The ELA Blog

Maintaining motivation, engagement, and enthusiasm in the classroom can be challenging when it comes to teaching. This is where ICT tools like apps and web platforms become invaluable, assisting teachers in effectively communicating and imparting knowledge while keeping students fully attentive. In today’s world, it is crucial to be proficient with interactive learning methods, offering students an alternative, non-traditional style of education that keeps them engaged.

The new edition of the course “Integrating ICT and new technologies into teaching and education​” took place in Tenerife from 05/08/2024 to 16/08/2024. The participants Agata, Aneta, Maria, Małgorzata, Bożena, Małgorzata, Anna, Barbara, Piotr and Tomasz came from the school Zespół Szkół im. B. Prusa w Częstochowie in Poland.
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Throughout this course, participants gained hands-on experience with a wide array of technological tools and learned how to effectively integrate them into their teaching methods. They began by exploring simple yet powerful tools for editing pictures and videos, which can be highly effective in educational settings. These tools serve multiple purposes, such as preparing multimedia content, introducing new topics, or summarizing previous ones. They also provide opportunities to engage students creatively by challenging them to produce their own work. Video presentations, in particular, proved to be an excellent way to capture and maintain students' attention.

Given the shift from traditional education to virtual lessons and online classes over the past four years, the course also covered essential applications for conducting online classes. This included exploring the use of virtual whiteboards, which are instrumental in creating engaging and interactive online lessons, as well as fostering collaborative learning experiences.

The course was rich in practical activities, such as creating presentations, participating in virtual quizzes, learning to craft engaging social media content, and using tools for organizing graphics, posters, and collages. These activities allowed participants to immerse themselves in the technological landscape, honing their skills through hands-on practice.

Moreover, the course provided opportunities for participants to exchange ideas and learn from one another’s experiences. By the end of the course, they had acquired a solid understanding of interactive learning and a new set of tools, ready to implement in their classrooms. This approach is certain to boost students’ creativity, engagement, attention, and motivation, transforming learning into a more enjoyable and dynamic experience.

As teachers and education professionals, our goal is always to equip students with the knowledge, skills, and attitudes they need to thrive in today's diverse and multicultural society. In this context, fostering diversity and tolerance within the classroom has become a critical objective for schools and adult education. By nurturing empathetic and open-minded individuals, we can make a meaningful difference not only in the lives of learners but also in the broader society.
 
The new edition of the course “Diversity in the classroom: teaching tolerance and overcoming prejudices and discrimination​” took place in Tenerife from 10/08/2024 to 24/08/2024. The participants Barbara, Maria, Zofia, Barbara, Katarzyna, Karina, Magdalena, Renata, Katarzyna and Jakub came from the school Szkoła Podstawowa nr 1 w Pilicy in Poland.
 
The course began by delving into the concept of identity, engaging teachers in a hands-on, visual activity that encouraged them to express their own identities. They were asked to draw self-portraits, with one half representing their visible appearance and the other half depicting their inner characteristics and values. This exercise set the stage for a discussion on how our identities shape our perceptions of the world and others around us.

​We then explored the challenges and concerns surrounding the recognition and promotion of cultural diversity. A thought-provoking TED talk guided us to reconsider the common question “Where are you from?” by suggesting instead to ask “Where are you local?” This shift in perspective highlights that our identities are shaped by our entire cultural experience, not just our nationality, as identity is developed across various interconnected dimensions.
 
Understanding diversity also requires confronting the concept of stereotypes. We examined the causes and effects of stereotypes, both positive and negative, and discussed how they are formed and the paths they lead us down. Through storytelling, we explored how stereotypes can evolve into judgments and discrimination, allowing us to see their impact in a more personal and relatable way.
 
Another crucial topic we addressed was awareness and respect. We explored how our identities act as lenses through which we view the world, meaning that reality can appear different depending on the "glasses" we wear. To better grasp how our values shape culture—and are shaped by it—we engaged in numerous activities and simulations focused on critical thinking.
 
In the portion of the course dedicated to the concept of membership, we explored the feelings of exclusion and the challenges of inclusion within group dynamics. The “geese exercise,” which illustrated different leadership styles, perfectly aligned with this theme, helping participants to recognize the importance of inclusivity.
 
Finally, we concentrated on empathy. We delved into emotions and feelings, encouraging teachers to put themselves in others' shoes. While self-awareness of our own emotions is vital, it is equally important to train ourselves and our students to express these emotions effectively.
 
The week was filled with new knowledge, practical activities, shared experiences, deep conversations, and a wealth of ideas and emotions. It was a bright and enlightening journey for all involved.

