The ELA Blog

To maintain the quality of our life ensuring a healthy, sustainable future it is essential to improve environmental conditions. This can be done with the help of green skills, which is why teachers should share their knowledge about it with students to help them understand the importance of environmental responsibility. These skills empower students to contribute to solving global ecological challenges and promote a more eco-conscious society.

​The new edition of the course “Green skills for education” took place in Palermo from 20/10/2024 to 26/10/2024. The participants came from all across Europe, with Anne-Marie Molenberg from EPFC in Belgium, Maeve McNamara from LCETB in Ireland, Raffaella Montecucco from Collège Jacques Prèvert in France, Agnė Paprockaite and Dalia Versekėnaitė from Kauno Martyno Mazvydo progimnazija in Lithuania, Ingunn Helga Bjarnadóttir and Kristin Björk Gunnarsdóttir from Símenntunarmi∂stö∂ Eyjafjar∂ar in Iceland, Jakub Eltman, Marta Eltman-Bryś, Marta Cygańska and Michal Cygański from Stowarzyszenie “Kadry dla Konina” in Poland and participants coming from two different Hungarian schools: Elena Zdrakova Zdrakova from Budapest XIV: Kerületi Teleki Blanka Gimnázium and Krisztina Muresán coming from Kecskeméti Katona József Gimnázium.
 

​The first day of the course started with an overview of key concepts related to green skills, helping participants understand the course structure and fundamental ideas of sustainability. They particularly enjoyed engaging with the Green Skills Pyramid, which illustrates the hierarchy of green skills and the connections between different elements.

​The next day, a new and interesting topic about sustainable development began. In order to understand which approaches to everyday life need to be changed, the participants took part in an activity on the Agenda2030, learning how to improve their lives, well-being and as a result the ecological state of the world as a whole. Moreover the participants discovered environmental success stories as a way to talk about the climatic global crisis in an appropriate way, encouraging students to take action without feeling helpless and overwhelmed. 

​In the course, we discussed the 5 R principles for the future, which outline key strategies for improving modern life while combating pollution and global warming. We also talked about the importance of developing critical thinking skills. Participants had the chance to apply their critical thinking to the topic of greenwashing, learning to differentiate between legitimate brands and false claims.

​One day of the course was spent outdoors in a local park. Teachers that wish to introduce the topics of sustainability and care for the environment can really benefit from the use of outdoor education since learning to be in nature is the best tool to foster a sense of protection for our planet. To promote team building, groupwork, collaboration and inclusion, participants were divided into groups and had to complete an outdoor activity made of different tasks. As the participants sang, played and had to take on the role of their students for once, it was a very fun part of the course. 

​Gaining new skills and establishing a connection with nature, this course was an unforgetable experience for each of the participants, that really put their hearts into building new knowledge. 
 
Discover more about this course here.

The world of childhood and preschool education is continually evolving, making it essential for preschool teachers to stay informed about the latest trends. This training course will serve as a springboard for exploring the key principles, characteristics, and advantages of the most effective preschool approaches.

The new edition of the course “The best for preschool teachers​” took place in Palermo from 20/10/2024 to 27/10/2024. The participants came from all across Europe, with Inessa, Marina and Nataļja from Daugavpils Zinātņu vidusskola in Latvia and Michaela and Andreea from Public Kindergarten in Romania.

The course began with some ice breaking activities, then they shared their expectations, contributions and fears. They also discussed the best practices linked to preschool pedagogy and finally, the participants had the chance to present their schools. In this way, they got to achieve a wider understanding of preschool education in the European Union.

Moving on discovering the Italian preschool experience, the participants delved into the Montessori method, a philosophy and pedagogy developed by Maria Montessori in the early 19th century. A presentation of pictures of an authentic Montessori environment and materials was the starting point for discovering the method in a practical and experiential way.
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The teachers and the course trainer headed to two different education centers, Istituto Montessori and Istituto Minutoli, two preschool schools in Palermo. The participants had the opportunity to learn more about pedagogy, materials, projects, and experiences through a hands-on approach. They also enjoyed sharing views and ideas with local teachers, exchanging insights that enriched their understanding and broadened their perspectives.

