The ELA Blog

In our increasingly interconnected global landscape, language acquisition is pivotal for fostering cross-cultural communication and understanding. Content and Language Integrated Learning (CLIL) stands out as a potent pedagogical approach merging language acquisition with subject-specific learning. By adeptly blending ICT and game-based tools, multimedia content creation, and dynamic experiential activities, educators can better promote linguistic diversity in education, effectively preparing students for their roles as global citizens.
A recent iteration of the "Content and Language Integrated Learning (CLIL) course for teachers" occurred in Tenerife from 09/06/2024 to 15/06/2024. Participating educators hailed from Germany and Finland, namely Emmi Laitinen, Aline Thomas, Nicole Hafner, and Claudia Pfeil.
Commencing with a vibrant brainstorming session, the CLIL course encouraged participants to share their existing practices and prior knowledge related to CLIL, fostering an environment ripe for knowledge exchange and exploration. The course proceeded with a theoretical examination of CLIL principles, emphasizing the importance of teaching content through a secondary language. Notably, it underscored the teacher's pivotal role in facilitating language integration, thereby creating a robust learning atmosphere conducive to both content mastery and linguistic proficiency. Insights into effective lesson planning within the CLIL framework were provided, equipping participants with valuable tips and techniques for crafting engaging and purposeful CLIL lessons.

Through resource sharing and experiential learning, participants began drafting their own lesson plans, laying a solid foundation for subsequent activities. Moreover, the course delved into the integration of compelling texts and videos in CLIL classrooms to leverage multimedia resources creatively. Participants explored pertinent ICT tools, focusing on practical applications tailored to their specific needs and interests.
​They honed their skills in utilizing these tools to design educational games and interactive presentations seamlessly integrated into their lesson plans. Furthermore, participants were introduced to experiential learning activities enriching CLIL lessons. Effective strategies to foster collaboration and peer learning were explored, facilitating language communication within the subject matter.
Through hands-on experiences, educators gained insights into cultivating an interactive and immersive learning environment. As the course drew to a close, participants shared their finalized lesson plans, showcasing the integration of newly acquired strategies and activities developed throughout the week. This demonstrated their preparedness to cultivate engaging, language-rich CLIL classrooms.
More info on this course here.

​In recent years, traditional education has had to make way for virtual lessons and online classes. This shift has required significant adaptation and the development of new methods for teaching and learning remotely. The use of new technologies, digital tools, and interactive learning platforms has proven to be a winning strategy. These technologies have allowed teachers worldwide to maintain an engaging and dynamic environment in virtual classes. These same tools have also proven their utility in traditional classrooms, particularly in capturing students’ attention and enthusiasm.

The latest edition of the course “Discover the best apps and tools for E-learning, Distance learning and Web Design” focused precisely on these topics. This session of the course took place in Tenerife from 2/06/2024 to 8/06/2024. The participants came from Hungary and Poland: Botond, Zsófia, László István, Ádám from Karinthy Frigyes Gimnázium and Agnieszka and Aneta from Zespół Szkół Politechnicznych “ENERGETYK”.

​During the course, participants learned how to use a wide range of technological tools and integrate them into their teaching methods. The goal was to apply these new technologies in both real and virtual classrooms to teach more easily and effectively. First, they explored simple and effective tools for editing pictures and videos, which are very useful for teaching purposes. These tools can be used for various purposes: preparing multimedia content, introducing new subjects, summarizing old ones, and challenging students to create their own work to engage their creativity. Another topic covered was how to build a website, which can serve multiple functions in distance learning. By setting up different pages and enriching them with content, participants had the opportunity to personalize their websites, write blogs to report the development stages of a project, create portfolios, and more.

The course continued with discussions on other tools for collecting and sharing resources and content. Participants learned about platforms that allow them to collect and enrich videos, images, texts, PDFs, and other materials, and share all this content with their students with a simple click. These tools can be useful, for example, in describing different parts of a picture, especially in scientific subjects, and providing deeper context for a richer learning experience when approaching new topics, such as in foreign language studies.

​Participants also practiced using tools that function as collaborative walls, where every user is encouraged to post and contribute to building a more comprehensive collection of information. Among the many tools they discovered, participants also learned about interactive presentations where the teacher can solicit the class’s opinion through polls, create word clouds, ask for questions or feedback on the presented topic, create video lessons—particularly effective in current times—and online learning quizzes, which are very useful for testing students’ progress. Participants left this course with new knowledge of interactive learning and new technologies, and a new set of tools ready to be used in their real and online lessons. There is no doubt that this approach will increase students’ creativity, engagement, attention, and motivation, helping transform learning into a fun and dynamic activity!

