The ELA Blog

It is increasingly important for education staff to familiarise themselves with the English language, as it is one of the most widely spoken languages worldwide. This training course aims to address this need, recognizing that English is becoming more essential not only for personal knowledge but also as a means of fostering intercultural activities between students and teachers, facilitating educational travelling, and learning new methodologies from teachers around the globe. With a holistic approach in mind, this course will teach participants the fundamentals of English in a natural and practical manner, enabling them to integrate the language naturally into their daily lives.
As it was previously named, the course “Basic English Language for Education Staff​” took place in Bologna from 22/07/2024 - 28/07/2024. All the participants came from the same country, France, consisting with Régis, Catherine, and Nathalie came from Lycée Saint Jacques de Compostelle, and Stéphane, Assia, Hayet, Sylvia, Samir, Bruno, and Thierry from Collège Edgar Quinet.

The course started off with the participants getting to know each other, as they were coming from the same country, but from different educational centres; they were supported by the trainer, who explained the key information for them to  learn how to introduce themselves and talk about their daily lives using the present simple tense (for example, describing habits, routines, and general truths, which are common in everyday conversations). They also presented their expectations, contributions, and fears for the course in the “Tree of Expectations” activity; this activity not only works for trainers to set the goals for the course, but also for the student's awareness of their strengths and weaknesses. Furthermore, the course went on with discussing the daily routines. By reinforcing the present simple tense, students could confidently talk about their typical weeks and the activities they performed during weekdays, introducing the adverbs of frequency and the verbs used in routines. For example, they talked about their typical plans for the weekends and then, they completed their own schedule with more details, (when do they perform the activity, why, with who…).

On Thursday, as the participants were more and more confident in their speaking, writing, and listening abilities, the past tense was introduced by tackling the topic of ‘travelling’. Firstly, the trainer taught the participants how to form the past tense, in regular and irregular verbs, and then the topic of their latest travel was put at the centre, as it was the most natural way to present the past and connect with the language they naturally would use. Each of the participants wrote an essay and presented it to the other participants, explaining their holidays in a detailed way and putting in practice the past tense. The fourth day was dedicated to discussing dreams and future plans. Participants were encouraged to practise the present continuous tense for future arrangements and the "will" and "going to" structures for predictions and intentions. Additionally, talking about hobbies encouraged students to express their interests and passions, making conversations more personal and motivating.

Finally, on the last day, the participants participated in a cooking activity to learn how to use imperative verbs and cooking vocabulary. They also practise reading and writing emails, which are crucial skills for both personal and professional communication. This practical approach helps in applying language skills in real-life scenarios.

By following this five-day plan, students can effectively improve their English language skills in a structured, engaging, and practical manner. The plan ensures structured progression, with each day building on the previous one to reinforce and expand the language skills learned. Practical application is emphasised through activities like introducing oneself, discussing daily routines, travels, which provide real-life contexts for language use. Tense mastery is achieved by focusing on different tenses (present simple, past simple, present continuous, and future), ensuring a comprehensive understanding of essential grammatical structures. Engaging topics such as travelling, dreams, and hobbies make learning enjoyable and relevant to students' lives. Skill integration is another key benefit, as combining speaking, listening, reading, and writing activities ensures well-rounded language development. Additionally, the participants discussing routines, dreams, and hobbies gave them insights into different cultures, fostering global awareness, and empathy.

Discover more about this course here.

Working in a team can be challenging due to differing personalities, miscommunications, and unclear role definitions, all of which can hinder the group's efficiency. Therefore, the goal of this course was to teach a variety of skills to ensure team efficiency and foster a positive workplace environment. By participating in this course, our attendees received valuable insights on how to become more effective team leaders and members, whether in a classroom setting or with colleagues.
The new edition of the course “Effective Group Management in schools: teambuilding and teamwork in the classroom” took place in Tenerife from 07/07/2024 to 13/07/2024. The participants came from all across Europe,  with Patricia and Teresa from Agrupamento de Escolas de Vilela in Portugal, Davorin, Tina and Sandra from IC Piramida Maribor in Slovenia, Aldona, Natalia, Klaudyna, Alina, Joanna and Beata from Szkoła Podstawowa nr 1 in Poland, Achillefs from B Technical and Vocational School of Education and Training Gregoris Afxentiou Lemesos in Cyprus.

