The ELA Blog

In today's educational landscape, fostering gender inclusiveness and preventing gender-based discrimination are essential for creating environments where every student feels valued and respected. One of the greatest challenges for teachers is helping students express their unique identities while maintaining open minds that reject stereotypes and discrimination.
 
The very first edition of the course “Preventing Gender-Based Discrimination and Promoting Gender Inclusiveness in the Classroom” took place from June 23 to June 29, 2024. The participants came from various European countries, including Mateja Ilibašić and Katarina Rudolf from Gimnazija in srednja šola Rudolfa Maistra Kamnik in Slovenia, Soile Tirri from Loimaan evankelinen kansanopisto in Finland, Sandra Larsson and Isabel Westerlund from Luleå Kommun in Sweden, and Luisa Carvalhinho and Donzilia Saturnino from Agrupamento de Escolas Fernão do Pó Bombarral in Portugal.

The course began with a focus on understanding the importance of gender inclusiveness in educational settings. Participants reflected on the meanings of key concepts such as sex, gender, sexual orientation, and gender-based discrimination. Through discussions and activities, they explored the differences between these terms and the impact of gender-related norms and behaviors in the learning environment.
During the course, we examined the complexities of gender identity and the spectrum of labels associated with it. Participants engaged in practical activities to talk about gender identity in the classroom and support students' self-awareness.
 
We also tackled the topic of gender stereotypes, discussing gender roles and different cultural and generational perspectives. Participants learned about the various forms of discrimination linked to sex, gender, and sexual orientation, such as sexism, homophobia, and transphobia. They were introduced to the similarities and differences between sexual harassment and sexual assault, enhancing their ability to address these issues in their schools.
 
One of the key components of the course was preventing gender-based discrimination through emotional and affective education. Participants were trained on promoting empathy, respect, active listening, and non-violent conflict resolution among students. Practical activities were designed to model healthy interpersonal relationships, helping students learn how to interact positively with one another.

Creating a gender-inclusive classroom was another major focus. Participants practiced using inclusive language and behavior, and implemented anti-discrimination and anti-harassment practices for all students. Activities aimed at fostering inclusion and maintaining open minds in the classroom were also conducted, ensuring that every student feels heard and respected.
 
The course concluded with some debriefing and follow-up activities. Participants reflected on their learning outcomes, validated their experiences, and received certifications. 

Overall, the course provided a comprehensive understanding of gender inclusiveness and equipped educators with the tools necessary to create safe and supportive learning environments. As they return to their respective schools, our educators are now better prepared to model positive behaviors, confront gender stereotypes, and support their students in expressing their unique identities.
 
Discover more about this course here.
 

​In our rapidly evolving educational landscape, keeping the classroom motivated, engaged, and enthusiastic is more challenging than ever. Artificial Intelligence presents a spectrum of possibilities and challenges and it is emerging as a transformative force, influencing both professional and personal spheres, making it fundamental for educators to navigate this technological shift with a comprehensive understanding of its implications and applications.

The latest edition of the course “ChatGpt and AI for teachers: Artificial Intelligence in schools and education​” took place in Palermo from 16/06/2024 to 22/06/2024. The participants came from all across Europe, with Birgit and Laura from Europaschule am Friedenspark - Gesamtschule der Stadt Hemer  in Germany, Magdalena  from Šolski center Postojna in Slovenia, Juliane from Bundesgymnasium Rein  in Austria and participants coming from three different Spanish schools: Almudena from IES JUAN DE PADILLA, Silvia from Escuela Oficial de Idiomas de Elche and Carmen from Institut Obert de Catalunya. ​

​First of all, the group delved into what Artificial Intelligence is, understanding its evolution, impact, and today’s landscape. They explored key milestones in AI development, from early machine learning algorithms to advanced neural networks and deep learning models. The discussion extended to the implications of AI in various sectors, including education. Participants examined real-world examples of AI applications, understanding how AI can optimize administrative tasks and personalize learning experiences.

​Artificial Intelligence has been steadily integrating into various educational tools. Participants were introduced to several AI-powered digital tools that can be used by teachers to create working materials, share collaborative boards with students, and develop engaging content. Participants also explored how these tools could facilitate differentiated instruction, cater to diverse learning styles, and provide real-time feedback to enhance student learning outcomes.

Another focus was on AI tools for formative assessment and feedback. Participants learned how AI can streamline the assessment process, providing instant feedback and actionable insights into student performance. They explored the creation of rubrics, feedback on strengths and weaknesses, exit tickets and tools that analyze student progress to offer personalized feedback. ​

Throughout the course, participants exchanged best practices and discussed challenges with fellow colleagues and course trainers about innovative teaching methods. This collaborative environment enabled participants to learn from each other’s experiences and gain new perspectives on integrating AI into education. ​

​Discover more about this course here.

