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It's never too late to learn English, and even more so if you are a teacher or educational staff! As it is widely known, English is the vehicular language by default for lots of different environments, such as business, tourism, and, of course, education. Keep in mind that, according to Ethnologue, of 1,453 million speakers of English, 373 million are native speakers (those who speak English as their first language) and 1,080 million are non-native speakers (those who speak English as their second language). A new edition of the course “Basic English Language Course for education staff“ took place in Bologna from 05/05/2024 to 11/05/2024. In this course three participants from two different European countries had an opportunity to expand their English knowledge throughout a week of non-formal, hands-on education with our wonderful trainer, Martina Granata. The participants for this edition of the course were: Marita Norkvist, from Hjalmar Strömerskolan Strömsund in Sweden; Jurgita Skamaročienė and Rigvita Grinskė from Jonavos Justino Vareikio progimnazija in Lithuania. During this amazing week of "learning by doing", the participants attending the A1/A2 level course were able to revisit some of the most important features of the English language, and, of course, learn new aspects of this language. Through the use of an inductive and practical system of teaching, consisting in group and individual activities, the participants were able to improve their English level in a matter of days, particularly in the conversational area, and with a special focus on the use of language as an educational vehicle. Throughout this weekly English course, participants covered a range of topics to boost their language skills. They began by getting to know each other and discussing their daily routines. Then, they delved into the realm of travel, equipping themselves with essential vocabulary for their journeys. Following that, they explored their dreams and aspirations, practicing different tenses to express future plans. As they neared the end of the week, they engaged in a cooking activity to learn new vocabulary and enhance their communication skills through reading emails and daily listening exercises. By the end of the week, participants felt more confident in navigating English conversations in various real-life scenarios. At the end of the training, all participants were given a certificate of attendance to corroborate their participation in the course. As in all our courses, the participants also had the opportunity to discover the wonderful city of Bologna with our volunteers, who offered them a series of sightseeing tours of the city center and accompanied them to some of Bologna's fantastic restaurants. Discover more about the course here.  Apprendre à évoluer dans la nature a un impact considérable sur le développement cognitif, comportemental et émotionnel des enfants d'âge préscolaire. Cela est particulièrement important compte tenu de l'état du changement climatique et du fait qu'une génération élevée en plein air est plus susceptible de se soucier de l'environnement et de notre planète. L'éducation en plein air est une approche pédagogique innovante qui offre la possibilité d'aborder deux des sujets les plus importants de la société actuelle : fournir une éducation de haute qualité durable et sensibiliser à l'importance de préserver notre planète face à la menace du changement climatique. La nouvelle édition du cours "Éducation en plein air pour les enseignantes de maternelle" a eu lieu à Bologne du 12/05/2022 au 18/05/2022. Nos participantes Laurence, Adèle, Barbara, Linley, Annick, Nadine, Valérie, Manon, Catherine et Muriel venaient toutes de l'île de la Réunion, de l'école maternelle publique Georges Thiebaut :) À partir de la définition de l'éducation en plein air, nous avons analysé et discuté des bénéfices de cette approche, et les participantes ont eu l'occasion de partager leurs propres expériences d'enseignement dans la nature. Comme ce cours s'adressait spécifiquement aux enseignantes de maternelle, les participantes ont également appris sur le système éducatif italien et ont présenté leurs propres écoles afin de comparer leurs différentes méthodes et approches. Une autre partie du cours était axée sur la pratique d'activités dans un environnement naturel dans un parc local: Villa Ghigi. Tous les jeux testés ont été très appréciés et ont inspiré nos participantes à imaginer et planifier leurs propres activités en plein air, en les adaptant aux besoins de leurs élèves.  Les participantes ont également appris l'importance de la planification des espaces extérieurs en connaissant à l'avance la zone sélectionnée afin de minimiser les risques. Elles ont eu l'occasion de pratiquer cet exercice dans un espace extérieur et ont identifié les zones les plus intéressantes, les zones potentiellement dangereuses, les aires de jeu et de repos, etc. Cette approche pratique leur a permis d'acquérir des connaissances utiles pour planifier une activité en plein air en toute sécurité pour leurs élèves. En visitant une école maternelle locale en plein air, les participantes ont pu voir un exemple efficace d'apprentissage en plein air non seulement d'un point de vue pratique, mais aussi en observant les enfants interagir entre eux et avec la nature. La dernière partie du cours était dédiée à l'apprentissage des compétences vertes et à leur application dans l'enseignement. Elles ont appris des théories sur le changement climatique et des astuces sur la façon d'introduire le sujet aux jeunes enfants, avec de nombreux jeux à mettre en œuvre.
