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 Have you ever asked yourself how to make your lessons more interactive, engaging and attractive for your students? This week, together with 13 teachers from different schools in Romania, which decides to participate in our course Integrating ICT and new technologies into teaching and education, we tried to answer this question by exploring a vast range of technological tools which, without doubt, helped to make their classroom more enthusiast. We had a look at the most simple, yet quite efficient tools to edit pictures and video which can be used to prepare engaging multimedia, sum up or introduce a subject or challenge the students to create their own work of art. The teachers also learned how to energize their students and get their attention thanks to a extremely effective tool which helped them to create video presentation. But there was more: are you wondering how to easily create a website in very few steps? Our group learned to do that thanks to our class, where they had the chance to experiment the easiest drag and drop tool to build their school website. Since during this very difficult year the teachers had to manage online classes, it seems inevitable to explore some applications to conduct a virtual lesson: the participants therefore delved into the world of virtual whiteboard to create engaging and captivating distance lessons and to create collaborative learning experiences. The journey into the universe of technology continues with another tool designed to organise presentations, social media graphics, info graphic, flyers, posters, collages, CVs, banners and much more. Our group had plenty of time to put the theory into practice and unleash their imagination! |
| Then, it was time for an outdoor scavenger hunt in Bologna, a practical experience that allowed the group, as one of our participants said, to learn and see new things I hadn’t noticed before. After having walked around Bologna with an “eye of discovery”, laughed and engaged in all sorts of challenges and missions, the participants were eager to start planning and creating their own game-based urban trekking experience for their students! |  |
Finally, the stage was left to the participants to share their best practices and classroom examples of game-based lessons and activities. We discovered how to create engaging self-study and interactive lesson with Livresq thanks to Cecilia’s contribution, how to transform a simple Padlet into a game-based platform with Letitia’s example, how to create games with Learningapps and Hot Potatoes thanks to Svetla’s contribution and finally how to create an engaging escape room experience thanks to Felix passionate approach to his subject, history.
 | The group spent the last hours together practicing on the tools explained and discovered during the whole week, so as to start creating something relevant and immediately applicable upon their return in their classes. Finally, the group engaged in a game-based evaluation of the course using the inspirational touch of the Dixit cards to transform their experience in Bologna in a creative (and mysterious) story. |
To leave the final word to our participants… The course was truly helpful to understand the principles of gamification and game-based learning, because I learned how to use tools and apps in a real gamified educational environment.
The Trainer - Sara Natalini
The last and warmest week of July from the 25th till the 31st we hosted a group of teachers eager to take part in the course Creativity for the future: promoting Critical thinking and problem-solving in the classroom. They came to Bologna to share their experiences from different European countries: Maria from Inicijativa za engleski jezik i kulturu in Croatia, Inga from Peetri Lasteaed-Pōhikool in Estonia, Spela from Zavod sv. Stanislava in Slovenia, Catalina and Alina from Liceul de informatica Tiberiu Popoviciu in Romania, Camelia and Simona from Scoala Gimnaziala Nr. 3 Cisnadie in Romania, Claudia from CEDRU Association in Romania, Galina, Iskrena, Gergana, Bilyana and Silviya from Emiliyan Stanev Secondary School in Bulgaria.
| The week started with developing an understanding on the importance of 21st century skills and particularly the 4 Cs (communication, creativity, collaboration, and critical thinking) in education. The teachers engaged first in a survey to find out what best practices are already adopted in the group and then in practical activities to lay the groundwork for further exploring creativity and critical thinking. |  |
The group was confronted with few initial creativity challenges, like turning as many blank circles as possible into recognizable objects, to understand the principles of creative thinking and answer the underlying question: how can we make our teaching more creative and help our students to express their unique points of view? The answer came by practicing multiple tasks and activities like brainstorming, visual exercises, lateral thinking. We learned how even the simplest task, as giving a definition, can be accomplished in a creative way. It is just a matter of challenging ourselves to think out of the box and questioning our assumption to be able to see things from different angles.
 The Broken Telephone or the moment in which Critical Thinking became "a process"! | The group went on analyzing more in depth the concept of critical thinking through practical activities applicable in the classroom. The most relevant challenge was trying to remember a definition of Critical Thinking with a Broken Telephone exercise with which it ended up being simply “a process”. This was not only an incredibly fun moment forging the group Motto for the whole week but also a true eye opener on the weakness and ineffectiveness of traditional memorization-based education and the need to adopt a more challenging, practical and critical-consumer approach to education. |
It was then time to practice the questioning and debating pedagogies to foster critical and creative thinking skills in the classroom. It was with guessing and speaking games but also with the support of ICT tools that we learned how to apply these traditional pedagogies in a more innovative and engaging way.