During the course, we addressed various aspects of working in groups and leading teams. Initially, we focused on distinguishing between a group and a team. Participants learned that not all groups are teams; a team is driven by a common goal, and a team leader must prioritize this shared objective. They also explored the different stages of team development, understanding the characteristics of each stage to identify effective strategies for overcoming tensions or issues.

​The second topic covered was the importance of clearly defined team roles. Through group activities, participants experienced firsthand the challenges of working together when roles and tasks are unclear. This often leads to confusion, tension, miscommunication, and wasted time, as team members are unsure of their roles and expectations.

On the third day, we concentrated on effective team leadership. A good leader must adapt to various situations and be fully aware of both individual strengths and weaknesses and group dynamics. Participants learned that there is no single way to be a good leader; different leadership styles have their own pros and cons and can be applied based on the team and specific circumstances. They also learned the basics of coaching and the importance of using a growth mindset and positive language to maintain team motivation and morale.
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Lastly, we covered how to encourage peer feedback and assessment in the classroom. Peer learning strategies empower students to take an active role in their education, focusing on the learning process rather than just grades. Participants practiced peer learning and feedback strategies, gaining insights into the student learning experience.

Overall, it was a week filled with learning, knowledge exchange, best practices, and fun! Participants left with a new set of activities and strategies that they can apply in their classrooms.
More info on this course here.

In an era where education constantly evolves, Project Based Learning (PBL) stands out as a beacon of innovative teaching. Unlike traditional projects that often result in monotonous tasks for students and extra work for teachers, PBL offers a structured, engaging, and efficient approach to education. To delve deeper into this method, educators from across Europe gathered in Bologna for the course "Project Based Learning in the Classroom", held from 14/07/2024 to 20/07/2024.

This summer’s course brought together a diverse group of educators eager to explore PBL. Participants included GOULARD Tatjana from Javouhey-Rive droite in France, Carme Nogue Llach and Maria Boada Artigas from Ins Montsacopa in Spain, and INMACULADA LLOPIS TEROL from CEIP LA GALIA in Spain. Each brought unique perspectives and experiences, enriching the collective learning experience.
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The course commenced with an exploration of PBL's fundamental concepts. Participants examined case studies to identify the five key elements of PBL, understanding its distinct nature compared to traditional projects. This initial session underscored that PBL is not just another project but a comprehensive teaching methodology.

​Educators learned about preparing their classrooms for PBL. Through reflective activities and discussions, they developed strategies to cultivate essential skills in students, such as critical thinking, inquiry, and collaboration. This session highlighted the importance of creating a supportive and dynamic learning environment.
A critical aspect of PBL is its alignment with the curriculum. Participants explored the concept of "Backward Design", ensuring their projects were integral to the learning objectives. This approach guaranteed that each project was meaningful and directly tied to student learning outcomes.
Central to any PBL project is the "Driving Question" - a compelling query that drives student inquiry. Educators practiced developing driving questions that were engaging and thought-provoking, setting the stage for deep, student-led exploration and research.
Assessment in PBL requires a nuanced approach. Participants delved into the differences between formative and summative assessments, focusing on the former. They discussed various strategies to evaluate student progress and performance, emphasizing ongoing feedback and reflection.

Modern technology is indispensable in PBL. Educators gained hands-on experience with various ICT tools that support project development and implementation. This practical session equipped them with the skills to effectively integrate technology into their PBL projects, enhancing student engagement and learning.

Throughout the week, educators worked on developing their own PBL projects tailored to their students' needs. This hands-on practice allowed them to apply the concepts learned, brainstorm ideas, and receive feedback from peers. By the end of the course, each participant had a well-crafted project almost ready to implement in their classrooms.