Discover more about this course here.

The field of early childhood and preschool education is constantly evolving, and it's crucial for preschool teachers to keep up with the new trends and stay on the cutting edge. This training course for preschool teachers will be a stepping stone to explore the main principles, features and benefits of the best approaches to preschool education.
The new edition of the course “The best for preschool teachers​” took place in Palermo from 02/06/2024 to 08/06/2024. The participants came from all across Europe, with Joyce, Natasja and Kaat from Vrije Basisschool Sint-Lucia Oelegem in Belgium; Iza and Heidi from Osnovna šola Rudolfa Maistra Šentilj in Slovenia and Stina, Madeleine, Erika, Denise and Nina from Luleå Kommun Förskola in Sweden.

The course began with some engaging activities designed to get to know each other and share expectations and contributions. The teachers discussed effective preschool pedagogical practices and were also given the opportunity to present their schools, giving a broad overview of preschool education from different regions of Europe.
The next day we continued to discover the Italian preschool experience by having the great opportunity to visit a Montessori inspired school in Palermo, a philosophy and pedagogy developed by Maria Montessori in the early 20th century. We were given a guided tour of the school and, by observing the authentic environments and materials, we gained practical and experiential insights into this approach, which were later discussed and enriched in the course.
We also explored the principles and theories of non-formal education. To better understand this method, we engaged in a variety of activities and games. These interactive sessions illustrated the value of non-formal education in developing creativity, social skills and early problem-solving abilities.
Continuing our exploration, we visited an ecological institution with a school and a pre-school section in Palermo. This experience allowed us to observe innovative and sustainable school environments. We were shown around the inspiring classrooms and learning spaces by a passionate teacher and watched children engage in their activities and saw the wonder of learning in their eyes. It was then time to add some activities in the topic of Outdoor Education. We headed to a nearby park where we engaged in various activities designed to help us experience and connect with nature.
On the final day, the focus shifted to the Reggio Emilia approach. Teachers had the opportunity to delve deeper into the history, materials, projects and experiences that make this pedagogical philosophy so unique and effective. Through discussion and participants' own practice, we explored how the Reggio Emilia approach promotes self-directed, experiential learning in a supportive and enriching environment.
The week arrived to an end and it was time for the teachers to come back home with a luggage full or memories and experiences.
Discover more about this course here.

In summary, the outdoor session was not  only an opportunity to learn, but also to grow as individuals and as a group, strengthening our bond with nature and our commitment to protect it.
And finally, we focused on empowering teachers to lead by example and develop personal and classroom action plans for a green transition. By planning and implementing sustainable practices, educators can inspire students to embrace sustainability and actively contribute to the achievement of Sustainable Development Goals.
Through this week, teachers did not only gain inspiration and practical strategies but also joined a network of like-minded professionals dedicated to creating positive change. Together, they will now embark on a journey to transform education and foster a sustainable mindset that will shape our societies for years to come.
​
Discover more about this course here.

We happy to share with you the last updates of the project BEST! The BEST (Be Smart, Be Tolerant) project is a KA2 project aimed at empowering young people and youth workers across Europe to critically engage with media and combat disinformation. This project, launched in April 2023, is a partnership between SEP from Romania, DOREA from Cyprus, and CREJOB from Spain and of course ELA. The primary aim of BEST is to develop a comprehensive toolkit that includes a guide and four animated videos to support youth workers in educating young people about fake news, propaganda, media bias, and disinformation. By using non-formal education methods such as gamification and game-based learning, the project aspires to inspire young people to become active citizens and responsible online users.

We are thrilled to share that on Wednesday, March 27th, we completed a series of workshops as part of the BEST project. These workshops were conducted both online for youth workers and in-person at the ELA office for young people. The sessions provided youth workers with valuable insights into identifying fake news, understanding propaganda, and utilizing gamification to foster critical thinking. Meanwhile, young participants had the chance to engage directly with the activities outlined in the BEST guide. This hands-on experience was crucial in demonstrating the practical applications and benefits of the toolkit, making the workshops a significant milestone in our project journey.​

​Another exciting development in the BEST project occurred on April 29th, when our Spanish partners from CREJOB hosted the final Transnational Project Meeting (TPM) in Valencia. This meeting brought together our partners from SEP, DOREA, and CREJOB to reflect on the workshops' outcomes and share experiences. We also laid the groundwork for our upcoming awareness campaign and dissemination phase. The TPM was an invaluable opportunity to consolidate our efforts, refine our strategies, and ensure that the project's objectives were met. The collaborative spirit and shared commitment to media literacy and critical thinking were evident throughout this meeting.