The group was then ready to apply and put into practice all the principles and knowledge acquired to engage in challenging problem solving tests and activities. For instance, do you know how to put a giraffe into a refrigerator? The most straightforward would simply open the refrigerator and put the giraffe in, somebody would try to find a very big refrigerator, but the most creative ones would use a giraffe puppet or would take a picture of it and put it in the refrigerator. This and other practical problem solving games tested helped the group acknowledge how sometimes the answer is in front of our eyes or easier than expected, but most of all that everybody perceives reality in a different way, that multiple solutions are possible and we should not be afraid to discover them and use our imagination!
Participants finally shared their emotions about the course that was recommended for school staff that needs a little bit of warm environment, easy ideas, time to express creativity and start a new school year with fresh air in their wings. Because, all in all, the course concluded a lot of different activities in order to fulfill the real goal – think creatively.
The Trainer - Sara Natalini
At the beginning of the course, we asked the participants what their expectations about the training were.
“How to capture the attention of the audience/class?”
“How to plan and prepare a public speech?”
“How to understand the emotions of the students?”
“How to manage a conflict?”
“How to plan and prepare a public speech?”
“How to understand the emotions of the students?”
“How to manage a conflict?”
Answering these questions, and many others, was the aim of the teachers participating in the training, which took place from 25/07 to 31/07 in Palermo (Sicily) on public speaking, communication and soft skills.
To achieve these goals was challenging, but thanks to the contribute of each participant, and thanks to the experience that each teacher brought within the group, the content of the course was enriched by the added value of everyone, creating an exchange of strategies and useful tools for classroom management.
We started our journey from discussing the importance of soft and communication skills and how, as teachers, we all have a crucial role in offering to our students the possibility to improve their communication and soft skills. We analysed the most important principles of Neuro-Linguistic Programming and in particular the Watzlawick's axiom that say that “one cannot not communicate”, infact every behavior is a form of communication. Behavior does not have a counterpart (there is no anti-behavior) so it is impossible not to communicate. Even if communication is being avoided (such as the unconscious use of non-verbals or symptom strategy), that is a form of communication. Even if we’re not speaking infact we’re “speaking” with our body language. Participants discovered that only the 7% of our communication is represented by our spoken words meanwhile the 38% of the information is given with our tone of voice and the 55% with our body language.
Like the participants told us, sometimes at school it is difficult to capture students’ attention and motivate them to improve themselves. Guess what? Communication is essential to identify learning’s obstacles and to promote the continuous growth of the students. As we found out together, listening to students’ emotions is the first step to help them to identify new, more constructive and motivating beliefs. For this reason we’ve analysed as well the principles and pillars of emotional intelligence and emotional leadership. In particular we focused on the concept of empathic communication and its 4 elements: see their world, appreciate them as human beings, understand feelings, communicate understanding.
To achieve these goals was challenging, but thanks to the contribute of each participant, and thanks to the experience that each teacher brought within the group, the content of the course was enriched by the added value of everyone, creating an exchange of strategies and useful tools for classroom management.
We started our journey from discussing the importance of soft and communication skills and how, as teachers, we all have a crucial role in offering to our students the possibility to improve their communication and soft skills. We analysed the most important principles of Neuro-Linguistic Programming and in particular the Watzlawick's axiom that say that “one cannot not communicate”, infact every behavior is a form of communication. Behavior does not have a counterpart (there is no anti-behavior) so it is impossible not to communicate. Even if communication is being avoided (such as the unconscious use of non-verbals or symptom strategy), that is a form of communication. Even if we’re not speaking infact we’re “speaking” with our body language. Participants discovered that only the 7% of our communication is represented by our spoken words meanwhile the 38% of the information is given with our tone of voice and the 55% with our body language.
Like the participants told us, sometimes at school it is difficult to capture students’ attention and motivate them to improve themselves. Guess what? Communication is essential to identify learning’s obstacles and to promote the continuous growth of the students. As we found out together, listening to students’ emotions is the first step to help them to identify new, more constructive and motivating beliefs. For this reason we’ve analysed as well the principles and pillars of emotional intelligence and emotional leadership. In particular we focused on the concept of empathic communication and its 4 elements: see their world, appreciate them as human beings, understand feelings, communicate understanding.
Participants had the chance to discuss and practice the differences between aggressive, passive, passive-aggressive and assertive communication, getting acquainted with the principles of the latter. The participants created a vademecum with the main verbal features of each communication styles (aggressive, passive and assertive). An activity, like many other done during the course that can be replicated and used in the classroom, in this case to define appropriate classroom communication guidelines.