The course "Project Based Learning in the Classroom" not only provided valuable knowledge and skills but also fostered a sense of community among educators. They left Bologna with renewed enthusiasm and a commitment to bringing the principles of Project Based Learning to their schools, ready to inspire and engage their students in meaningful learning experiences.

​Discover more about this course here.

Nowadays it is important to have a look at different kinds of non-formal teaching methods and strategies to discover their potentialities in enhancing education effectiveness. Thinking beyond the brick-and-mortar walls of the traditional classroom when it comes to learning and preventing early school leaving, non formal education is “any organised educational activity outside the established formal system – whether operating separately or as an important feature of some broader activity – that is intended to serve identifiable learning clienteles and learning objectives” (Philip Coombs, 1973).
The new edition of the course “Non-Formal Education Teaching Methods and Strategies​” took place in Bologna from 07/07/2024 to 13/07/2024. The participants came from all across Europe, with Amaya from IES San Andrés in Spain, Antigoni from SECOND CHANCE SCHOOL OF VOLOS in Greece , Sabrina from Lycée Professionnel Léon de Lepervanche in France and Anica  from Pucko otvoreno uciliste Kutina in Croatia.

During the course, the participants engaged in a variety of activities designed to explore and integrate non-formal education (NFE) methods into their teaching practices.

On Monday, they introduced themselves with NFE and explored the differences between formal, non-formal, and informal education by sharing examples from their teaching practices.
On Tuesday, they were engaged in many speaking games and role plays to integrate NFE in the curriculum through gamification and creativity. Wednesday saw the participants experiencing team building activities, games, and collaborative learning strategies to work on membership in the classroom in a non-formal way. Thursday was dedicated to exploring Project-Based Learning (PBL) as an innovative technique to encourage collaboration between students, and participants also defined and experienced various tools for formative assessment in a non-formal context. Finally, on Friday, participants experienced NFE activities and games to promote diversity in multicultural classes.

After having analysed together the different tools and the various strategies of non-formal education, each participant had the opportunity to autonomously develop a new tool to use in their own school context. Thanks to the creativity and the effort of each participant, at the end of the course we collected new practical and creative tools ideated by the teacher
After having analysed together the different tools and the various strategies of non-formal education, each participant had the opportunity to autonomously develop a new tool to use in their own school context. Thanks to the creativity and the effort of each participant, at the end of the course we collected new practical and creative tools ideated by the teacher.

In conclusion, during these days the participants had the opportunity to experiment innovative methods in a safe and stimulating environment, enhancing skills like teamwork, empathy, and critical thinking, and had the occasion to create new and unique non formal tools!

Discover more about this course here.

School programs are often filled with projects and initiatives designed to teach students in a more innovative and engaging way. However, these frequently end up as demanding extra tasks for teachers and impersonal activities that students don't even enjoy. How can we implement projects that can be both fun and motivating for students, while also being efficient and manageable for teachers?
 
To answer that question, this latest edition of the course “Introducing Project Based Learning in the Classroom​” took place in Palermo from 14/07/2024 to 20/07/2024. The participants came from all across Europe, with Katrin Uurman, from Räpina School of Horticulture Räpina Gardening School, in  Estonia; with Stiliyana Atanasova-Petrova, Neli Kalova and Tatyana Stoyanova, from Secondary school "St.Kliment Dhridski"Dalgopol city, in Bulgaria; with Jacek Zablocki and Malgorzata Pacewicz, from Szkoła Podstawowa im. Krola Zygmunta Augusta, Wasilków, and with Anna Szuchalska, Bożena Karpowicz, Anna Snarska and Anna Zawadzka, from IV Liceum Ogólnokształcące, in Poland; with Maria Kosmos, from Berzsenyi Daniel Gimnazium, and Maria Pethos-Szucs, from Kiskőrösi Petőfi Sándor Evangélikus Óvoda, Általános Iskola, Gimnázium és Technikum; with Erika Vas, from Orchidea Magyar-Angol Két Tanítási Nyelvű Óvoda, Általános Iskola és Gimnázium, from Hungary; and with Hanna Gramm from ​Gymnasium der Stiftung Theresianische Akademie Öffentliches Gymnasium der Stiftung "Theresianische Akademie"

