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. 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!
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. 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. 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. 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. Engaging and motivating students in the classroom can be difficult. Therefore, ICT tools, including apps and web platforms, are crucial. These tools help teachers communicate, collaborate, and share knowledge effectively, maintaining students' attention. Mastering interactive learning techniques is essential to provide students with a dynamic and engaging learning experience. 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. 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. 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. In recent years, traditional education has increasingly given way to virtual lessons and online classes. This shift required us to adapt and develop new methods for teaching and learning remotely. Utilizing new technologies, digital tools, and interactive learning platforms has proven to be an effective strategy. These technologies have enabled teachers worldwide to create engaging and dynamic virtual classroom environments. The same tools have also proven valuable in physical classrooms, particularly in capturing students' attention and enthusiasm. The new edition of the course “Discover the best apps and tools for E-learning, Distance learning and Web Design” took place in Palermo from 07/07/2024 to 13/07/2024. The participants came from all across Europe, with Zaga Šćepanović, Croatia, from Poštanska i telekomunikacijska škola; Balázs Pataki, Szegedi Radnóti Miklós Secondary, from Hungary; two participants from Belgium: Kylie De Cuyper, Zoë Verhauwen, Vzw Organisatie Broeders van Liefde p/a BuSo Kristus-Koning; Gabriella Hegyi, Kossuth Lajos Evangélikus Általános Iskola és AMI, from Hungary; and finally two participants from Ireland, Caroline Wall Sinead Duignan, from CIty of Dublin ETB Educational Service to Prisons. During this course, participants acquired skills in utilizing a wide range of technological tools and integrating them into their teaching practices. The aim was to improve these new technologies in both physical and virtual classrooms to facilitate easier and more effective teaching. Initially, they explored the use of collaborative walls and shared spaces where participants could create and share their work. This introduction to new technologies and e-learning tools was highly effective in enhancing the teaching process. These platforms allowed educators to prepare multimedia content, introduce new topics, and review previous lessons, while also encouraging students to collaborate and express their creativity through their own projects. Another key topic covered was the design of websites and blogs for educational purposes. Participants learned how to create and customize web pages, allowing them to tailor their online presence to meet various educational needs. This included setting up blogs to document project progress, informative websites for their students and spaces to support distance learning. 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. During the final activities participants learned how to create lessons centered around video content, enhancing their ability to deliver engaging and dynamic instruction. They also explored various Artificial Intelligence tools designed specifically for teachers. By integrating these advanced technologies, participants were able to develop more interactive and effective lessons, significantly enriching the learning environment for their students. As the course finished, participants left with a wealth of knowledge in interactive learning and cutting-edge technologies, equipped with a diverse toolkit ready for application in both traditional and virtual classrooms. This brand new proficiency promises to increase students' creativity, engagement, attention, and motivation, ultimately transforming the learning experience into an engaging and dynamic challenge. Discover more about this course here.
In recent years, education has evolved significantly, with traditional classrooms transitioning to online lessons and virtual classes. This shift has required teachers to rethink their methods to make remote learning effective. New technologies, digital tools, and interactive learning platforms have proven successful in maintaining engaging and dynamic classrooms both online and in person. Our latest course, "Making the Most of New Technologies, Apps, and Social Media in the Classroom," focused on these important areas. Held in Bologna from 23/06/2024 to 06/07/2024 , we were pleased to host 10 teachers from Zespół Szkół Chemicznych i Ogólnokształcących w Tarnowskich Górach in Poland. We thank Jolanta Sienko, Sonia Kamińska, Monika Franusik, Dorota Fonfara, Edyta Szyndlar, Patrycja Polyzos, Katarzyna Lizak, Joanna Ziemska, Anna Niżewska, and Jolanta Bodusz for their active participation. Teachers learned to use simple tools for editing pictures and videos, essential for creating multimedia content, introducing new subjects, or reviewing old ones. These tools also encourage students to be creative by making their own work. The course introduced platforms for collecting and sharing materials like videos, images, texts, and PDFs, making it easier for teachers to provide a richer learning experience, especially in sciences and foreign language subjects. Teachers practiced with interactive tools and platforms such as Bamboozle, which creates fun quizzes and games, and Quizlet, which offers flashcards, quizzes, and interactive study games. They also explored LearningApps for customizable interactive activities, Canva for creating engaging presentations and infographics, Figjam for collaborative brainstorming, and EdPuzzle for creating interactive video lessons. The course included creating interactive presentations to gather student feedback through polls, word clouds, and questions, as well as making video lessons and online quizzes to check student progress and engagement.