Furthermore, one of the aims of the training was to recognize the different communication channels (verbal, paraverbal and non-verbal) and to be able to manage them productively. Communication is not only about what we say, but also how we say it. The participants learn which mistakes to avoid with their paraverbal and body language communication in particular when delivering a speech. They moreover had the chance to participate in an intensive body language training in order to be able to decode the body language of their audience in addition to be aware of their body language when speaking in public.
Furthermore, one of the aims of the training was to recognize the different communication channels (verbal, paraverbal and non-verbal) and to be able to manage them productively. Communication is not only about what we say, but also how we say it. The participants learn which mistakes to avoid with their paraverbal and body language communication in particular when delivering a speech. They moreover had the chance to participate in an intensive body language training in order to be able to decode the body language of their audience in addition to be aware of their body language when speaking in public.
During the course the participants learn how to prepare and structure a public speech and especially how to engage the audience.
To work on public speaking the participants were asked to prepare a public speech about a free topic. This exercise was crucial to analyse together which kind of communication strategies each participant used, and their effectiveness in communicating and capturing the attention of the audience. Analysing the body language was the hardest part! In fact, we often focus too much on words, overlooking our body language, risking to send the wrong messages. The participants delivered a 2-minutes public speech that was analysed by the whole group with the support of the trainer. This activity was highly appreciated since gave the participants the possibility to receive personalised feedback on their specch from both the other teachers and especially the trainer.
At the end of the training the participants had the chance to discuss about conflict management and discover how conflicts could be full of beauty and opportunities. The participants identified which words and phrases instigate and defuse conflict and how to speak responsibly in a conflict. The participants learn as well the 3 keys to effective conflict management and the 5 styles to manage a conflict.
There was no lack of cultural activities, the participants had the chance to discover the artistic and colorful landscapes of Palermo, Cefalù and Monreale in addition to networking among themselves and to building a multicultural team!
This training week was an opportunity for the teachers to become aware of them strengths and weaknesses, to improve themselves and to enrich the relationships network through intercultural exchanges.
To work on public speaking the participants were asked to prepare a public speech about a free topic. This exercise was crucial to analyse together which kind of communication strategies each participant used, and their effectiveness in communicating and capturing the attention of the audience. Analysing the body language was the hardest part! In fact, we often focus too much on words, overlooking our body language, risking to send the wrong messages. The participants delivered a 2-minutes public speech that was analysed by the whole group with the support of the trainer. This activity was highly appreciated since gave the participants the possibility to receive personalised feedback on their specch from both the other teachers and especially the trainer.
At the end of the training the participants had the chance to discuss about conflict management and discover how conflicts could be full of beauty and opportunities. The participants identified which words and phrases instigate and defuse conflict and how to speak responsibly in a conflict. The participants learn as well the 3 keys to effective conflict management and the 5 styles to manage a conflict.
There was no lack of cultural activities, the participants had the chance to discover the artistic and colorful landscapes of Palermo, Cefalù and Monreale in addition to networking among themselves and to building a multicultural team!
This training week was an opportunity for the teachers to become aware of them strengths and weaknesses, to improve themselves and to enrich the relationships network through intercultural exchanges.
In the last week of July together with teachers coming from 7 different countries we've explored the world of soft skills and emotional intelligence. It was an intese and interesting journey that enabled participants (and trainers) to discuss about how to capture the attention of the audience/class, how to understand the emotions of the students, how to lead a group, how to manage conflict and how to the students to develop emotional intelligence and soft skills.
During the course we had the chance to explore many of the most important soft skills from communication and public speaking to leadership, from conflict management to emotional intelligence and empathy. Our journey started from analysing the most important principles of Neuro-Linguistic Programming and discussing the importance of going out of our comfort zone. For this reason, we challenged the participants to write down three negative beliefs that had somehow limited their life and to discuss one of them with a random person in the group. In this way, the participants saw how the comparison with another person allows to identify new strategies to overcome a problem or, in another way, to build together a new, more constructive belief. In fact, communicating a difficulty or an obstacle is the first step in identifying strategies to overcome it.
Another topic that was analysed during the training days was how to lead a classroom and a team. To the question "is there one leadership style better than another"? together we found the answer: “No!”
Each leadership style is more or less suitable for different types of situations. Therefore, the participants challenged each other to associate leadership styles with different situations, discovering that each context requires different leadership skills.
Another topic that was analysed during the training days was how to lead a classroom and a team. To the question "is there one leadership style better than another"? together we found the answer: “No!”
Each leadership style is more or less suitable for different types of situations. Therefore, the participants challenged each other to associate leadership styles with different situations, discovering that each context requires different leadership skills.