In today's world, where the climate and biodiversity crises are becoming increasingly urgent, teaching green skills in schools is essential. Educators must take the opportunity to equip students with the knowledge and skills needed to meet the environmental problems of the future. And it's a challenge that goes beyond the learning - it’s about to inspire hope and show that change is actually possible.
 
For the latest edition of the course "Green Skills for Education: Promoting Environmental Awareness and Sustainable Actions in the Classroom" in Palermo from 16/06/2024 to 22/06/2024 participants from all over Europe came together to learn more about how to integrate sustainability skills in the classroom: Rani, Sarah, Jolien and Anne from UHasselt in Belgium and Sonia from Aixerrota BHI in Spain. There were also two participants from Finland: Heidi and Kaisa from Maikkula School as well as Éva from Óbudai Árpád Gimnázium in Hungary, Gabriella from Chastno osnovno uchilishte “Obrazovatelni tehnologii” in Bulgaria and Eva from Osnovna škola Jagodnjak in Croatia.

We prepared the common ground for the week by brainstorming and defining the meaning behind the terms 'green skills' and 'sustainability', trying to understand why they are so important in today's world. Then, we dedicated a session to the phenomenon of greenwashing: it was eye-opening to see how widespread this trend is and went on with our own detective work on brands in their home countries, trying to compare ethical companies with "greenwashed" ones.
 
In the course progress, we then planted our seeds by delving into the Sustainable Development Goals (SDGs) and 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.
 
Seeing the knowledge-plants grow, we didn't just sit and listen; we got our hands activated and our minds working with interactive activities and games. These experiences helped us reflect on our own needs, wants, lifestyle choices, and habits. From simple everyday actions to larger lifestyle choices, we learned that every decision counts in the growth process of becoming greener individuals. We didn't just stick to the classroom; we took our learning outside to a nearby park, immersing ourselves in nature and exploring ways to experiece the outdoors in our education process.

To let our green skills become a fully developed plant, 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 analyse complex environmental issues from multiple perspectives and develop innovative solutions. PBL provided a framework for collaborative learning and hands-on exploration, empowering us to approach environmental challenges with creativity and resilience.

When we look back on the course, we leave with a blossoming bouquet of new knowledge and a smile on our face.
 
If you want to learn more about this great workshop, check out here.

English is acknowledged as the "global language", enabling connections among people from different countries and facilitating communication in various fields, such as business, academic research, fashion, technology, and more.
 
A group of teachers from Poland participated in the "Basic English Language Course for Teachers and Education Staff." They approached the study with a positive mindset and devoted maximum effort to each activity.The latest edition of the course was held in Tenerifefrom 17/06/2024 to 28/06/2024.We had the pleasure of welcoming a group consisting of Anna Chechłowska, Anna Czajkowska, Edyta, Ewa Bojarzyn-Zalewska, Ewa Budyta, Jarosław, Joanna, Justyna, Patrycja andPaweł from Technikum Informatyczno-Ekonomiczne nr 9 w Olsztynie.

​Throughout the weeks, participants faced various challenges aimed at enhancing five essential skills: English proficiency, listening, reading, writing, and speaking.
We started our journey by introducing ourselves and learning how to describe our jobs, followed by organizing the first job interview to understand each other's attitudes and strengths as co-workers. From the second day onwards, each morning began with a review of newly acquired knowledge through recap activities. Learning a language requires effort and practice, so every theory session in the course was packed with numerous exercises and activities.
We covered various grammar topics, including a recap of tenses, the use of phrasal verbs, and adverbs. Each lesson focused on everyday situations, organizing daily tasks, discussing routine activities, hours, and schedules. We also explored topics such as the importance of learning a foreign language, travel, and future planning.

One day, we joined forces with another English proficiency group to exchange experiences and learn from each other through games and a treasure hunt activity in the city center of Puerto de la Cruz.
To enhance effective learning, we conducted formative assessments and engaged in activities like games, quizzes, readings, real-life simulations, and other interactive methods. The participants enthusiastically embraced all the "speaking challenges" with courage. During breaks, they took every opportunity to converse with fellow participants in English, sharing best practices and insights about their schools and countries.
Overall, they were two exceptionally productive weeks, with significant improvements in their English skills. We hope they maintain this positive attitude in their ongoing English studies and cherish the multicultural environment they successfully established within just two weeks.

In our efforts to prepare students for real-world careers and the challenges of the 21st century, we may forget that it is our responsibility to cultivate an environment that inspires imagination and encourages thoughtful analysis. The skills of creativity and critical thinking are essential not only for future success, but also for fostering personal development and innovation. By prioritising them in schools, we give students the tools they need to shine and adapt in a rapidly changing world.