In today's world, where the climate crisis and biodiversity loss are becoming increasingly critical, integrating green skills into education is vital. Teachers have the unique opportunity to equip students with the knowledge and tools necessary to tackle the environmental challenges of the future. This task goes beyond just education—it’s about instilling hope and showing that meaningful change is truly achievable.
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In the latest edition of the course "Green Skills for Education: Fostering Environmental Awareness and Sustainable Practices in the Classroom" held in Tenerife from 08/09/2024-14/09/2024, participants from across Europe gathered to explore how to incorporate sustainability into the classroom. Among the attendees were Adrianna Karow from Szkoła Podstawowa nr 2 im. Adama Mickiewicza w Drawsku Pomorskim, Poland; Valentina Buccoliere and Lucia Giuffreda from IIS PIETRO SCALCERLE, Italy; and Nele Jochimsen from Paritätisches Bildungswerk Landesverband Thüringen e.V., Germany.

We laid the foundation for the week by brainstorming and defining the terms 'green skills' and 'sustainability,' seeking to understand their importance in today’s context. Following this, we dedicated a session to the concept of greenwashing—an eye-opening exploration of how prevalent this practice is. We conducted our own investigations, comparing ethical brands with those engaging in "greenwashed" marketing back in our home countries.

As the course unfolded, we 'planted the seeds' of knowledge by diving into the Sustainable Development Goals (SDGs), reading and engaging in vibrant discussions. Each participant explored the goals independently, gaining insights into the specific targets and indicators within each one.

As we saw our knowledge flourish, we didn't just sit and listen; we engaged in hands-on activities and interactive games that challenged us to reflect on our own needs, wants, habits, and lifestyle choices. From small daily actions to larger lifestyle changes, we learned that every decision plays a role in shaping a more sustainable future. We didn’t confine our learning to the classroom—we took it outdoors to a nearby park, immersing ourselves in nature and discovering ways to incorporate outdoor experiences into education.

To fully nurture our green skills, we sharpened our critical thinking abilities and explored the power of Project-Based Learning (PBL) in cultivating environmental awareness. Through problem-solving exercises and real-world case studies, we analyzed complex environmental issues from multiple perspectives and developed creative, innovative solutions. PBL gave us a framework for collaborative learning and hands-on exploration, empowering us to face environmental challenges with resilience and ingenuity.
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Looking back on the course, we depart with a vibrant bouquet of new knowledge and a sense of accomplishment.

Did you know that play is considered an essential aspect of cognitive growth from early childhood all the way into adulthood? Think for a moment about your favorite games: isn’t it true that you could keep playing them endlessly? Whether it’s hide and seek, puzzles, building games, or board games, there are invisible connections linking our memories, experiences, and emotions when we play games. All these elements are connected to the intrinsic motivation and engagement that they stimulate in our minds!

The latest edition of the course “Discover the Power of Game-Based Learning and Gamification in Education” was held in Tenerife from September 15 to September 21, 2024. Participants from across Europe attended, including Jelena Kallas and Kelly Lilles from Eesti Keele Instituut in Estonia, Markéta Novotná and Lukáš Matějíček from Gymnázium a hudební škola hl.m. Prahy in the Czech Republic, Kollarik-Kovács Dominika from Bethlen Gábor Általános Iskola és Gimnázium in Hungary, Øyvind H. Henriksen from Inland Norway University of Applied Sciences in Norway, Martyna Lichaczewska-Ziemba from John Paul II Academy of Biala Podlaska in Poland, Merilin Lembke and Erge Tamberg from Kanepi Gymnasium in Estonia, Sara Civale, Paolo Privitera, and Vanessa Sitzia from "IC C. Colombo in Italy, Max Böck from BRG Seestadt in Austria, and Julia Katharina Busse and Janina Haas from Erika-Rothstein-Schule in Germany.
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The training week was organized like a game, progressing through different levels from the start. Just as in the beginning of a video game, participants were asked to create their own characters to enter the game. Avatars, symbolic figures, and new superheroes were used as a foundation for introductions, showcasing each individual’s strengths and passions. This revealed just how rich and diverse our group was, truly reflecting the variety found in any classroom.
In the first level, we examined the educational importance of play and how games can stimulate learning. We acknowledged that teachers are often “digital immigrants” in a world now filled with “digital natives.” Through a challenge to distinguish between gamification and game-based learning, participants gained better insight into the difference: gamification involves integrating game elements into a non-game context, while game-based learning is an instructional method where learning takes place through playing a game.