Au cours de ce stage, les participantes ont pu explorer une vaste série d'activités qu'elles pourront reproduire avec leurs élèves, montrant que l'apprentissage ne se fait pas uniquement en classe ! Nous espérons sincèrement que vous serez motivées à intégrer davantage l'éducation en plein air dans vos pratiques, pour le bien-être et le développement de vos enfants.🌻🌿 Different studies have proven that being in contact with the outdoors has a considerable positive impact on the cognitive, behavioural, and emotional development of human beings. From prehistory and even today, many people find themselves inspired, frightened, or influenced by walking in nature or observing natural and urban landscapes. Outdoor education is an innovative teaching method that faces two critical issues in contemporary society: delivering enduring, high-quality education and fostering awareness about the necessity of protecting our planet from the significant threat of climate change. The new edition of the course “Outdoor education: a new way of teaching and learning” took place in Palermo from 05/05/2024 to 11/05/2024. The participants came from all over Europe, with Seán Coakley, Aoife O'Brien, Jonathon Rahmoune, Tracy O'Driscoll and Jelena Belan from Beaumont Boys School, Ireland; Carolin Speyerer from Realschule plus und Fachoberschule Dahn in Germany; participants coming from Belgium, Martin Chrystelle and Piffert Annick from Institut de la Providence Champion Belgique; Alicia Flores Gálvez coming from CPEBPA Jose María Iribarren, Spain; Mar Martín Navarro from INSTITUT FRANCESC FERRER I GUÀRDIA, also in Spain; and Martti Lukka, from Juankosken lukio, Finland. We focused on Urban Outdoor Education, demonstrating that teachers can conduct their subjects in outdoor spaces near the school. Participants discovered that Outdoor Education doesn't always require being in nature or forests. They learned to teach subjects like science, maths, literature, art, and language by engaging in activities that directed their attention to their surroundings. Through this, they explored the definition of Outdoor Education and its diverse applications. Teachers were actively involved in creating their own games and participated in these activities themselves in local parks and beaches. All the tested games and activities were well-received and inspired the participants to develop their own outdoor activities. Teachers were thrilled to learn new games and non-formal activities that could be shown to their students. Participants also learned about Non-Formal Education (NFE), which involves many outdoor activities. In this approach, the focus is on the real experiences students have during activities. By guiding students through the process and asking them feedback, they can apply what they learn to their own lives and use it in practical ways. In the final part of the course, each participant developed a custom outdoor experience tailored to their target group. After learning about the principles of outdoor learning, teachers created their own map of an outdoor space for a game, participants explored various urban and natural activities. This hands-on approach showcased the effectiveness of experiential outdoor learning, giving participants a practical understanding of outdoor education. Throughout the course, participants also discovered how tools and online apps can enhance non-formal education. This week exemplified the versatility of outdoor learning, demonstrating that learning extends beyond the classroom. Discover more about this course here.
