took place in Tenerife from 30/04/2023 to 06/05/2023. The participants came from all across Europe, with Ivana from myJUMP.sk in Slovakia, Malgorzata, Barbara, Małgorzata, Agnieszka, Helena, Katarzyna from Ośrodek Wspierania Organizacji Pozarządowych in Poland, Eyleen and Fabian Schmitt from TGBBZ1 Saarbrücken in Germany, Nicole Fischer from Université de la Réunion in France, Sarma, Valda, Aija, Anna and Gunta from Pauls Stradins Clinical University Hospital in Latvia, Ilkka from Live-säätiö sr in Finland. 
Their training week was constructed like a game, following a sequence of levels from the very beginning. Games require active participation from players, which can help to solidify knowledge and skills in a more memorable way than passive learning methods such as lectures. 

Game-based learning and gamification are innovative approaches that have revolutionized the traditional classroom experience. One of the key benefits of using games and gamified activities in education is their ability to encourage active learning. Students take an active role in their own learning process by participating in games and gamified activities, which helps them to retain information and develop important skills like problem-solving and critical thinking. Another advantage of game-based learning and gamification is that they can be personalized to meet the needs of individual learners. By catering to different learning styles and abilities, games and gamified activities can provide a more effective and engaging learning experience for students. Games and gamification also provide immediate feedback, allowing learners to see the consequences of their decisions in real-time. This helps students to understand the material more deeply and learn from their mistakes.
Furthermore, games and gamification can promote collaboration and teamwork among learners. By working together, students can develop communication skills, build relationships, and learn from one another. Finally, game-based learning and gamification make learning fun. When students enjoy the learning process, they are more likely to be motivated and engaged in the subject matter. Overall, game-based learning and gamification offer a unique and effective way to enhance the learning experience and help students achieve better outcomes.
Overall, Game Based learning and gamification can make learning more engaging, fun and effective for students. By incorporating these strategies into their teaching, educators can help students to develop the skills and knowledge they need to succeed in the modern world.
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Discover more about this course here.

A good environment in a classroom comes up and is very influenced by how every student is included during the classes. Therefore the aim for this week was to observe, discuss and study different strategies to foster inclusion in the education system, more precisely in the classrooms.

The new edition of the course “Special needs and inclusive education, the Italian experience of overcoming segregation” took place in Palermo from 30/04/2023 to 06/04/2023. The participants came from all across Europe, with Pirjo and Sari from Parolan yhteiskoulu, Hattula in Finland, Myriam and Claire from ADDE CIV: Association Direction Diocésaine de l’Enseignement Catholique d'ille-et-Vilaine in France, Madelene and Lisa from Almunge skola in Sweden and participants coming from two different Lithuania schools: Odeta and Reda from Pakruojo district Linkuvos gymnasium, Noneta and Lina from Ukmergè Pasile pregymnasium. 

The first day we discovered the main fundamental aspect about inclusion, defining the difference between segregation, exclusion, integration and inclusion.  Thanks to all the school presentations, we opened a door for discussion of what can be considered inclusion by analyzing how all the countries in Europe deal with this topic in the schools.

On the second day we focused on analyzing the Italian model and addressed the different models and tools that enable inclusive education in Italy.
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On the third day we dealt with the topic of how to create an inclusive classroom, through three key words: membership, skills and relationships. Regarding the first keyword, we figured out how to create in a group a sense of belonging and make everyone feel part of the team. Regarding the second keyword, we analyzed the meaning of empathy and creating empathic relationships. Regarding the third keyword, we addressed the difference between fixed and growth mindset, and understood what effects our words and behaviors can have on student motivation.

In order to feel, observe and analyze the best way possible the “Italian Model”, we had the opportunity to visit a school in Bagheria, I Circolo Didattico Bagheria Giuseppe Bagnera, where we had the chance to see with our eyes what does it mean for real to make education inclusive. Going into classrooms, visiting common areas of the school, meeting the students, the principal and teachers, it was clear how much inclusiveness is important for the well-being of the students and how the passion and the work of teachers and the school can make the difference and create an environment that makes everyone valuable and special. As the ELA team from Palermo, we think that we can speak for all the participants by saying that we had an amazing moment of pure joy and we are absolutely thankful for the hospitality.

Finally, on the last day, we addressed inclusive teaching methods and ICT tools for inclusion, to find together useful tools to make education inclusive for all.
The inclusion in the education system is still a long and difficult way to run, but this week we were really lucky to be part of a group with such a good mentality and intentions in terms of this topic, that made us believe that their schools are going to be very lucky to receive all the knowledge that was created with this experience.

Discover more about this course here.

In today's society, traditional education systems are no longer sufficient to equip students with the skills necessary to tackle the challenges of the future. As a result, innovative teaching methods are becoming increasingly important for educators looking to provide a more dynamic and personalized approach to learning. These methods engage students in the learning process, promoting critical thinking, creativity, and problem-solving skills, and cater to diverse learning styles. 

