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Nowadays we are living in a critical time in history where we cannot ignore the topics of climate change and environmental sustainability. Because the consequences of the state of the environment will be mainly faced by the future generations, it is essential that teachers learn how to bring out these matters inside the classroom. Moreover, it is even more important to learn how to address these topics, encouraging a sense of possibility of change rather than despair. At the start of the week, we concentrated on understanding Green Skills and their significance in today's world. On the first day, we reflected on the vocabulary surrounding Sustainability and Sustainable development. The next day, we delved into the concept of Greenwashing, giving participants the opportunity to research brands in their countries and all around the world, then learn how to distinguish genuine sustainable products from those falsely marketed as "green." |
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Over the course of the weeks, participants encountered a range of challenges designed to improve five key skills: English proficiency, listening, reading, writing, and speaking.
We began our journey by introducing ourselves and learning how to describe our jobs, followed by organizing our first job interviews to understand each other's attitudes and strengths as colleagues. Starting on the second day, each morning included a recap of the newly acquired knowledge through engaging activities. Learning a language demands effort and practice, so each theory session in the course was filled with a variety of exercises and activities.
We began our journey by introducing ourselves and learning how to describe our jobs, followed by organizing our first job interviews to understand each other's attitudes and strengths as colleagues. Starting on the second day, each morning included a recap of the newly acquired knowledge through engaging activities. Learning a language demands effort and practice, so each theory session in the course was filled with a variety of exercises and activities.
We explored a range of grammar topics, including a review of tenses, the use of phrasal verbs, and adverbs. Each lesson centered on everyday situations, organizing daily tasks, and discussing routines, times, and schedules. We also delved into themes such as the importance of learning a foreign language, travel, and future planning.
To promote effective learning, we implemented formative assessments and participated in activities such as games, quizzes, readings, real-life simulations, and other interactive methods. The participants approached all the "speaking challenges" with enthusiasm and determination. During breaks, they seized every opportunity to engage in conversations with fellow participants in English, exchanging best practices and insights about their schools and countries.
Overall, the two weeks were exceptionally productive, resulting in significant improvements in their English skills. We hope they continue to maintain this positive attitude in their ongoing English studies and cherish the multicultural environment they successfully fostered in such a short time.
Discover more about this course here.
To promote effective learning, we implemented formative assessments and participated in activities such as games, quizzes, readings, real-life simulations, and other interactive methods. The participants approached all the "speaking challenges" with enthusiasm and determination. During breaks, they seized every opportunity to engage in conversations with fellow participants in English, exchanging best practices and insights about their schools and countries.
Overall, the two weeks were exceptionally productive, resulting in significant improvements in their English skills. We hope they continue to maintain this positive attitude in their ongoing English studies and cherish the multicultural environment they successfully fostered in such a short time.
Discover more about this course here.
Childhood and early education are fields that continuously evolve, making it essential for preschool educators to stay informed about the latest trends and methodologies. A professional development course for preschool teachers recently served as a gateway to exploring the core principles, characteristics, and advantages of some of the most renowned preschool education approaches.
The latest edition of the course ‘’The best for Preschool Teachers’’ took place in Palermo from 24/11/2024 to 30/11/2024. Educators from across Europe participated, including Ieva Jagminiene, Inga Jakubickiene, Karolina Andraloit, Natalija Stefanoviciene, Inga Balsan and Jurate Zolumskiene from "Neformalaus ugdymo asociacija ""Abadelė"" in Lithuania", Raili Ollo from Ruila Põhikool in Estonia, Ana Vermeš and Marija Čorak from Preschool institution Vjeveric in Croatia, and Kathrin Groschupp from Deutsche Schule Sofia in Bulgaria.
The week began with interactive ice-breaking activities that encouraged participants to share their expectations and experiences while discussing effective preschool teaching practices. This collaborative exchange allowed the teachers to introduce their respective schools, fostering a deeper understanding of preschool education across Europe.