Two days were dedicated to exploring Artificial Intelligence, with a focus on Chat GPT. Teachers learned how AI can provide personalized learning experiences, create content, and support student questions. Chat GPT can assist in creating lesson plans, answering student inquiries, and offering additional explanations on difficult topics, enhancing the overall learning experience. At the end of the course, each teacher completed a final project, creating a mini-lesson on their subject using all the platforms they had learned about. This project allowed them to put their new skills into practice and see firsthand how these tools can enhance their teaching. By the end of the course, teachers had a solid understanding of interactive learning technologies and new tools ready to be used in their classrooms. This approach is expected to boost students' creativity, engagement, attention, and motivation, making learning fun and dynamic. With their new skills, these teachers are ready to create a more interactive and exciting learning environment, both online and offline. By embracing these new methods, teachers from Poland are now prepared to lead the way in modern education, ensuring their students receive the best possible learning experience in an increasingly digital world. We hope to see them again! Discover more about this course here. Human beings have always been profoundly influenced by nature. From prehistoric times to the present day, being outdoors has played a crucial role in our cognitive, behavioral, and emotional development. Recognizing this, educators are increasingly turning to outdoor education to enhance learning experiences. This innovative approach not only provides high-quality education but also fosters a deep appreciation for the environment, crucial in our era of climate change. The new edition of the course “Outdoor education: a new way of teaching and learning” took place in Bologna from 30/06/2024 to 06/07/2024. The participants came from all across Europe, with Alexis and Georgios from 10o Gymnasio Iraklioy and Fotis from Environmental Education Centre of Vamos in Greece, Ruth, Esther and Aida from Escola Guillem Fortuny and Montserrat and Patricia from Escola Collserola in Spain, Urska from Osnovna šola Podčetrtek in Slovenia and Ľubica, Martin, Marek and Michal from Evanjelická spojená škola and Martin and Ľuboš and Peter from Stredná odborná škola stavebná, Tulipánová 2 in Slovakia. Outdoor education extends beyond forests and natural landscapes. Urban environments, with their diverse settings, also offer rich learning opportunities. For this reason the aim of this course was to prove that educations can use non-formal methods like Outdoor Education to teach a great variety of subjects (math, literature, art, music, science etc) both in natural and urban settings. This highlighted the versatility of outdoor education, demonstrating that it can thrive also by taking a short walk around the block of the school. To prove this point a whole day was dedicated to both settings. The second day of the course was dedicated to practical activities in a local park. Teachers engaged in various educational games, which not only inspired them but also provided practical tools for their own classrooms. These activities were focused mainly on how to foster collaboration and inclusion through experiential learning and non formal methodologies. On the fourth day of the course participants headed to the city centre of Bologna and played an interactive treasure hunt, discovering some hidden gems around town, learning about local history and culture and engaging in missions and challenges! One of the course's highlights was also the creation of personalized outdoor lessons tailored to each teacher’s specific group of students. After studying the 10 principles of Outdoor Learning developed by Kurt Hans, educators designed detailed outdoor sessions. These sessions were then shared with peers for feedback, ensuring they were well-rounded and effective. The Bologna course was a testament to the effectiveness of experiential outdoor learning. Participants experienced firsthand the benefits of this teaching approach and acquired the skills needed to implement it in their classrooms. The range of activities explored during the course demonstrated that education can thrive outside traditional classroom settings.
Participants left the course not only with a wealth of new knowledge but also with cherished memories of fun, hands-on activities. They gained practical skills and insights that will transform their teaching practices. The experience underscored the incredible potential of outdoor education to make learning engaging and impactful for students. Discover more about this course here. |
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.
Archives
July 2024
Categories |