Formative assessment is a powerful teaching tool that supports learning at every stage, from activating prior knowledge to tracking progress and guiding students along their learning journey. Our program, blending theory with practical activities, helps educators enhance their awareness of student understanding through easy and effective assessment and feedback strategies. The new edition of the course “Effective formative assessment and feedback management in education” took place in Tenerife from 05/05/2024 to 11/05/2024. The participants came from all across Europe with Veneta Mihaylova, Kaloyana Genovska, Daniela Stoyanova and Daniela Ivanova from Bacho Kiro Primary School in Bulgaria, Nikola Sterbova, from ZS Smart in the Czech Republic, Veerle De Cock from Sint-Franciscusinstituut Melle in Belgium, Helga Ingibjörg Gunnarsdóttir, Sigrún Þorsteinsdóttir, Þorgerður Edith Hafsteinsdóttir, and Guðný Margrét Bjarnadóttir from Nesskóli in Iceland, Elke Brouwer de Koning and Jennigje Leussink from Lorentz Lyceum in The Netherlands,Kristina Angelis-Harmening from Gymnasium Schloß Holte-Stukenbrock in Germany and Stefano Giovannini from Liceo Artistico "Modigliani" in Italy. To begin the course, participants delved into their prior knowledge of formative assessment. They shared their thoughts and set learning intentions for the week using KWL charts and digital tools. Exploring the assessment cycle was the first order of business, alongside distinguishing between formative and summative assessment. Through lively group discussions and interactive quizzes, participants dissected the nuances of each assessment type, pinpointing their respective goals and characteristics. This session also served as an avenue for participants to voice any challenges, uncertainties, or queries they had regarding the topic.
During the session, participants explored various tools and methods for integrating formative assessment into teaching practices. Special attention was given to digital tools that enable real-time monitoring of student progress and comprehension, as well as the implementation of entry and exit tickets to engage students and encourage reflection on their learning experiences. Exploring feedback, a key element of formative assessment, became the focus of the week. Participants engaged in group discussions and role-play scenarios to decipher effective feedback practices - what works, what doesn't. Together they forged protocols for giving constructive feedback and adopted a receptive attitude to receiving it. Through a thought-provoking challenge, participants reflected on the essence of fostering a growth mindset in the classroom, transforming feedback from mere criticism to a catalyst for personal growth and empathy. In addition to teacher feedback, the importance of promoting peer learning opportunities was highlighted. Participants explored practical strategies for promoting effective peer learning and feedback mechanisms. We looked more closely at cooperation and how to encourage teamwork among students. They also shared valuable insights and personal experiences on the use of rubrics, highlighting their key role in empowering students to drive their own learning and creating a supportive atmosphere for peer assessment. The course ended with an exploration of self-assessment, with the aim of enhancing both students' and teachers' capacity for self-evaluation. Recognising the power of self-awareness and self-motivation in promoting student engagement and teacher effectiveness, participants engaged in reflective exercises. Throughout the training week, they reflected on their experiences and considered future goals and intentions for the effective application of their newly acquired knowledge. Discover more about this course at https://www.erasmustrainingcourses.com/formative-assessment.html  Engaging students presents a multifaceted challenge. However, employing innovative methods proves to be a valuable asset in both motivating students and enriching their learning experiences. Thanks to extensive research, a whole asset of tools is now at our disposal within the educational landscape. From project-based learning to non-formal education, Peer-Learning, gamification and leveraging ICT, numerous opportunities exist to complement traditional teaching approaches. The new edition of the course “Innovative teaching methods for teachers, school and adult education staff” took place in Bologna from 21/04/2024 to 27/04/2024. The participants came from all across Europe, with Renate, Michael, Erini and Hülya from Bayerischer Volkshochschulverband e.V. in Germany, Pinelopi, Eleni, Georgios and Giannis from Vocational High School of Amorgos in Greece, Eva, Silije and Anita from Haugaland VGS in Norway, and participants coming from two different Spanish schools: Clara and Silvia from CEIP Jaume I, and Rosa María from Instituto de Enseñanza Secundaria Leonardo da Vinci. The course started with the introduction to the definition of “innovation”, diverse innovative teaching methods and the particular challenges that modern teachers are facing - generation gap, appearance of Generation Alpha and different learning styles among students. The participants discovered key competences in the 21st century and necessary teaching skills to develop them in youth. Then everyone had an opportunity to present their school, share their difficulties and ways they deal with them in their home countries, which led to a fruitful discussion and exchange of useful practices. To start exploring the variety of tools to apply with students, visual strategies, quests and teambuilding games showed the power of Non-Formal