The ELA Blog

The week began with "get to know each other" activities and icebreakers using collaborative tools, which fostered interaction and teamwork. This helped set a positive tone and made participants feel comfortable with each other. Throughout the course, participants examined various technological tools and discovered how to incorporate them into their teaching strategies. 

A day was dedicated to game-based learning tools that motivate students and make the classroom more fun and active. Participants explored the creation of digital group learning games, recognizing how these tools can turn traditional lessons into interactive experiences. These activities are designed to foster greater creativity among students. Video presentations were highlighted as an effective method to engage students and invigorate the classroom atmosphere.

The focus shifted to Artificial Intelligence (AI), with an introduction to using ChatGPT in the classroom and exploring AI-powered tools, acquiring insights into the seven elements of a good prompt. Through an interesting discussion, they analyzed all the potential, the benefits but also the traps of using AI tools without sufficient knowledge of them. It was a particularly fun day, as participants created songs and theatrical plays thanks to the help of Al :)

Assertiveness was the next topic on the agenda, with participants examining the balance between being confident and respectful in their interactions. The course provided practical strategies for communicating assertively, empowering educators to advocate for themselves and their students in a way that fosters mutual respect. This skill is particularly important in educational settings, where clear and respectful communication is key to creating a positive learning environment.
The course then turned to Social Emotional Learning (SEL), emphasizing its role in fostering emotional intelligence in both educators and students. Participants explored how SEL can be integrated into their teaching to promote self-awareness, empathy, and responsible decision-making among students. This holistic approach to education not only supports academic success but also contributes to the overall well-being and development of students.

Leadership and teamwork were also central to the course. Educators reflected on the qualities of effective leaders and explored various leadership styles, recognizing that successful leadership often involves collaboration and the ability to work well in teams. Through group activities and discussions, participants learned how to motivate and guide their students while also building strong, cooperative relationships with colleagues.
Conflict management was another critical topic covered in the course. Educators shared their experiences with conflict and learned strategies for addressing disputes in a constructive manner. By understanding the underlying causes of conflict and applying effective resolution techniques, participants gained tools to turn potential challenges into opportunities for growth and learning.

Non-verbal communication and public speaking rounded out the course, providing participants with the skills to convey their messages confidently and effectively. Educators practiced controlling their body language and using non-verbal cues to enhance their communication. They also engaged in public speaking exercises, which helped them build confidence and improve their ability to present information clearly and persuasively.

The course began with a series of activities designed to help participants reflect on their own identities, exploring how personal experiences, backgrounds, and values shape perceptions and interactions. Through creative exercises like drawing self-portraits that depicted both visible traits and inner values, educators gained a deeper understanding of the complexities of identity. This understanding is vital in recognizing the diverse identities of their students and creating classroom environments that honor and respect these differences.

Addressing and challenging stereotypes and prejudices was a central focus of the program, as these are often unconscious barriers to true inclusivity. Participants engaged in in-depth discussions and storytelling sessions that delved into the origins of stereotypes, examining how they develop and the harmful impacts they can have on individuals and the learning environment. By equipping educators with the knowledge and tools to identify and dismantle these biases, the course aimed to foster a more equitable and respectful atmosphere where all students can thrive.

Empathy and inclusion were themes that resonated throughout the course, as they are essential components of a truly diverse classroom. Participants engaged in collaborative exercises that demonstrated the importance of fostering a sense of belonging for every student. By learning effective strategies for building supportive classroom communities and managing conflicts in a constructive manner, educators were empowered to create environments where students feel safe, understood, and encouraged to express themselves.

The "Effective Group Management in Education: Building Teamwork among Students" course gave participants useful skills and knowledge over a week. Initially, participants talked about their own experiences with group management, so they could learn from each other’s previous experiences within the subject and reflect on them. Later on, they discussed the differences between a team and a group, and learnt about the stages teams go through to become effective, giving their own ideas and listening to the others.

Following this, the next session became very practical and participants learnt the importance of giving clear roles in the classroom and how to ensure everyone works well together. Through a series of group activities, participants experienced firsthand the challenges of working together when roles and tasks are unclear. This lack of clarity can lead to confusion, tension, and miscommunication. More importantly, it wastes valuable time as team members are left unsure of their responsibilities and what is expected of them. They practiced ways to make each student feel included and important in group tasks.

Teaching entrepreneurship and leadership in schools is crucial in preparing students for the future, and educators now have a range of tools to integrate these skills with traditional methods. A recent course provided participants with insights into innovative strategies like Project-Based Learning (PBL), Non-Formal Education, Outdoor Education, and Information and Communication Technology (ICT), aimed at enhancing the teaching of entrepreneurship and leadership.

The week began with a focus on entrepreneurship, exploring the European framework's competencies and discussing how to incorporate entrepreneurial thinking into classrooms. This was followed by practical sessions on the entrepreneur's toolbox, including goal-setting strategies, self-motivation techniques, and tools like SWOT analysis and the CANVAS business model. These sessions equipped educators with practical ways to help students assess strengths, identify opportunities, and create business plans.

Talking about key competences for living in the 21st century, participants touched on the topic of learning and innovation skills, digital skills and also career and life skills, focusing their attention on the 4Cs: critical thinking, creativity, communication and collaboration. Most importantly, we learned through hands-on practice how differently our brain and thinking skills function when there’s a problem to solve.
 
Participants were presented with a series of challenges to help them reflect how common barriers to out of the box thinking can be easily overcome by applying specific strategies. For example, using the 6 Thinking Hats method, participants were able to put into practice “lateral thinking” and devise its concrete application to some existing content they are teaching. Through individual practice and peer review it became noticeable that this method can be used in any subject, from science to language learning, but also as a formative assessment tool, to encourage students thinking outside the box.

To begin, participants engaged in interactive ice-breakers to get acquainted with one another. They also had the opportunity to introduce themselves as game characters by designing avatars using generative AI. These avatars were meant to reflect their skills, personalities, and passions, resulting in a class filled with werewolves, paladins, bards, warriors, and pink princesses!

We introduced participants to the Gamer Starter Pack, where we explored meaningful experiences within gaming environments. Through this exploration, we discussed how these experiences could be applied in educational contexts. The primary outcome of this part of the course was defining the most common gamification framework, highlighting how eight key internal and external motivators drive human engagement. In one practical activity, participants role-played as various common types of video game players, gaining hands-on insight into game-driven motivation.

Finally, participants discovered modern AI tools designed to create game-based experiences in the classroom, significantly enhancing student engagement and bringing a fresh spark to their teaching methods. We also discussed the broader impact of AI on the creative industry, including its transformative effects on education and the arts, exploring how these technologies are reshaping creative processes and educational practices. Being aware of these developments ensures we can harness these tools to enrich students' creative processes and inspire their learning journeys.

Participants also practiced designing interactive presentations with real-time audience interaction and using ICT tools for more effective virtual classroom management. They also experimented with creating digital learning group games. These exercises showed them how these tools can make lessons more engaging and dynamic.