The latest realization of the course “Creativity for the future: promoting Critical Thinking and Problem-Solving in the classroom​” took place in Palermo from 09/06/2024 to 15/06/2024. The participants came from all across Europe, with Agnieszka and Anna from Szkoła Podstawowa im. Krola Zygmunta Augusta, Wasilków, Joanna and Magdalena from II LO im. Jana matejki w Siemianowicach Śląskich and Marzena and Natalia from Zespół Szkolno Przedszkolny nr 16 w Gliwicach in Poland, Éva from Óbudai Árpád Gimnázium in Hungary and Nerea and María from IES Valle del Segura in Spain. Three participants joined us from Germany with Torsten and Matthias from the St.-Viti-Gymnasium and Christian from the Europäische Schule Saarland as well as two from Slovakia: Hana from Gymnázium Metodova and Tomáš from the Slovak University of Technology in Bratislava. We were also happy to welcome Monika and Markéta from ZŠ a MŠ Písek in the Czech Republic and Kirsi from Ammattiopisto Live in Finland.
 
Focusing on the key competences for life in the 21st century, the participants touched on the theme of learning and innovation skills, digital skills as well as career and life skills. They were introduced to the model of the 4Cs: critical thinking, creativity, communication and collaboration.
 
As we delved deeper into these skills, we learned through hands-on exercises how our brains and thinking skills work differently when there's a problem to solve. To help participants reflect on how common barriers to thinking out of the box can be easily overcome by applying specific strategies, they were presented with a variety of challenges. For example, using the 6 Thinking Hats method, participants were able to practice lateral thinking and develop its concrete application to some of the existing content they teach. Through individual practice and peer review, it became clear that this method could be used in any subject, from science to language learning, but also as a formative assessment tool to encourage students to think outside the box.

In terms of visual strategies, participants were introduced to new activities that could be used to stimulate students' creative expression and could be the basis for brainstorming or discussion of their ideas. In addition, we practised reasoning, questioning and debating activities that can be adapted to different classroom situations to help students become active and aware agents of their own learning. This is even more important in a world where students are mostly passively exposed to a lot of (dis)information.
 
However, bringing creativity and critical thinking into the classroom goes beyond finding new ways of doing things, as innovation is often the result of rethinking traditional tools. At the end of the course, we enjoyed a collaborative quests game that required all the skills we discussed throughout the week, full of creativity, laughter and new experiences!
 
Discover more about this course here.

​A teacher's primary responsibility is to transfer knowledge to students and help them develop various skills and abilities. On the other hand, a coach's role is to support and motivate their pupils by listening, asking questions, and challenging them. Despite the apparent differences between these roles, what if a teacher applied coaching principles in the classroom to also become a motivator?
 
This concept was central during the recent course “Coaching skills for teachers, school and adult education staff” held in Tenerife from 09/06/2024 to 15/06/2024. Participants came from all over Europe, including Līga, Edvīns and Arta from Vidzeme, representing a Technology and Design Vocational School in Latvia, and Fiona and Siobhan from Loreto Secondary School in Bray, Ireland.
 
The first topic of discussion was Emotional Intelligence, which refers to the ability to recognize both one's own emotions and those of others, in order to be aware of ourselves and our surroundings. An emotionally intelligent teacher can understand their students' emotions, create connections, and assist them in managing their feelings.
 
Coaching involves motivating and inspiring others to become the best versions of themselves. To improve these skills, participants learned to set SMART goals, which must be specific, measurable, achievable, realistic, and time-bound objectives. Participants set their own SMART goals and adhered to these guidelines.

​During the course, we also focused on fostering a growth mindset and providing effective feedback. A growth mindset encourages students to embrace challenges as opportunities for learning and development, promoting resilience and perseverance. Teachers, acting as coaches, play a crucial role in cultivating this mindset by emphasizing effort and the belief in continuous improvement. Giving specific feedback helps students understand their strengths and areas for improvement, supporting ongoing growth in the classroom and enhancing student motivation and confidence.
 
Another course topic was the power of questions. Questions have the power to promote thinking and self-reflection, create constructive answers, and motivate actions and idea development. They encourage students to delve deeper into concepts and explore different perspectives, fostering critical thinking and intellectual curiosity. By incorporating effective questioning techniques, educators can stimulate engagement and active participation, thereby enriching the learning experience and empowering students to achieve academic success.
 
This training week enabled participants to share their experiences and learn from their different cultural backgrounds while enhancing their coaching skills and learning how to apply them in their classrooms.
 
Discover more about this course here.