Education. In fact, starting from the activities, we explored Kolb's experiential learning cycle, highlighting the necessity of the debriefing stage and took a look at various options to conduct it. The participants learned how it allows it to pass from reflection to conceptualization and application, giving the student an active role in the learning process. Also in the classroom we established the difference between formal, non-formal and informal education and ways to apply non-formal education in a formal context and environment. The next day was dedicated to gamification and game-based learning, learning diverse elements of games possible to implement in an educational context. After that, the participants were “locked” in a digital escape room trying to solve riddles and puzzles to escape. Participants finally tried to find the best way to gamify their own classrooms taking into account their students’ needs and characteristics, creating their own escape rooms using Google Forms. Getting acquainted with modern online tools, they were able to produce a significant improvement of students’ engagement and bring a spark in the classroom! Following that, based on the challenges identified on the first day, the teachers experienced a few practical activities developing their soft skills and emotional intelligence. This term indicates the ability to recognise not only our own feelings but also other people’s emotions, in order to be aware of ourselves and our surroundings. Another skill that was tackled during this session was empathy, through diverse videos and “Empathy Bingo” activity. Another set of tools seen that day was Peer-Based Learning and Assessment, exploring and testing right away practical activities to apply. Each day the group also explored innovative teaching methods with ICT. We practised several tools in class - Kahoot, Bamboozle, Quizlet, Socrative, MentiMeter etc, finding out new ways to engage students, assess and display a lesson. This aspect helped participants to understand how to work with a more innovative approach in their classes. Finally, Project Based Learning 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 for the answers from the start. By Friday, team spirit was so high that it was difficult to say goodbye. However, our group was very motivated to go back and start applying all the many ideas and competences that emerged during the course. Another great week of inspiration was over, but only to be continued back in their countries. Discover more about this course here.  The landscape of European funding is filled with possibilities for education staff to make the difference in instruction. The Erasmus+ program, a beacon for Education, Training, Youth, and Sport, is offering a plethora of options to elevate the quality and inclusion of education by supporting various activities and organizations. The new edition of the course “European project management and design for teachers, headmasters and educators ” took place in Bologna from 28/04/2024 to 04/05/2024. The participants came from all across Europe with Dulce, Bruno and André from AESS in Portugal, Anne from Länsirannikon koulutus Oy WinNova in Finland, Graça and Helena from Agrupamento de Escolas Coimbra Oeste in Portugal, Jan Erik from Briga AS in Norway, Samuel from UCRS in Denmark, Yannik from Max-Eyth-Schule, Kassel in Germany, Emma from TERAMDE16 in France. The course started with a comprehensive exploration of the European funding landscape. Participants engaged in team-building exercises, evaluated their needs and expectations, and got an overview of funding opportunities, with a specific focus on Erasmus+ and other programs relevant for the participants as emerged during the needs and expectations evaluation phase. Participants then began a collaborative project work, intended to evolve and refine over the course of the training week with the guidance of the trainer. Initially, they engaged in discussions about their overarching project concepts, evaluating potential funding programs and corresponding actions, before forming working groups accordingly. The course continued with the presentation of the Project Cycle Management and the Logical Framework Approach, an essential theoretical foundation in European Project Design. As the project progressed participants focused on designing and refining their problem and objective trees. The group also explored practical insights from EU-funded projects, with the objective of estimating the impact of a good Work Breakdown Structure in project design and management. Various tools for time management and project design were introduced, aimed at crafting a solid and coherent project framework and activity breakdown. The following session aimed to increase the technical proficiency of course participants by delving into budgeting, eligible costs, lump sum management and project monitoring. Towards the end of the course, participants and the course trainer shared relevant insights, best practices, tips and tricks about good project management, relevant results and deliverables of ongoing projects. Participants were guided through the process of pitching their final project idea, simulating a presentation to a funding body. This exercise underscored the significance of effective dissemination in project design and management, while also consolidating the key learning points, knowledge, and skills acquired during the training week. Wishing them that this learning experience and networking opportunity will be beneficial for their future project applications ! Discover more about this course here . The dynamic field of early childhood education requires