One of the most anticipated parts of the program were the visits to Istituto Minutoli and Istituto Montessori in Palermo. The participants explored captivating exhibitions showcasing the Reggio Emilia approach. They learned about its history, distinctive materials, and projects, gaining insight into what makes this educational philosophy a global benchmark in preschool pedagogy.
The course also included an exploration of the Montessori method. Through an engaging presentation of authentic Montessori environments and materials, participants delved into the philosophy and practical applications of this approach, pioneered by Maria Montessori in the early 20th century.
| Another highlight was the group’s visit to a space dedicated to Outdoor Education. Observing children joyfully playing and engaging with nature revealed the profound impact of reconnecting young learners with the natural world. The passionate educators who guided this experience underscored the importance of fostering environmental awareness and respect through immersive, hands-on learning. Additionally, the course introduced the participants to the concepts and practices of non-formal education. To deepen their understanding, the group took part in a series of interactive games and activities. |  |
Additionally, the course introduced the participants to the concepts and practices of non-formal education. To deepen their understanding, the group took part in a series of interactive games and activities.
As the week concluded, the teachers returned home enriched with new perspectives, innovative ideas, and unforgettable memories.
As the week concluded, the teachers returned home enriched with new perspectives, innovative ideas, and unforgettable memories.
For more information about this inspiring course, click here
Did you know that playing is a crucial component of cognitive development from birth through adulthood? Think about your favorite games: have you ever gotten tired playing them? Being it hide and seek, puzzles, construction games, board games, there are invisible threads linking our memories, experiences and feelings in connection to playing games and they are all linked to the intrinsic motivation and engagement they trigger in our mind!
The new edition of the course “Discover the power of Game Based Learning and Gamification in education” took place in Palermo from 24/11/2024 to 30/11/2024. The participants came from all across Europe, with Maria Christina and Elena from Makarios Lyceum III LARNAKA in Cyprus and Sara and Anne from BSZ Delitzsch from Germany.
The new edition of the course “Discover the power of Game Based Learning and Gamification in education” took place in Palermo from 24/11/2024 to 30/11/2024. The participants came from all across Europe, with Maria Christina and Elena from Makarios Lyceum III LARNAKA in Cyprus and Sara and Anne from BSZ Delitzsch from Germany.
The course was game-based, following a sequence of levels from the very beginning. First, we asked participants to create their own characters to join the game, more specifically avatars. This elements are symbolic characters and new superheroes were thus used as a basis to get to know each other, including strengths and passions. It became even more noticeable how rich and diverse our group was, perfectly reflecting the reality of every class at school.
During the first level we discussed the pedagogical value of playing and how games stimulate learning. We reflected and acknowledged that teachers are most of the time “digital immigrants” in an educational cosmos that is nowadays populated by digital natives only.
In the second level, the players identified the most prevalent gamification framework, learning the process through which eight key internal and external motivators impact human engagement. Through a challenge on the differences between gamification and game-based learning, our “players” could better clarify that gamification applies game elements into a non-game environment while game-based learning is a teaching approach whereby learning happens through playing the game itself.
During the first level we discussed the pedagogical value of playing and how games stimulate learning. We reflected and acknowledged that teachers are most of the time “digital immigrants” in an educational cosmos that is nowadays populated by digital natives only.
In the second level, the players identified the most prevalent gamification framework, learning the process through which eight key internal and external motivators impact human engagement. Through a challenge on the differences between gamification and game-based learning, our “players” could better clarify that gamification applies game elements into a non-game environment while game-based learning is a teaching approach whereby learning happens through playing the game itself.
The third level focused on real life experiences. We went outside to enjoy a scavenger hunt game in the city center of Palermo. Later, they learned how to create their own scavenger hunt experience with their students to keep their motivation high even outside the classroom.
In the fourth level, we compiled and explored a variety game-based tools and apps. They also got acquainted with modern online tools able to produce a significant improvement of students’ engagement and bring a spark in the classroom! After facing various challenges, the "players" were given the opportunity to create their own quizzes and games for their students.
