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My experience levels (VET chemistry, Spain)

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My experience levels (VET chemistry, Spain)

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My experience levels, from a vocational Industrial and Analytical Chemistry classroom:

1. Experiential learning: advanced. Almost all my teaching happens at the bench, so students learn by doing. Collaborative learning: advanced. Students work in pairs at the lab and share data between teams.

2. Project-based learning: intermediate. eTwinning project where students created 2D and 3D laboratory safety resources with a partner school.

3. Flipped classroom: intermediate. Simulations as a pre-lab task, so class time goes to hands-on work. Blended learning: intermediate. Moodle keeps me in contact with students while they are on company placement.

4. Inquiry-based learning: beginner. Students design their own procedure to check a claim on a food label. Game-based learning: beginner. Quizzes and an escape room on lab safety.

5. Personalised learning: no experience yet, and my priority. My groups mix 16-year-olds with adults returning to education.

6. Storytelling: no experience. The one I would never have associated with a technical subject, so I am curious.

7. Socratic seminars: no experience. Interested in using them to discuss safety incidents and ethics.

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I usually start from a question the children can investigate themselves, framed within a narrative to hold their attention, and I have learned not to answer too early. Collaborative learning is part of my everyday practice, but it still challenges me. I sometimes use game-based learning, which demands a great deal of organisation on my part and which I do not always plan well enough. Project-based learning I have only tried in short cross-curricular forms, while the flipped classroom, personalized learning and Socratic seminars remain largely unexplored.

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I have experience using most of these teaching strategies in my classroom. I frequently implement project-based learning, inquiry-based learning, collaborative learning, personalised learning, and experiential learning through STEAM projects, digital storytelling, educational games, outdoor activities, and cross-curricular tasks. I also use elements of the flipped classroom by sharing digital resources before lessons and using class time for discussion, collaboration, and hands-on activities.

I feel most confident with collaborative, inquiry-based, and project-based learning because they actively engage students, promote inclusion, creativity, critical thinking, and problem-solving. However, I believe there is always room to grow, particularly in using emerging technologies such as AI, virtual reality, and adaptive learning tools to make these approaches even more effective and personalised.

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When I reflect on my experience with different teaching strategies, I see a gradual shift from more traditional approaches toward more student-centered and technology-supported learning.

I feel most confident with strategies such as interactive teaching and guided learning, where I use digital tools to present content, ask questions, and engage students in discussion. These approaches are already part of my everyday practice, and technology helps make them more dynamic and accessible.

I also have some experience with collaborative and project-based learning, although I would like to develop this further. Digital tools have helped facilitate group work and sharing of ideas, but I am still exploring how to structure these activities more effectively so that all students are actively involved.

When it comes to personalized and self-directed learning, I see great potential but consider myself still in the learning phase. I am beginning to explore how technology—especially AI tools—can support differentiation and allow students to learn at their own pace, but I would like to integrate this more consistently into my teaching.

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I have some experience using collaborative learning, storytelling, and game-based learning in my teaching. Collaborative learning helps students work together, share ideas, and learn from each other. I also use storytelling to make lessons more engaging and easier for students to understand, especially when introducing new concepts. Game-based learning is another strategy I enjoy using because it motivates students and makes the learning process more fun and interactive. While I have less experience with strategies like flipped classroom, project-based learning, and socratic seminars, I am interested in exploring them more in the future to further support active and student-centered learning

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I work as a social worker in a kindergarten and in the implementation of the activities I use Storyling, which I invent (with the names of the children in the group). The children follow with great attention and I have had excellent feedback.

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A very suitable learning strategy for my students is project-based learning, through eTwinning projects. This strategy includes many other strategies such as collaborative learning, individualization, discovery learning, development of critical thinking and creativity.

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Inquiry-Based Learning while teaching 7-year-old children 

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Inquiry-Based Learning while teaching 7-year-old children 

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My experience with Inquiry-Based Learning while teaching 7-year-old children has been very positive and enriching. This approach encourages students to ask questions, explore ideas, and actively participate in their own learning. I noticed that they become more curious, motivated, and confident when they are given the opportunity to investigate and discover answers by themselves.