​Throughout the course week, participants have delved into the core concepts of Project-Based Learning (PBL), with a special focus on the five key elements of PBL. By analyzing case study videos, they identified these elements in the presented projects. They quickly realized that PBL is not just about doing any regular project; it is a distinct teaching approach with its own rules and methods. Before introducing the five key elements, the participants had to lay their doubts and questioning about this topic. Those issues could be answered all along the process.
1) Preparing the Class for Project-Based Learning: Through self-reflection and discussion, our teachers recognized the importance of equipping their students with the necessary skills and attitudes for PBL. This includes fostering curiosity, critical thinking, inquiry, and collaboration.
2) Defining Learning Outcomes and Backward Design: A critical aspect of PBL is ensuring it is integrated into the curriculum and not just an additional task. Projects should be designed with clear learning outcomes that align with curriculum goals.
3) Creating the Driving Question and Project Details: A hallmark of PBL is the "Driving Question," which drives students' learning and inquiry. As students work to solve the challenge posed by the Driving Question, they engage in research and inquiry that leads them to understand key concepts in the relevant disciplines.
4) Establishing Appropriate Assessment Methods: One challenge identified by our participants was evaluating individual progress within group work. During the training, they learned about formative and summative assessments, understanding that formative assessment is often more beneficial for evaluating students' progress and performance in PBL.
5) Using ICT Tools to Support Project-Based Learning: Implementing PBL effectively often requires the support of new technologies. Participants had the opportunity to practice using various ICT tools essential for the smooth and efficient implementation of PBL in the classroom.

​What made the learning truly effective was the participants' opportunity to create their own projects throughout the week. After each PBL session, they worked in groups to design age-appropriate projects, clarifying doubts and brainstorming with international colleagues. This fostered a strong sense of achievement and inspired them to implement their projects in their classrooms!

English is recognized as the "global language", bridging connections between people from different countries and facilitating communication across diverse fields such as business, academic research, fashion, technology, and beyond.
 
A group of teachers from different countries participated in the "Basic English Language Course for Teachers and Education Staff." They approached the study with an optimistic attitude and dedicated their full effort to every activity. The latest edition of the course was held in Tenerife from 07/07/2024 to 13/07/2024. We had the pleasure of welcoming a group consisting of Luděk, Radim and Irena from Gymnázium Uničov in Czech Republic, Magdalena and Jana from ZŠ Hutnícka16 in Slovakia, Hajnal from Balassi Bálint Nyolcévfolyamos Gimnázium in Hungary, Michele and Cristina from Labins S.C. Impresa Sociale in Italy. Over the weeks, participants encountered various challenges designed to develop five crucial skills: English proficiency, listening, reading, writing, and speaking.

We began our journey by introducing ourselves and learning how to describe our jobs, followed by conducting our first job interviews to understand each other's attitudes and strengths as colleagues. Starting from the second day, each morning featured a review of newly acquired knowledge through recap activities. Given that learning a language requires effort and practice, every theoretical session in the course was filled with numerous exercises and activities.

We covered a range of grammar topics, including a review of tenses, the use of phrasal verbs, and adverbs. Each lesson was centered around everyday scenarios, such as organizing daily tasks, discussing routines, hours, and schedules. We also delved into subjects like the importance of learning a foreign language, travel, and future planning.
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One day, we collaborated 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 promote effective learning, we conducted formative assessments and engaged in activities such as games, quizzes, readings, real-life simulations, and other interactive methods. Participants enthusiastically tackled all the "speaking challenges" with bravery. During breaks, they seized every chance to converse with fellow participants in English, sharing best practices and insights about their schools and countries.
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Overall, the two weeks were exceptionally productive, marked by significant improvements in their English skills. We hope they continue with this positive attitude in their ongoing English studies and cherish the multicultural environment they successfully cultivated within just two weeks.