In the fifth level, we were locked in a digital escape room trying to solve riddles and puzzles to escape. Participants finally tried to find the best way to create digital escape rooms and how to gamify their own classrooms considering their students’ characteristics and learning objectives.
After completing an exciting scavenger hunt and solving the mystery step by step, the participants successfully uncovered their well-deserved certificates. Their teamwork, problem-solving skills, and determination led them to triumph and brought the adventure to a rewarding conclusion!
Discover more about this course here.
The Historical and Modern Impact of Trekking on Human Growth:
This course delved into the cognitive, emotional, and behavioral benefits of hiking in both natural and urban environments. It also explored how trekking-based education ties meaningful learning to environmental stewardship, especially in the face of climate challenges.
The latest edition of the course, Outdoor Learning and Adventure Education, was held in Tenerife from November 24–30, 2024. Participants hailed from various European countries: Sarmīte from Tukuma novada pamatskola “Spārni” in Latvia; Katarína from ZŠ s MŠ Slatina nad Bebravou in Slovakia; Varpu, Kaija and Kirsi from Linnainmaan koulu in Finland; Andreas from Dominik-Brunner-Realschule Poing and Maximilian from Schule im Grünen Winkel Lippstadt both in Germany; Kimmo from Äänekosken lukio in Finland; Vaclava and Petra from Gymnázium, Český Krumlov and Marketa from Lipka – školské zařízení pro environmentální vzdělávání Brno, příspěvková organizace, schools in Czech Republic; Ewa from SZKOŁA PODSTAWOWA im. Tadeusza Kościuszk in Poland, and Rūta and Vilma from Klaipėda Baltija Gymnasium in Lithuania.
Understanding and Expanding Trekking Education:
The program began by introducing participants to the concepts of trekking education and outdoor learning. A key focus was exploring strategies for encouraging students to embark on trekking adventures. The course emphasized that "outdoor learning" doesn't only refer to forests or natural settings. One segment spotlighted urban trekking education, teaching participants how to integrate science, mathematics, music, art, and languages into hands-on urban exploration activities. In local parks, participants practiced a variety of tools and activities, exchanging ideas and brainstorming ways to create their own outdoor learning experiences. This hands-on approach inspired educators to implement these tools with their students.
Immersive Trekking Experiences and Pedagogical Insights:
On the third day, participants embarked on a scenic 9.4 km trek in La Caldera, a breathtaking area 40 minutes from Puerto de la Cruz. Along the way, they explored the principles of Non-Formal Education (NFE), an approach where students’ hands-on experiences form the foundation for learning. The method emphasizes reflection and real-world application of newly acquired knowledge. Wednesday featured a visit to Mount Teide National Park, where participants trekked around the iconic Roques de García. The day was dedicated to discussions about fostering teamwork, building team spirit in the classroom, and motivating students for outdoor adventures.
Challenging Treks and In-Depth Methodologies:
Thursday’s highlight was a 12.9 km trek from Mirador Cruz del Carmen to Punta del Hidalgo, offering participants a deeper dive into trekking-based teaching methods. The session also examined Kurt Hahn’s 10 principles, treasure hunt, and their application in outdoor education. By the end of the week, each participant developed a lesson plan integrating trekking into their subject area.
Crafting Tailored Outdoor Learning Experiences:
The final phase of the course focused on designing customized trekking activities tailored to the participants’ students. Each teacher planned an outdoor session considering their pupils’ ages, skills, and academic goals. On Friday, participants enjoyed a one-hour walk through banana plantations to Playa El Bollullo. On the stunning black sand beach, they presented their plans, receiving constructive feedback to refine their ideas further. A Week of Experiential Learning:
This course showcased the transformative power of experiential learning through trekking. By immersing themselves in outdoor education, participants gained practical tools to design meaningful, curriculum-aligned trekking activities for their students.
Welcome to the ELA Blog. Here you will find articles and photos of our courses and have a look at the topics addressed during the week in Bologna, Palermo and Tenerife. You will also have the chance to take a peek at our projects and check out what we have been up to.
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