Participants had the chance to discuss and practice the differences between aggressive, passive, passive-aggressive and assertive communication, getting acquainted with the principles of the latter. The participants created a vademecum with the main verbal features of each communication styles (aggressive, passive and assertive), in order to be able to use this tool in the classroom to define the communication guidelines.
Furthermore, one of the aims of the training was to recognize the different communication channels (verbal, paraverbal and non-verbal) and to be able to manage them productively. Communication is not only about what we say, but also how we say it. To further work on this topic and on improving public speaking skills the participants delivered a 2-minutes public speech that was analysed by the whole group with the support of the trainer. This activity was highly appreciated since gave the participants the possibility to receive personalised feedback from both the other teachers and especially the trainer.
Furthermore, one of the aims of the training was to recognize the different communication channels (verbal, paraverbal and non-verbal) and to be able to manage them productively. Communication is not only about what we say, but also how we say it. To further work on this topic and on improving public speaking skills the participants delivered a 2-minutes public speech that was analysed by the whole group with the support of the trainer. This activity was highly appreciated since gave the participants the possibility to receive personalised feedback from both the other teachers and especially the trainer.
Lastly, an important issue is conflict management. Through brainstorming, groups of participants tried to identify which kind of words and phrases encourage conflict and, on the other side, which kind of words promote communication and cooperation within a group.In fact, being aware of the consequences of “positive” and “negative” words is the first step in resolving and mediating a conflict, a soft skill that is very important for working with groups of people. Finally, thanks to an education-based role-play simulation the participants had the chance to feel on their skin the different challenges that conflict are posing in education.
To improve emotional intelligence, the teachers were also challenged to associate correct emotions with different kinds of behaviors, in order to train their ability to be aware of their own and others' emotions.
Of course, there was no lack of cultural activities! The artistic and colorful landscapes of Palermo, Cefalù and Monreale enriched the afternoons of the week, allowing participants to get to know each other, to network and to build a multicultural team!
To improve emotional intelligence, the teachers were also challenged to associate correct emotions with different kinds of behaviors, in order to train their ability to be aware of their own and others' emotions.
Of course, there was no lack of cultural activities! The artistic and colorful landscapes of Palermo, Cefalù and Monreale enriched the afternoons of the week, allowing participants to get to know each other, to network and to build a multicultural team!
 | 5 participants of our course “Effective Classroom Management Strategies for teachers and education staff” were trying to find the answer to this question during the week from 18/07 to 24/07. Our participants came to Bologna from educational institutes in different countries: Niculina and Mihaela from Liceul De Informatica Tiberiu Popoviciu; Domagoj from Inicijativa | za engleski jezik i kulturu; Aleksandra from II LO im. M. Kopernika Cieszyn and Daniela Scuola Media Balerna. |
After sharing their expectations, contributions, and fears, they started to discuss what a Supportive Classroom is like. The teachers shared their opinions based on their experience from the school routine. One of the most interesting topic for them was the relevance of Social Emotional Learning in creating a supportive classroom and the importance of teaching our students about Emotional Intelligence, a concept developed in great details by D. Goleman. We explored the 5 pillars of EI: self-awareness, self-control, self-motivation, social skills and empathy. During the practical exercises, they created awareness maps, worked as “emotional investigators” to feel other person emotions and feelings, and practiced their empathic communication.
Later on, the group moved to the topic of Group Dynamics, another essential detail to look after when strengthening Classroom Management skills. There were discussed supportive classroom settings with the funniest membership and collaborative activities, which were evaluated as helpful and valuable both for school and everyday life. Besides that, exercises about growth mindset was a big part of practical language activities. Then, the group explored several Differentiating Instruction methods: our participants spent the day reflecting how to make their lessons more interesting, cooperation with pupils more productive and how to create a motivating environment for everyone by analyzing 4 elements of teaching: content, product, process and environment.
Then it was time to practice different ICT tools, an essential support to a Flipped Classroom approach. They had the opportunity to test one tool for video lessons, one tool for studying and revising concepts and one final tool to share interesting resources in a more engaging way. One the last day, we delved in Conflict Management conversations, specifically how to approach the conflict and communicate during the conflict. Teachers concluded the part by putting to test their conflict management skills taking part in a role play. To celebrate the ending of our week together, the group made a summarizing collage which presented everything they learnt during this active and effective week of training.
| Of course they studied a lot, but during their free time, they also had the chance to explore Bologna city centre and parks, Florence and even the Italian seaside! After all, it’s summertime in Italy and this can only mean sun, travelling and ice-creams! What better way to conclude if not by leaving the last words to one of our participants? “It was a very well organised course focused on applied practical activities with an incredible teacher Giulia and her assistants. As well the cultural activities, accommodation, satisfaction and growth guaranteed!” |  |
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