​Discover more about this course here.

Maintaining motivation, engagement, and enthusiasm in the classroom can be challenging for teachers. This is where ICT tools like apps and web platforms become crucial, aiding teachers in effectively communicating and imparting knowledge while keeping students fully attentive. Today, mastering interactive learning is essential to provide students with alternative, non-traditional learning styles and sustain their engagement.
The new edition of the course “ICT integration, new technologies, apps, social media​” took place in Tenerife from 24/06/2024 to 05/07/2024. The participants, Marta B. Krystyna, Adam, Monika, Sławomir, Marta C., Katarzyna, Małgorzata Idzik, Jarosław, Robert, Iwona and Małgorzata Iwanow came from Zespół Szkół Nr 2 im. Jana Pawła II w Miechowie in Poland.
During this course, participants learned to utilize a wide array of technological tools and incorporate them into their teaching methods.

​The course continued by exploring additional tools for gathering and sharing resources and content. Participants learned about platforms that enabled them to collect and enhance videos, images, texts, PDFs, and other materials, and share all this content with their students in a simple way. These tools are particularly useful for describing different parts of an image, especially in scientific subjects, and for providing deeper context to enrich the learning experience when introducing a new topic, such as in foreign language studies. They also practiced using tools that serve as collaborative walls, encouraging every user to post and contribute to creating a more comprehensive collection of information.
Among the many tools they explored, they also learned about interactive presentations, where teachers can engage the class by conducting polls, creating word clouds, or soliciting questions and feedback on the topic being presented. They discovered how to create video lessons, which are particularly effective in the current times, and online learning quizzes, which are very useful for assessing students' progress.

​The Covid-19 pandemic taught us that the potential of virtual lessons and online classes that replaced traditional education had to leave space to. Therefore, it was essential for this course to also cover applications useful for conducting online classes, such as virtual whiteboards. These tools can create engaging and captivating online lessons and foster collaborative learning experiences.
Furthermore, participants had the opportunity to immerse themselves in the technological world through numerous practical activities. These included presentations, virtual quizzes, learning to create engaging social media content, and using tools designed for organizing graphics, posters, collages, and more.

The participants completed this course with a solid understanding of interactive learning and modern technologies, equipped with a new set of tools ready for use in both in-person and online lessons. This approach is sure to boost students’ creativity, engagement, attention, and motivation, transforming learning into a fun and dynamic experience!
 
Discover more about this course here.
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Being in contact with the outdoors has significantly influenced the cognitive, behavioral, and emotional development of humans since prehistoric times. Even today, it is common to feel inspired, awed, or affected by walking in nature or admiring a natural or urban landscape. Outdoor education is an innovative teaching approach that addresses two critical issues in contemporary society: providing high-quality, enduring education and raising awareness about the importance of preserving our planet in the face of the daunting threat of climate change.

The new edition of the course “Outdoor education: a new way of teaching and learning” took place in Puerto de la Cruz (Tenerife) from 30/06/2024 to 6/07/2024. The participants came from all across Europe, with Anagnostou, Seitanidou and Mantonitsa from 6th Gymnasium of Katerini in Greece; Emese and Veronika from Varosmajori High School in Hungary; Patricia, Andrea, Mariana and Ilaria from Labins S.C. Impresa Sociale in Italy; Ludmila and Tatiana from Gymnázium Janka Kráľa, Zlaté Moravce in Slovakia; Felix and Thomas from VBS Akademiestraße in Austria; Aleksandra, Zofia and Magdalena from Szkoła Podstawowa im. Tadeusza Kościuszki in Poland.

Starting from the definition of Outdoor Education, we explored various ways to guide our students to connect with the outdoors, which doesn't always mean being in nature and forests. Indeed, we dedicated one part of the training to Urban Outdoor Education in the city. The participants learned to teach subjects like science, math, music, art, language, and more by engaging in activities that focused their attention on the surroundings.
Another part of the course was focused on practicing many tools in a natural environment in local parks. All the games and activities tested were much appreciated and inspired our participants not only to share their activities with the rest of the group but also to create their own outdoor activities.
Participants also explored the concepts of Non-Formal Education (NFE), a pedagogical approach encompassing many outdoor activities. This approach centers on the concrete experiences students have when performing an activity or task. By following the entire cycle and ensuring we ask our students the right reflective questions, they can relate the new knowledge acquired to their lives and apply it.