However, it also requires careful guidance and well-structured activities to keep them focused and supported throughout the process. Overall, Inquiry-Based Learning has helped create a more engaging and meaningful learning environment, where students feel excited to learn and take an active role in the classroom.

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I have experience using collaborative learning, project-based learning, and blended learning in my teaching. Collaborative and project-based learning help students develop communication, critical thinking, and problem-solving skills through active participation. Blended learning allows flexibility by combining face-to-face teaching with digital tools, supporting different learning paces.

I am also familiar with game-based learning and storytelling, which increase motivation and engagement, especially when introducing new concepts. I would like to further develop my practice in inquiry-based learning and the flipped classroom, as they encourage student autonomy and deeper understanding.

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I think I have used most of these techniques in my teaching over the time, depending in the subject I want to teach and the age of my students.

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My Experience With Project-Based Learning

My experience with project-based learning has been both challenging and rewarding. Instead of simply memorizing information, I had the opportunity to apply what I learned to real situations. Working on projects allowed me to think creatively, collaborate with others, and take ownership of my work. I learned how to manage my time, solve problems, and make decisions more independently.

One of the biggest benefits was seeing how different subjects connect in practical ways. I also gained confidence because I could see the results of my effort in the final product. Although some projects required a lot of patience and teamwork, the process taught me important skills that go beyond the classroom.

Overall, project-based learning helped me understand topics more deeply and made learning more meaningful and engaging.

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As a teacher of Nutrition and Food Technology, involved to eTwinning and Erasmus+ projects, I am familiar and currently use all these teaching strategies, depending on the project, topic or subject. I less use socratic seminars.

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Using Innovative Teaching Strategies Supported by Digital Technologies in the Classroom

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Using Innovative Teaching Strategies Supported by Digital Technologies in the Classroom

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Digital technologies have transformed the way students learn, making lessons more interactive, personalized, and engaging. In my classroom, I integrate various innovative teaching strategies supported by digital tools to enhance active learning and creativity.

For example, in Project-Based Learning (PBL), my students work collaboratively on real-life problems using tools like Canva, Padlet, and Google Workspace. This approach strengthens both their research and presentation skills.

During Inquiry-Based Learning, students formulate their own questions around a specific theme. We use Google Earth, Jamboard, online encyclopedias, and interactive simulations to support deeper investigation and critical thinking.

Game-Based Learning through platforms such as Kahoot, Wordwall, and Quizizz makes lessons fun and effective, helping students reinforce what they’ve learned in an enjoyable way.

In the Flipped Classroom model, I share short videos and summaries before the lesson. In class, we focus on applying this knowledge through discussions, scenario creation, and hands-on activities.

I also use Digital Storytelling, where students create short story videos using CapCut or Adobe Express. This not only strengthens language and narrative skills but also enhances digital creativity and collaboration.

All these strategies turn students from passive listeners into active participants and creators. Digital technologies are not merely tools; they are powerful environments that promote communication, collaboration, creativity, and critical thinking — the core 21st-century skills every learner needs.

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I have the most experience with project-based, collaborative and experiential learning.
In my vocational classes, students work on real projects related to food technology and sustainability. Learning is very hands-on, often including experiments or field activities that connect theory with practice. I also use game-based tools like Kahoot and Quizizz for quick reviews and storytelling for presenting cultural or food traditions. These strategies make learning more meaningful, creative, and inclusive.

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I am using project based learning strategies and collaborative also because for my age of group students, it works better i suppose.... and i love them too

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Among the strategies explored, I have the most experience with game-based learning and collaborative learning, which I frequently use in my primary classroom. Play and teamwork are essential to keep young learners motivated and engaged.

As an eTwinning ambassador, I often use collaborative digital tools (such as Padlet, Canva, Bookcreator, Jamboard, or Google Workspace) in international projects, helping my students communicate, create, and learn together with peers from other European countries. I also include elements of personalized learning, adapting activities to each child’s level.