preschool educators to continually update their knowledge and practices. This specialized training course for preschool teachers is crafted to explore the essential principles, distinctive features, and benefits of leading preschool education approaches. The latest session of the course, titled “The best for preschool teachers,” was held in Bologna from May 5th to May 11th, 2025. Educators from various European countries participated, including Ingela, Britt-Louise, Eva and Cecilia from Luleå Kommun Förskola (Sweeden), Zornitsa, Parvoletka and Tiyana from DG Detelina (Bulgaria), Katarzyna and Małgorzata from Specjalny Ośrodek Szkolno-Wychowawczy (Poland), Gaidy, Marit and Katrin from Ülenurme Nurmepesa lasteaed (Estonia), Rosana and Marìa from CEIP Padre Manjón (Spain). The course began with ice-breaking activities, allowing participants to share their expectations and best practices related to preschool pedagogy. This was followed by presentations of their respective schools, offering a broad view of preschool education across Europe. An introduction to the Italian preschool system provided a foundational understanding for the week’s explorations. The next focus was on inclusive education, with a special emphasis on the Italian model. Educators engaged in activities designed to foster inclusion, gaining insights into how Italy implements inclusive practices in preschool settings. This part was particularly impactful, as it provided practical strategies and approaches for promoting inclusivity in their own classrooms. A visit to a Montessori school followed, where participants delved into the Montessori method, a philosophy and pedagogy developed by Maria Montessori in the early 20th century. A tour of the school showcased authentic Montessori environments and materials, offering a tangible understanding of this child-centered approach. The course also included a visit to an outdoor education kindergarden, where educators observed children engaging in nature-based play. The experience highlighted the significant benefits of reconnecting children with nature and the importance of environmental respect in early education. The training cocluded with a visit to Reggio Emilia, where attendees explored the Loris Malaguzzi Centre. Guided by an expert, the educators immersed themselves in the exhibitions, learning about the history, materials, projects, and experiences that make the Reggio Emilia approach unique and renowned worldwide. As the week drew to a close, the educators departed with a wealth of new knowledge and experiences, ready to implement these innovative practices in their own preschool settings. Discover more about this course here.
Soft skills are increasingly important in both professional and everyday life. Skills like emotional intelligence, empathy, teamwork, and managing conflict and stress are crucial everywhere, from classrooms to workplaces. Through a mix of theory and practice, our participants have learned how to enhance their communication abilities. Moreover they also practiced and learned how to master public speaking by learning how to effectively structure and plan a speech or a presentation, how to listen and engage the audience and receive personalized feedback and advice based on your professional and personal needs.
The new edition of the course “Effective communication and public speaking” took place in Tenerife from 21/04/2024 to 04/05/2024. The participants Anna, Dorota, Jolanta, Małgorzata, Grażyna, Tomasz, Agnieszka, Leszek, Barbara and Beata came from Szkoła Podstawowa nr 1 w Pilicy in Poland. The course began with the topic of communication. Effective communication is crucial in teamwork. The course highlighted different styles of communication—aggressive, passive, passive-aggressive, and assertive. Discussions helped participants understand that assertiveness is about clear, respectful communication, not rudeness.
Going on with the course, we focused on Emotional Intelligence, which involves understanding both our own emotions and those of others to better comprehend ourselves and our environment. The session also covered empathy, teaching participants through exercises how to practice empathy, self-control, self-motivation, and how to build connections.
To enhance communication skills, the course included a public speaking exercise. Participants learned tips on presenting themselves, controlling body language, and managing non-verbal cues. They also practiced by preparing and delivering a one-minute speech to boost their confidence. By learning better techniques of public speaking teachers not only boost their confidence but also can better engage their students. This engagement is crucial for motivating students and sparking their interest in the subject matter. Dynamic and persuasive presentations can foster an active learning environment where students are encouraged to participate and interact.
Another skill that teachers learned to motivate students and turn on their curiosity towards the subject is learning and practicing creativity in their teaching methods. The creativity of a teacher is essential because it makes learning more interesting and effective for students, improves their academic performance, and keeps classes lively and flexible. As education keeps changing, the need for creative teachers will only increase, making it a key part of good teaching.  Overall, the course facilitated self-reflection and learning from diverse experiences, enhancing personal growth. The inclusion of cultural activities also emphasized that learning extends beyond the classroom, offering networking opportunities and a broader educational experience.