​The new edition of the course “Non-Formal Education Teaching Methods and Strategies” took place in Bologna from 17/04/2023 to 22/04/2023. The participants came from all across Europe, with 3 participants coming from 2 differents schools in Latvia : Marina Smirnova, Marianna Tretjakova from Secondary school Rezekne and Inguna Simane from Latvian Maritime academy, Ben Nowé and Liesbeth Francken from UCLL University of Applied Sciences in Belgium, Siw Stensrud Jerve and Kaja Rikstad from Røyken Vgs in Norway. 

At first, we started exploring Visual Strategies. Using art and creative thinking in making collages or drawing some topics. Visual strategies can help students better understand complex concepts and retain information more effectively. We also used gamification, an innovative tool that encourages teamwork and interactive learning. By incorporating game design elements into education, students can develop problem-solving, decision-making, and collaboration skills while promoting positive habits and behaviors. Gamification also provides real-time feedback on student progress and performance. These tools show the power of Non formal education. Indeed, learning by doing is one of the most efficient ways to learn and retain information in the long term process.

Rather than simply learning abstract concepts, Project Based Learning encourages students to investigate real-world issues and explore them in a variety of ways starting from a topic question and trying to investigate real world issues. Analyzing the principles of PBL, the participants of the course had the opportunity to collaborate and learn different strategies for an immersive and interactive environment for PBL.

Finally, we used an ICT Tool where the participants could play a scavenger hunt to discover the city center of Bologna. They had the opportunity to see how Outdoor Education works in a dynamic and fun way. It enhances environmental and personal awareness: spending time in nature can help students develop an appreciation for the natural world and reduce stress. It can also provide students with a sense of accomplishment and develop personal growth as they overcome challenges and push themselves out of their comfort zones.

In conclusion, the participants have shown a great enthusiasm and dedication towards learning about innovative teaching methods during the whole week. They discovered and practiced a wide range of tools, from project-based learning to non-formal education, outdoor education, and ICT methods. The participants have learned from each other, sharing their experiences and ideas, and creating a collaborative learning environment. They will return to their respective countries with a new understanding of how to incorporate innovative teaching methods into their lessons and have the students participate more actively.

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Some problems have plagued our society for years and have been further highlighted by the health emergency, such as poor physical activity. This awareness is leading to the rediscovery of Outdoor Education that more and more schools are choosing for their pupils for the great educational benefit that entails from the physical point of view, but also emotional, psychological and behavioral. Outdoor activities allow children to increase their social skills. They are put in a context which is different from the one of the classrooms, so that they are encouraged to be in relationship with themselves and with others in a different way. By staying in contact with nature, they also increase their awareness of issues such as respect for the environment and the perception of themselves in the world.

The new edition of the course “Outdoor education for preschool teachers” took place in Palermo from 16/04/2023 to 22/04/2023. The participants came from Latvia, with Sniedze, Inita, Inese and Monta . They are all teachers from the same school in Latvia, “Prosum” school.

Starting from a general introduction of Outdoor Education, the participants looked at the benefits of Outdoor Education which is based on the experiential learning in the outdoors. Most of the benefits they analyzed and discussed are related to psycho-physical wellbeing, the development of students’ skills and the positive impact on interaction and socialization. During the course, the participants had also the opportunity to study the Italian education system and make a presentation of their own school in order to seize any differences regarding methods and approaches between the two systems.

Moving forward, the participants learnt how the Montessori method works and became aware of the principles on which it is based. This method was useful for the participants because they learnt the value of total trust in children and their abilities, so that students are put in the position to learn with serenity without the urgency of reaching everything and immediately. We focused on this approach because the participants had the chance to visit a local kindergarten, which is an eco-school that uses the Montessori method. During the visit, our teachers had the opportunity to see pupils interacting with each other and with nature as well. They visited the classrooms and they were explained how the kindergarten works and what kind of activities pupils normally do. This approach allowed participants to acquire more knowledge about the safety of outdoor activities that they can provide to their pupils in their home schools.

Another part of this course was focused on the contribute of the Kurt Hann’s principles to the Outdoor Learning. The participants had the opportunity to go to a park where they experienced different games and practical activities in the natural environment. They had the chance to increase their skills of socialization, inclusion, collaboration, empathy, creativity and self-discovery in a context of mutual respect and care for the surrounding environment and nature.

Moreover, the preschool teachers tested their ability to plan the outdoor space in the most important beach of Palermo. They created a map of that outdoor space, taking into consideration all the interesting areas and also all the potentially dangerous areas.

The last part of the course consisted of learning green skills regarding climate change and sustainability. This aspect highlighted the importance of making students aware of their contribute to make a change in the global environmental crisis since the childhood, by discussing environmental success stories and focusing on quality life instead of environmental perfection.
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In conclusion, we can state that participants have successfully learnt the value of practical activities in the outdoor context as a fundamental part of the education process. They will be able to replicate the activities they have carried out this week with their students demonstrating that in the external environment you can find insights to connect to the program contained in the books. This means stepping out of traditional teaching patterns, establishing a new connection between time spent outdoors and time spent in the classroom and introducing new methodologies and tools for children.

​Discover more about this course here.