I strongly believe that these strategies foster critical thinking, curiosity, and teamwork, turning learning into an active and joyful experience.

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I mostly use project based learning and inquiry based learning strategies in preschool and I find them to work great for me and my children.

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I believe that mixing different strategies is the most effective approach in the classroom today.

My core strategies are:

Project-Based Learning (PBL) : This is a very engaging and natural way for students to learn, as they investigate real-world issues and develop creativity.

Collaborative Learning : I often design group activities because working together improves communication, teamwork, and social skills.

Game-Based Learning (GBL) : Using games and quizzes (like Kahoot or Quizizz) is excellent for reviewing content, keeping students motivated, and making lessons fun.

I also use the Flipped Classroom model sometimes, but it requires students to be very responsible and autonomous at home. For me, combining traditional teaching with digital tools like Padlet, Canva, and Google Classroom is the best way to keep lessons dynamic and student-centered.

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I have experience mainly with collaborative learning and project-based learning, as I have participated in activities where students worked in groups to create projects and solve problems together. I have also tried elements of inquiry-based learning, encouraging students to ask questions and explore topics independently.

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As a teacher, my experience with teaching strategies is positive and particularly encouraging. The use of differentiated methods, such as group learning, the inquiry-based approach and the use of active techniques, has contributed substantially to enhancing student participation and activation in the classroom. I observe that when appropriate strategies are applied, students gain greater interest in the lesson, develop judgment and autonomy, while a positive learning climate is also cultivated. Continuous training and reflection on my practices are essential elements for improving teaching practice.

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Project-based learning, Collaborative learning, and Experiential learning are an integral part of my daily practice in secondary school. I consider them the most natural and effective way for students to learn at this age. Through these teaching strategies, their language, social, and cognitive skills are strengthened, while at the same time their creativity and imagination are cultivated.

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Ηλίας Τουτσογλίδης Greece

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Ηλίας Τουτσογλίδης Greece

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Learning through play is an integral part of my daily practice in kindergarten. I consider it the most natural and effective way for children to learn at this age. Through play, their language, social and cognitive skills are strengthened, while at the same time their creativity and imagination are cultivated. I use both free and guided play, always trying to create opportunities for active participation, joy and collaboration. It is the way children learn without realizing it – with genuine interest and enthusiasm.

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Video games can be a valuable tool for developing digital skills

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Video games can be a valuable tool for developing digital skills

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as they present challenges that go beyond simple entertainment. They require players to solve complex problems, think critically, and make quick decisions in dynamic environments. This fosters skills such as information literacy, through searching and processing data within the game; communication and collaboration, when playing in teams; and digital security, through learning how to manage online accounts and data. The gaming experience, with its cycle of trial and error, reinforces perseverance and adaptability. In essence, games turn learning these skills into an interactive and engaging activity, preparing individuals for the digital world in a practical and fun way.

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In our eTwinning project “Escape Room: Fun and Learn,” we designed a game-based learning experience where primary students solved encrypted clues and guided story characters through a digital escape room adventure. By integrating AI tools, Web 2.0 platforms, and STEAM-based challenges, the project fostered collaboration, creativity, and problem-solving skills in a playful yet pedagogically rich environment.

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I have realized that among these learning strategies, I use game-based learning the most. I teach English in primary school, and my job is to teach through games and songs; otherwise, it would be difficult to make young learners enjoy learning a new language. However, since thirty-minute lessons are not enough, I would really like to implement blended learning as well. Blended learning is definitely a time-saving approach. Unfortunately, since not all of my students have access to computers, this is not very feasible at the moment.

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My personal experience with teaching strategies.

Working at a Primary school, since 2019 with the advent of Corona virus I have found the methodology of the Flipped Classroom extremely interesting and useful to foster the students' learning. It was at first perfect to adopt in distant learning; after a brief introduction of the topic during the lesson, pupils could meet online and prepare their materials, which later one were showed and discussed with their fellow mates.