Discover more about this course here. In the fast-paced world we are living in, we often feel overwhelmed and perceive our daily responsibilities as unmanageable. Whether in our professional or personal life, stressful situations often come up, making it challenging to navigate without conflict. However, in this course, participants explored both theoretical frameworks and hands-on exercises, equipping themselves with the necessary tools to effectively manage and overcome conflict and stressful situations. The new edition of the course “Stress and Conflict Management: the way to resilience and satisfaction” took place in Palermo from 28/04/2024 to 04/05/2024. We were pleased to welcome Kinga, Agnieszka, Dorota, Anna, Beata, Maria, Magdalena, Elżbieta, Agnieszka, Ewa, Sylwia, Mariola, Joanna and Anna from Publiczna Szkoła Podstawowa im. Mikołaja Kopernika w Tomaszowie in Poland in our course. Beginning by defining the problem, participants reflected on the meaning of the word stress by thinking in groups about their work experiences. In different situations, stress is caused by varying stressors that can be connected to many factors: physical, environmental, family-related, or work-related. Yet, some bits of stress can have positive outcomes and push us to achieve our goals, for example to respect a deadline. Therefore, the participants learnt to distinguish between Distress (negative) and Eustress (positive). Furthermore, the participants gathered strategies, both cognitive and behavioural, helping to overcome stressful situations in the workplace. They had the opportunity to practice their planning and time management skills through group activities and collaborative games. To better handle stressful situations, they practiced breathing exercises, muscle relaxation and visualisation. During the course, participants learned about the crucial topic of empathy, recognizing it as a basis skill for conflict resolution. Demonstrating empathy can be challenging sometimes, particularly when we haven't directly experienced the emotions of those we interact with. Yet through practice, participants learned to recognize empathic responses from others. Effective communication appears as another essential aspect of conflict resolution. Through interactive activities, participants explored various communication styles and collaborated in resolving conflicts within a group setting. Although it can be difficult to solve a conflict, the activity showed how such moments let students and teachers grow and learn. It is a valuable insight applicable both in professional settings and classrooms. In the end, the course not only equipped participants with the necessary tools to navigate stressful situations but also underscored the potential for positive outcomes amid conflict.
Discover more about this course here. Working within teams is a process that involves diverse personalities, different roles and different communication styles. Recognizing these challenges, our recent course aimed to equip participants with essential skills, in order to booster team efficiency and foster positive workplace environments. By participating in the course, our participants received valuable insights on how to improve their abilities as team leaders and team members, both within classroom settings and among colleagues. The new edition of the course “Effective Group Management in education: building Teamwork among students” took place in Bologna from 28/04/2024 to 04/05/2024. The participants came from all across Europe, with Liise from Lümanda Põhikool in Estonia; Sandra from Agrupamento de Escolas de Resende in Portugal; Vanesa from EOI Monforte in Spain; Catherine, Jean-luc, Yann and Bernard from lprontaunay in France and Astrid from Maison de l'Europe de Tours Centre Val de Loire in France. During the course we delved into various aspects of teamwork and leadership. Initially, we explored the distinction between groups and teams, emphasizing the importance of a common goal as the driving force behind effective teamwork. Participants gained insights into different stages of team growth and the characteristics that define each stage, equipping them with strategies to navigate challenges and foster synergy within the team. A significant focus was placed, also, on the importance of team roles. Through interactive group activities, participants experienced firsthand the consequences of role ambiguity. This experience highlighted the necessity for clear role definition, in order to avoid confusion and promote productivity in the team.
On the third day we concentrated on effective team leadership. Participants learned about the importance of adaptability and understanding individual strengths and group dynamics. They discovered different leadership styles, each with its own pros and cons and learned how to tailor their approach to every team and situation. Moreover, they learned basic coaching skills and recognized the value of using a growth mindset to maintain the team’spositive attitude and motivation. We addressed the importance of Emotional intelligence and Conflict management as two important skills for the team leader and team member. Through many practical exercises, participants experimented some explored their emotions and they discussed the opportunities that can arise from conflicts in teams. Lastly, we explored the importance of feedback as a formative assessment strategy. Overall it was a rewarding week, fullof valuable experiences, knowledge sharing and enjoyable moments! As the course concluded, participants left equipped with a fresh set of tools and strategies, motivated to implement them effectively in their classrooms. More info on 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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