​The project's highlight was the successful Multiplier Event held in Bologna on May 23rd. This event aimed to disseminate the project's outcomes to a broader audience and welcome new youth workers to the BEST network. Teachers from across Europe attended the event, where we showcased our comprehensive toolkit, which includes four animated videos and a detailed guide. The guide, available in all the partners' languages, offers theoretical insights into media's benefits and dangers and practical activities for youth workers. The event featured an online quiz, discussions on deepfakes, and tips for identifying legitimate videos, providing participants with essential knowledge and tools to address media manipulation and disinformation.

We invite all interested educators and youth workers to explore the resources developed through the BEST project. The BEST guide, available in English, Spanish, Greek, Romanian, and Italian, can be downloaded here. Additionally, we encourage you to watch the four animated videos designed to enhance media literacy and critical thinking, available here. These resources are valuable tools in promoting active citizenship and responsible online behavior among young people.

We will keep you posted on the last phases of this project! 

The deterioration of our planet is undeniable and every year it gets worse. As individuals, we can help improve the world for future generations. It is crucial that each of us becomes aware of the actions we can take to improve our lifestyle. With this in mind, a course has been created for teachers to learn, discuss ideas and challenges, and engage their students in environmental awareness and the development of ecological skills.
​The course, entitled "Green comp​etences for Education: Promoting Environmental Awareness and Sustainable Actions in Class", was held in Tenerife from 19/05/2024 to25/05/2024. Participants came from all over Europe: Jennifer, Thomas and Leonard from Sekundarschule Horn – Bad Meinberg in Germany, Verena from Evangelisches Gymnasium Bad Marienberg in Germany, Anita and Taťána from Základní škola a gymnázium Heřmánek in Czech Republic.
The week began with discussions on definitions of environmental terms, such as sustainability and greenwashing. Although the phenomenon is complex, giving a clear definition of some terms can be relatively difficult, since it depends on individual perception. The discussions helped to understand the level of environmental knowledge of each participant and to share views on various related topics.
Subsequently, participants explored the Sustainable Development Goals through games. These tools help students understand global challenges and develop a sense of purpose and commitment to achieving these goals.
Through hands-on activities and simulations, teachers discovered innovative ways to engage students on ecological topics such as global warming, carbon footprint and sustainable food consumption. Non-formal and experiential learning approaches have been emphasized to promote critical thinking and reflection.
And finally, we focused on empowering teachers to lead by example and develop personal and classroom action plans for a green transition using Project-based learning. By planning and implementing sustainable practices, educators can inspire students to embrace sustainability and actively contribute to the achievement of Sustainable Development Goals.
During this week, teachers not only drew inspiration and practical strategies, but also created a network of like-minded professionals dedicated to creating positive change. Together, they will now jump on a journey to transform education and promote a sustainable mindset that will shape our societies in the years to come.
Learn more about this corse here. 