​In the second level, participants identified the most common gamification framework, which explains how eight primary internal and external motivators drive human engagement. One of the practical activities involved a role-play, where participants acted as the different types of video game players, helping them grasp the motivations behind game-based engagement.

The third level was focused on game-based tools and apps. We explored several traditional games and reworked them into more engaging educational tools. After completing all the challenges and battles, participants had the chance to create their own tools, both online and offline.

In the second-to-last level, participants had the most immersive experience.We ventured outdoors for a scavenger hunt in the city center and then were “locked” in a digital escape room, where they had to solve puzzles to break free. Finally, participants worked on how to gamify their own classrooms, tailoring their strategies to fit their students' needs and characteristics.
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After successfully completing all levels, participants learned new strategies for transforming even the most traditional games into powerful educational tools. They also became familiar with modern online resources that can significantly boost student engagement and ignite a sense of excitement in the classroom!

In today's fast-paced educational landscape, stress has become a common challenge for both teachers and students. Recognizing this, a course on “Stress and Conflict Management: the way to resilience and satisfaction” took place in the vibrant city of Bologna, Italy, from 15/09 to 21/09. This event brought together educators from across Europe, providing them with an opportunity to explore strategies for handling stress effectively in a school environment.

Participants included representatives such as Hildur Katrin Rafnsdóttir, Gréta Matthíasdóttir, Stella Ólafsdóttir, Eva Rós Gunnarsdóttir, and Auður Friðriksdóttir from Reykjavik University in Iceland; Riikka Strandman and Annika Peltola from Oriveden yhtäkiskoulu in Finland; Elizabeth Micallef and Abigail Pace from St. Monica School, Gzira in Malta; and Sasu Saaristo from the Adult Education Centre of Tampere Region in Finland.

Building on this foundation, the educators were introduced to various cognitive and behavioral strategies for managing stressful situations. Emphasis was placed on reframing negative thoughts and developing practical time management techniques. These methods were not only discussed but actively practiced, ensuring that participants left with tangible tools to apply in their daily routines.

To round off their learning experience, participants engaged in stress reduction games and mindfulness practices. These techniques offered practical ways to manage stress, ensuring that they could implement what they had learned into both their personal lives and professional environments.
The course, set against the rich cultural backdrop of Bologna, left participants inspired and equipped with strategies to create a healthier, more balanced environment within their schools. The diverse group of educators returned to their respective countries, ready to implement these valuable insights and contribute to a more supportive and understanding educational setting.

Discover more about this course here.

A group of passionate teachers from around the world recently came together for a distinctive Italian A1-A2 course, embarking on a journey that went far beyond language learning. This program, aimed at boosting their Italian proficiency and enriching their cultural insights, provided a comprehensive and transformative experience. Participants not only honed their grammar Italian knowledge but also their communication and pronunciation skills. Set in the lively city of Bologna, the course offered more than just academic growth it opened the door to a deeper connection with the Italian way of life and country.

The course "Intensive Italian Language Course for education staff" took place in Bologna from 16/09/2024 to 21/09/2024. Participants from all around Europe had an opportunity to expand their Italian 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: Ulrike from Germany, Freie Theologische Hochschule Giessen/Giessen School of Theology, Jenny and Marie-Hélène from Collège Val de Seille in France; and Anita, Inese and Antra from Rezahne Academy of Technologies in Latvia.

Cultural immersion was central to the program. Bologna, with its rich historical heritage and young university atmosphere, provided the ideal setting for these activities. Participants had the opportunity to explore historical landmarks, savor the famous Bolognese cuisine, and engage in local festivals. These immersive experiences allowed them to witness the Italian people way of living, creating a genuine connection to the culture and language. Additionally, traveling around the region deepened their understanding of Italy's diverse traditions, landscapes, and lifestyles.

Discover more about the course here.

From September 09th to 13th, a group of 11 leaders from FGU Hovedstaden in Denmark embarked on an enriching journey in Bologna, Italy. The group, which included professionals such as principals, vice principals, and key school leaders, had a clear goal: to engage in team-building activities while exploring the intricacies of leadership styles, conflict management, and emotional intelligence.

Another powerful moment came during a unique activity designed to help each leader reflect on their inner selves. Through this self-exploration, others had to guess the traits that defined their colleagues, fostering a sense of empathy and solidarity among the group.

The participants—Camilla Saebel, Lise Mundt, John Larsen, Bente Klitgaard, Søren Østerby, Trine Bloch Nielsen, Zaki Mølgaard, Marianne Vesterager, Johanne Bjerregaard, Rikke Svendsen, and Simon Bjørnholdt Eriksen—returned home with new insights and stronger team dynamics, ready to implement their newfound knowledge back in Denmark.