Indeed, the last part of the course was dedicated to designing an outdoor experience tailored to each participant's target group. After studying the principles of the outdoor learning approach, discovering the 10 Kurt Hahn rules and their true meanings, and engaging with various urban and natural activities, each participant designed an outdoor lesson based on the subject they taught. Considering the age level of their pupils and the skills and topics they wanted to address, each teacher planned the session in detail, presented it to the other participants, and received feedback on how to improve it. This week was a true example of the efficacy of experiential outdoor learning: with our hands-on approach, participants got a real taste of what an outdoor education activity looks like and acquired the knowledge needed to plan one for their pupils.
During this course, participants were able to explore a vast series of activities and games they can replicate with their students, demonstrating that learning doesn't happen only inside a classroom!
Discover more about this course here.

​The most recent edition of the course “Making the most of new technologies, apps and social media in the classroom​” was held in Palermo from 07/07/2024 to 13/07/2024. The participants came from all around Europe, with Andrés Flórez Fernández, from Cp Gesta, in Spain; with Laura Fernández-Aliseda Garrido, from EOI Dos Hermanas, in Spain; with Daniela Tietz, from Berufliche Schulen Landsberg am Lech, from Germany; with Sarjit Verik, from City of Dublin ETB - Colaiste Dhulaigh College of Further Education, in Ireland; with Cândida Maria Vidal de Matos Paulino e Carlos, Joaquim da Conceição Carlos and Maria de Fátima Sanches Henriques, from Agrupamento de Escolas de Pinhel, from Portugal; with Podaru Ioan Lucian, from Liceul Teoretic Miron Costin Iasi, in Romania; and finally with Desislava Spasova Bachorska and Anita Stefchova Todorova, from 50th Secondary school Vasil Levski, in Bulgaria.

Throughout this course, participants gained skills in using various technological tools and integrating them into their teaching methods. Initially, they explored and experimented with ICT tools through activities with the trainer using different applications and platforms. This allowed them to see the benefits and importance of interactivity and the freedom to share new elements, which can enhance future lessons. These modern, playful tools aim to promote collaboration, participation, idea sharing, creativity, and alertness. Engaging in the digital world offered opportunities to practice online activities like quizzes, polls, presentations, educational games, and interacting with an AI educational platform.
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Following the exploration of each new tool, the trainer provided a brief theoretical explanation on how these tools can be created, shared online, and subsequently used by the participants for their own purposes.

In the final stage of the session, participants independently created their own apps or platforms by following a step-by-step tutorial, which helped them better understand the settings. They sought further clarification and advice when needed. Despite their different needs, they shared a common goal of utilizing ICT tools to facilitate training and learning. Fortunately, they were able to save the tutorials and their creations from the week.
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Additionally, participants learned to create a website using simple steps. The course introduced them to an easy drag-and-drop tool to help them build a website for their schools.

​By the end of the course, participants could appreciate their progress in discovering and acquiring new skills in interactive learning. In summary, applying this new learning approach in the classroom will significantly enhance students' creativity, engagement, attention, and motivation, transforming learning into a fun and dynamic experience.

Discover more about this course here.

​The course continued with an introduction to Google tools for educational purposes. Participants learned to use Google Forms to create engaging escape rooms as interactive games for students. Additionally, the course looked into the use of visual media, guiding participants on how to create compelling multimedia content, presentations, quizzes, games, flashcards, and infographics. These tools are invaluable for enriching the educational process, making it more interactive and captivating for students. Participants practiced using these tools to develop comprehensive and visually engaging resources, ensuring a deeper and more effective learning experience.

​Discover more about this course here.