​​Undeniably, the state of the planet we liveon has been deteriorating further each year for the past decades. We can all, as individuals, participate more in trying to make the world a better place for future generations. To do that, it is vital that each and every one of us become aware of how and what we can do to improve our lifestyles. With this goal in mind, we created a new course aimed at teachers for them to learn, discuss ideas and challenges, and how they can get their pupils to become conscious of the world around them and the state of the planet their children will live on, as well as developing green skills.
This new course “Green skills for education: promotingenvironmental awareness and sustainable actions in the classroom”,took place in Tenerife from 26/05/2024 to 01/06/2024.The participants came from all across Europe; József from Ciszterci Rend Nagy Lajos Gimnáziuma és Kollégiuma in Hungary, Cathrin and Kati from LDVC Nauen in Germany, Alena from ZŠ Nový Jičín from Czech Republic, Erika from BSZC Széchenyi István Bilingual Secondary School of Ecenomics and Student Hostel in Hungary, Magda, Veronica, Oana and Adina from Scoala Gimnaziala nr.11 Buzau in Romania, John, Elaine, Mary and Bridget from Limerick and Clare Education and Training Board in Ireland, Nataliia from Carlo-Schmid-Oberschule in Germany, Claudia from E.T.A. Hoffmann-Gymnasium in Germany.
The week began with discussions arounddefinitions of words related to the environment such as sustainability or even greenwashing. As complex as the phenomenon can be, giving a clear definition for some related words can be relatively hard as they depend on each person. Discussion around what each word implies took place to have a better understanding of the level of “green knowledge” each participant had and also to share points of view on various subjects related to the environment.
Following that, the participants explored the Sustainable Development Goalsthrough games. It helps students understand the global challenges we face and instills a sense of purpose and commitment to working towards achieving these goals.
Through practical activities and simulations, teachers discovered innovative ways to engage students on topical green issues such as global warming, carbon footprint, and sustainable food consumption. Non-formal and experiential learning approaches were emphasized to promote critical thinking and reflection.
During our recent outdoor session, we immersed ourselves in the heart of nature to discuss the importance of outdoor education. We explored how this practice can bring us closer to nature, offering a unique and profound learning experience.
We reflected on the many benefits of spending time outdoors: improving physical and mental well-being, reducing stress and increasing creativity. The connection with the natural environment allowed us to appreciate its beauty and its balance, inspiring us to live more consciously and respectfully towards our planet.
In addition, we participated in a significant beach cleaning activity. This concrete gesture not only improved the coastal environment, but also strengthened our sense of community and ecological responsibility. Waste collection has reminded us of the importance of preserving the purity of our natural spaces for future generations.
In summary, the outdoor session was not only an opportunity to learn, but also to grow as individuals and as a group, strengthening our bond with nature and our commitment to protect it.
 
And finally, we focused on empowering teachers to lead by example and develop personal and classroom action plans for a green transition. By planning and implementing sustainable practices, educators can inspire students to embrace sustainability and actively contribute to the achievement of Sustainable Development Goals.
Through this week, teachers did not only gain inspiration and practical strategies but also joined a network of like-minded professionals dedicated to creating positive change. Together, they will now embark on a journey to transform education and foster a sustainable mindset that will shape our societies for years to come.
Discover more about this course here.

Since ancient times, human beings have benefited immensely from being in contact with the outdoors. Whether it's the tranquility of a forest or the vibrancy of an urban park, nature has a profound effect on our cognitive, behavioral, and emotional development. Today, educators are rediscovering the benefits of outdoor education, a teaching approach that not only enhances the quality of education but also raises awareness about environmental conservation amidst the growing threat of climate change.

​The new edition of the course “Outdoor education: a new way of teaching and learning” took place in Bologna from 26/05/2024 - 01/06/2024. The participants came from all across Europe, with several Spanish people coming from different institutions such as Leandro from INSTITUTO EDUCACIÓN SECUNDARIA ÁNGEL, Beatriz and Manuela from CEIP LA GALIA and María José and Isabel from CEIP N49. Other participants included Sarah, Juleanne and Ennio from St. Thomas More College in Malta, Eva-Britt from Sundlergymnasiet and Frida and Rima from Turebergsskolan, both in Sweden and Alina, Renata, Anja and Barbara from ZAKĄTEK PRZEDSZKOLAKA in Poland.

​Outdoor education isn't limited to natural settings like forests and meadows. Urban environments also offer rich opportunities for learning. During the course the participants had the opportunity to explore outdoor learning both in a local park and in the city centre. This approach highlighted how urban settings can be as enriching as natural ones for outdoor learning and helps teachers overcome some of the bureaucratic issues that prevent them to implement outdoor activities in their schools.
The course emphasized hands-on experiences, where participants tested various educational games and activities. During the course, participants engaged in activities that helped them teach subjects such as math, geography, history, physical education, and language by utilizing their surroundings. This practical approach was highly appreciated, inspiring teachers to not only share these activities but also to create their own. The concept of Non-Formal Education (NFE) was also explored. NFE focuses on the concrete experiences of students, ensuring that they relate new knowledge to their lives and apply it effectively. This pedagogical approach is central to many outdoor activities.

​One of the course highlights was the design of custom outdoor lessons tailored to each participant's target group. By the end of the course, each teacher had planned a detailed outdoor lesson, taking into account their pupils' ages, skill levels, and educational goals. These lessons were then presented to peers for feedback, ensuring they were well-rounded and effective.

This week-long course was a true testament to the efficacy of experiential outdoor learning. Through hands-on activities, participants experienced firsthand what outdoor education looks like and gained the knowledge needed to implement it with their students. They discovered a wide range of replicable activities, proving that learning extends far beyond the classroom walls.

​Discover more about this course  here.