We also had the chance to learn about Outdoor Education. We visited a natural park near the course, carrying our class outdoors. This was a clear example of how to plan and carry out a class outdoors and this experience was an eye opener on the deep need of nowadays society to bring our kids back to the authentic and real world, and the benefits this might entail for learning to respect the environment.
Last but not least, the participants discovered the principles and theories of non-formal education and we implemented games and activities to have a better understanding of the matter.
The week came to a close, and it was time for the teachers to return home with new memories and insights. Each experience, lesson, and shared moment will undoubtedly enrich their journey in education, leaving lasting impressions and connections.
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Discover more about this course here.
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The field of preschool education is continually evolving, making it essential for preschool teachers to stay updated on the latest educative trends and advancements. This training course offers a valuable opportunity for preschool educators to delve into the core principles, key characteristics, advantages of leading preschool methodologies focalising them with the matter of inclusion in those early stages of life.

The new edition of the course “The best for preschool teachers​” took place in Bologna from 20/10/2024 to 26/10/2024. The participants came from across Europe, with Sarah Jane, Constance, Marisa, Chanice and Rose Anne, participants coming from Malta’s St Ignatius College Siggiewi Primary School; furthermore María Isabel and Alaida María, from the Spanish Colexio Guillelme Brown, and Natalia from CEIP VALDESPARTERA SCHOOL. Finally, coming from Sweden’s Luleå Kommun förskola, Wilma, Susanna, Sandra, Therese, Helen, and Julia.

Moreover, in the course, participants engaged in exercises that emphasized collaboration, communication, and empathy—key elements of the Italian approach to inclusive education. Through role-playing, group problem-solving, and shared reflections, educators practiced strategies for creating supportive classroom dynamics that celebrate each child’s unique strengths. These activities not only illustrated effective inclusive practices but also underscored the importance of fostering a sense of community and belonging among students, aligning perfectly with the inclusive principles at the heart of the Italian model.

Discover more about this course here.

The purpose of this training course is to engage participants in reflection and dialogue around effective strategies, methods, and best practices to foster inclusivity within educational settings. This course centres on core principles of inclusive education--empathy, collaboration, and belonging—aiming to empower educators to create environments where every student feels valued and supported.

The new edition of the course “Special needs and inclusive education, the Italian experience of overcoming segregation” took place in Bologna from 20/10/2024 to 26/10/2024. The participants came from all across Europe, starting with Stanislav, Kristina, and Birutė from Kaišiadori district Žasliai basic School in Lithuania, Johanna Maria and Ingrid Monika from Komvux Norrköping in Sweden; further, Ilargi and Dorleta, who were participants coming from the Spanish IES TOKI ONA BHI. Finally, Irmgard from Evangelisches Realgymnasium Donaustadt in Austria.

Following, the participants delved into the Italian model of inclusion, examining the specific role of the support teacher and educators and its impact on inclusive practices within the classroom. They engaged in hands-on group work, analysing and discussing the structure and goals of the Italian Annual Plan on Inclusion to better understand its practical application. Additionally, they participated in activities focused on fostering a sense of belonging, exploring how "membership" and the "feeling of belonging" can be cultivated among students. Through these activities, they gained practical insights into creating a classroom environment that is both inclusive and supportive.

To get more deeply inside on how the educational Italian model supports inclusion inside the classrooms the course included a videocall with Alessandro, an enthusiastic Italian support teacher in a primary school, who shared valuable insights into his experience and approach to inclusive education. This session provided real-world context to the course material and allowed participants to gain firsthand knowledge of the support teacher's role in fostering inclusion. Additionally, participants engaged in practical activities focused on strategies to cultivate empathy within the classroom, equipping them with tools to build a more compassionate and understanding learning environment. Moreover, to get a closer look at the “Italian Model” the participants also had the possibility to go and see how the secondary school “Manfredi-Tanari” in Bologna manages to put into practice all the methods and theories presented during the course with the experiences of the support teachers and students themselves.