Discover more about this course here.

From August 18th to 31th, ten educators from Zespół Szkół Artystyczno-Projektowych w Tarnowskich Górach in Poland gathered in Bologna, Italy, for a comprehensive two-week training program. The course aimed to strengthen leadership abilities, deepen emotional intelligence, and introduce innovative approaches to technology in education.

The first week focused on personal development and classroom management skills. Participants were introduced to techniques that encouraged open communication, reflection, and the exchange of ideas on classroom management strategies. Discussions helped them better understand group dynamics, communication styles, and conflict resolution, while emphasizing the role of emotions in effective leadership.

The second week transitioned to technology integration in modern education, focusing on Artificial Intelligence (AI) and Information and Communication Technology (ICT). Participants explored AI concepts and practical applications for education, working on innovative projects that combined creativity with technology. This allowed them to enhance their problem-solving and collaboration skills.

The group also engaged with ICT tools and activities aimed at making education more interactive and engaging for students. By the end of the week, participants discussed the key competencies required in the 21st century, emphasizing the importance of AI and ICT in preparing students for the future.

In addition to the intensive training, participants also had the opportunity to experience cultural activities organized throughout their stay in Bologna. These moments allowed them to explore the local culture, fostering a deeper connection with the city and each other. The cultural experiences contributed to a well-rounded journey, blending professional growth with personal enrichment.

Discover more about this course here.

Teachers, nowadays, have the responsibility to foster students' futures through the cultivation of creativity and critical thinking skills. Their duty is to encourage students to be creative and to bring out the best in themselves and provide them with skills to face the challenges of the 21st century.
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The new edition of the course “Creativity for the future: promoting Critical Thinking and Problem-Solving in the classroom​” took place in Palermo from 08/09/2024 to 14/09/2024. The participants came from all across Europe, with:  Amy Fitzpatrick and Laura Rodriguez from Europaskolan Södermalm, Sweden; Jaqueline Lobeck and Eileen Kliche,  from Germany, BBZ Rendsburg-Eckernförde; one participant from Hungary, Krisztina Nánási, from Bálint Márton Általános Iskola és Gimnázium; and then three participants from Norway: Hanne Helen Nicolaysen, Gry Halvorsen Gomnæs and Henriette Birkeland-Håkenrud, from Hønefoss videregående skole.

​Participants explored learning and innovation skills, digital literacy, and career and life skills, with a particular emphasis on the 4Cs: critical thinking, creativity, communication, and collaboration. Most notably, they gained insights through practical exercises into how our cognitive processes and problem-solving abilities vary when confronted with challenges.
 
The course also focuses on addressing common barriers to innovative thinking by applying specific strategies. Structured thinking techniques are utilized to practice lateral thinking and develop practical applications for existing content. Individual exercises and peer reviews demonstrate that these techniques are applicable across various subjects, such as science and language learning, and can serve as formative assessment tools to foster creative thinking in students.

Our team strives to improve the educational process with each course, so that graduates can gain useful experience and skills that they can apply in their work. The course program consists of research on the topics of cross-cultural communication, self-identification and many other issues related to the work of teachers in modern conditions. We aim to educate empathetic and open-minded students in order to  influence positively both the students themselves and society as a whole.
 
The new edition of the course «Diversity in the classroom: teaching tolerance and overcoming prejudices and discrimination» took place in Bologna from 26/08/2024 to 30/08/2024. Participants from various European countries were joined by José Luis Albiac Balaguer from INS Navarcles, Spain, Erika Moravcová, Barbora Bednáriková, Martina Zigová from Základná škola, Slovakia, Ecaterina Nedelcu and Ivascu Claudia from Liceul Teoretic Henri Coandă, Romania.

Also, during the course, we considered practical and visual exercises to study the concept of one’s own identity. One of the tasks was to draw a portrait, where one half reflects a person’s appearance, and the other his inner world, passions and goals. The participants were able to see themselves how important a stage for students is the awareness of their own values, needs and the correct setting of priorities, so we studied this topic in depth.
 
When considering the topic of cultural diversity, it is impossible not to mention the role of stereotypes in our lives.  We discussed the reasons for their occurrence, existence and impact, as it has both positive and negative consequences. To understand how to prevent the emergence of discriminatory stereotypes, we implemented the storytelling technique.

We will also consider in detail the importance of empathy in the work of teachers. Thanks to interesting tasks, teachers had the opportunity to feel the emotions and feelings of others.

Discover more about this course here.