The training also included sessions on inclusive teaching methods and the use of ICT tools designed to engage and include all students effectively. These resources provided participants with practical techniques and digital tools to create a more accessible, interactive, and inclusive learning environment for diverse student needs.

Discover more about this course here.

​The latest edition of the course “Yoga for teachers and school staff: Enhancing Well-being in the classroom” took place in Palermo from 13/10/2024 to 19/10/2024. Participants from various educational settings across Europe came together to explore how yoga can positively impact their teaching and school environment. The group of participants included: Martina Kokorov, Romana Nováková and Petra Vojtova, from SOŠZ a SOU Český Krumlov, Czech Republic; Hayley Anne Fitzgerald, from Ireland, Earlydays, school ST FRC, School ST, Dublin 8; and two participants from Germany: Katherina Müller and Alina Lehnemann, from Karl-Schiller-Berufskolleg Dortmund.

In this training course our aim is not only to discuss inclusion, but also to reflect on different strategies, methods and best practices to promote inclusion in the classroom. In order to achieve this, we talked a lot about empathy, cooperation, and membership, as characterizing elements of inclusive education.
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​The new edition of the course “Special needs and inclusive education, the Italian experience of overcoming segregation” took place in Palermo from 13/10/2024 to 19/10/2024. The participants came from all across Europe, with Line Østlund Ruud and Marit Braskerud from Solberg skole in Norway, Laurence Normand and Laurence Henry from Lycée Marie Louise Dissard in France, Brittany Westerblom and Emilia Winblad von Walter from Hortlax skola in Sweden, and participants coming from two different Lithuanian schools: Kristina Pociulytė-Špakienė and Evelina Pasiškevičienė from Pakruojis “Zemyna” progymnasium and Kristina Statkutė-Dainienė and Nerija Baltrėnienė from Kaunas Upper Secondary School.

​The basis of building a “relationship” between the teacher, the pupils, and the family is empathy. Especially when it comes to taking care of students with special needs, taking the perspective of others, being able to not be judgmental, learning to understand another person’s feelings and communicate that the emotion has been understood, are some of the behaviors that promote connections with people. “To connect” is crucial inside an educational context, especially when it comes to taking care of students with special needs.

​“Membership” refers not only to the feeling of belonging to a group but also to the recognition that your contributions can have a meaningful impact on others. This sense of belonging is essential for creating a welcoming environment that both stimulates and supports the learning process. By removing physical barriers that hinder dialogue and fostering mutual understanding, tolerance, and respect, we can help cultivate this sense of connection and inclusivity.

​A crucial part of the system in which the pupils with special needs or disabilities is “Cooperation”, particularly in relation to their families. Building a supportive network for pupils requires strong collaboration with families.  Teachers, as guiding figures for both students and parents, play a key role in providing valuable information and strategies to help parents effectively support their child’s learning process.

​During the week we also explored the peculiarities of the “Italian Model”, one of the few examples of inclusive education, that is based on the principle of not having special schools. Like that, the Italian system embraces the idea to “include” everyone, counting on the support of special figures like Support Teachers and Educators.

​Exchanging different points of view, models and methods, creating a mutual enrichment, the networking activities among the teachers who participated in the course were, perhaps, the most formative moments of the week. To get a closer look at the “Italian Model” the teachers also had the possibility to go and see how the schools Instituto Comprensivo Statale “Rosario Livatino” in Ficarazzi and Liceo Classico “Giovanni Meli” in Palermo manage to put into practice all the methods and theories presented during the course. 

The training provided everyone the chance to explore new tools and familiarize themselves with new models, encouraging them to question existing strategies and practices to foster continuous improvement. The networking activities among the teachers provided an opportunity to exchange perspectives, models, and methods, fostering mutual enrichment and professional growth. As a conclusion of this week we want to thank all the participants, who made this course unique with their great dedication. 
Discover more about this course here.
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Being in contact with the outdoor is essential for a positive impact on the cognitive, behavioural and emotional development of human beings since prehistory. Even nowadays it is usual to feel inspired, intimidated or even influenced by walking in nature or admiring different landscape. Outdoor education is an innovative teaching approach that offers the possibility to address two of the most important topics of today’s society: providing long-lasting high quality education and raising awareness on the importance of preserving our planet in the face of the daunting threat of climate change.
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The new edition of the course “Outdoor education: a new way of teaching and learning” took place in Palermo from 13/10/2024 to 19/10/2024. The participants came from all across Europe, with Per from Naturbruksgymnasiet Skellefteå kommun in Sweden, Ingrit, Liis and Mari-Liis from Väike Päike Childrens Club in Estonia, Daniela from Goethe Gymnasium Regensburg in Germany, Marta,
Alicja and Barbara from School Complex in Ostromecko in Poland, Carole and Isabelle from école Raymond MONDON in France, Jana and Sylvie from ZŠ a MŠ Ludgeřovice in the Czech Republic and last but not least, Luiza and Maryla from SP Skrzyszów in Poland.

To start with the course, we introduced Outdoor Education, exploring the definitions and the diverse ways in which we can guide our students to come in contact with the outdoor, which doesn’t imply to be always in nature and forests. Indeed, we dedicated one part of the training to Urban Outdoor Education in the city and we carried different dynamics at Mondello beach. The participants learned to teach subjects like science, maths, music, art, language and more by testing activities which guided their attention to 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 gave inspiration to our participants, giving the opportunity to share their activities with the rest of the group and also to create their own Outdoor activity. We also explored the 10 principles of outdoor education along with Non Formal Education (NFE) a pedagogical approach to delve into outdoor activities. This approach puts students at the centre of the learning process when they are performing an activity or a task. By following the entire cycle and making sure we ask our students the correct reflecting questions, they can relate the new knowledge acquired to their lives and apply it.

Last but not least, in the last days of the course we designed an outdoor experience ad hoc for each participant’s target group based on the subject taught. Each participant planed an outdoor lesson, taking into account the Safety and educational space planning, followed by the feedback of the teacher.​ This week was a true example itself of the efficacy of experiential outdoor learning: with our hands-on approach, participants had a real taste of what an outdoor education activity looks like and acquired the knowledge needed to plan one for their students.
During this course participants were able to explore a lot of activities and games that they will be able to replicate with their students, showing that they can also learn outside the classroom!

Discover more about this course here.

In our pursue of preparing students for real world careers and challenges and equipping them with 21st-century skills, we often forget that as educators, we have a duty to dream and create spaces where everyone has the opportunity to be creative and bring out the best in themselves.

The recent edition of the course “Promoting Creativity, Critical Thinking, and Problem-Solving in the Classroom” was held in Bologna from13/10/24 to 19/10/24. Participants from various European countries came together to engage in a week-long exploration of 21st-century skills and innovative pedagogical strategies. Representing Spain, Finland, and Slovakia were Estibaliz Martinez Santamaria from Santa María Ikastetxea, Petteri Granat from Vaskivuori Upper Secondary School, Anna Kauppila from OSAO, and Zuzana Labašová along with Eva Habalová from Slovakian schools.

Throughout the week, the participants delved into various thought-provoking themes designed to enhance their approach to teaching. Each day, the group focused on different aspects of critical and creative thinking, beginning with an overview of 21st century skills and the vital distinction between convergent and divergent thinking. This set the stage for participants to reflect on how their students process information and approach problem-solving.

The fourth day introduced the art of questioning as a powerful tool for education. Participants engaged in a silent brainstorming workshop, where they learned how transforming challenges into opportunities can encourage deeper inquiry and exploration. Through carefully crafted questions, students can be guided toward independent problem-solving.
On the final day, the group explored the concept of non-formal education, participating in problem-solving games designed to foster creativity. These activities provided a hands-on opportunity for educators to develop their own creative toolkits, which can be adapted to any classroom setting to inspire and challenge students in new ways.

For more details on this enriching course, visit Erasmus Learning Academy.