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My Experience with Teaching Strategies:

I frequently use project-based learning and collaborative learning through eTwinning projects, involving young children in creative tasks with peers and parents. Game-based learning and storytelling are part of my daily activities to engage children with special needs. I’m less experienced with flipped classroom and socratic seminars, as they are less suited for preschool-aged students, but I adapt inquiry-based and experiential learning methods through hands-on activities and exploration.

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My Experience with Teaching Strategies

Throughout my teaching career, I have experimented with several of the strategies explored in this course. I have the most experience with collaborative learning, project-based learning, and storytelling.

Collaborative learning has become a regular part of my classroom practice. I often design group activities and peer discussions that encourage students to work together, share ideas, and solve problems collectively. This strategy has helped improve communication skills and foster a sense of community among learners.

Project-based learning is another approach I frequently use. I enjoy designing long-term projects where students investigate real-world issues, conduct research, and present their findings. This strategy promotes critical thinking, creativity, and deeper engagement with the subject matter.

Storytelling is a powerful tool I often integrate into lessons, especially when introducing new topics. Narratives help students connect emotionally with content, making it more memorable and meaningful.

I also have some experience with blended learning, using digital tools to support face-to-face instruction. However, I am still developing my skills in flipped classrooms and game-based learning, and I look forward to exploring these approaches further.

Overall, these strategies have enriched my teaching and helped me create a more student-centered and interactive learning environment.

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I applied the knowledge assimilate in Erasmus + mobilities face to face.

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For the past years I have searched and applied PBL in my classroom. My school and many other schools lack of technology devices . But with creativity everything is possible!

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At the school where I currently work we use a challenge-based approach (similar to PBL), where learners are faced with a real-life situation for which they have to come up with solutions. Collaborative learning is one of the main features and English is integrated in the technical challenges. I find this approach very useful but it requires a very thorough coordination from the teacher team.

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I USED PROJECT BASED LEARNING

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Last year I had a project based on PBL and CLIL. It was about bees, integrated in the Science curriculum. Students from Greece, Italy and Turkey worked together, by following the steps in the PBL path. I teach Science in English at Primary school (it is an international course). Game-based Learning is often used in my classrooms: at the beginning of the lesson to refresh contents and knowledge, during to implement students' learning and at the end to test their knowledge and to assess their competencies. Students love games and I usually send them to children as homework; through eGames I can promote a multimodal approach, useful to include weak students.

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I teach English, so I think that mixing different strategies is fundamental to meet all the needs of my students. Therefore flipped classroom, collaborative learning, game-based, experiential, personalised and project-based learning are some of the approaches that I use during the school year, It also depends on the group that you are teching, their age, their language level, but most of all: their specific needs.

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Collaborative learning is my main teaching strategy, but I use it in combination with experiential learning and storytelling. When my students gain basic skills of making web pages (I teach web design), they have assignments to create new pages that have to present stories made by peers from eTwinning projects or to create new pages that they have to create or continue upon some other stories. Also I use peer evaluation technics that are also great as they give feedback to my students about their work.

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As a language teacher, the diversity of strategies seems fundamental to me. I'm a big fan of Socratic-seminars because I usually have secondary school classes and the students really enjoy debates in general. It's very important for them to mobilise their knowledge and be "forced" to talk about topics they don't normally talk about, not only to develop their vocabulary, but also to develop their critical thinking.

Every year I also organise a MUN (Modelling United Nations) conference, that is always very appreciated by the students.

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I mix different strategies depending on the students. My classes are very heterogeneous with students with different ablilites and disabilities. I use personalised learning when individual work is involved. I also use flipped classroom, students enjoy this type of learning strategy and we go beyond because sometimes, we really flip the roles and they teach me things they're really interested in. Finally, game- based learning is really helpful and motivating. I use stations so students rotate playing different games to review structures and vocabulary.

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While participating in eTwinning projects I try to follow a PBL approach. So throught the past years I've been reading and trying to improve using this teaching strategy. As the projects are developed with the collaboartion of different European countries and we try to engage the students in group work where they solve a problem or understand an idea, I guess I use collaborative learning.

In my classes there are always some students with special education needs, so I also try to use personalised learning.

I'm actually trying to know more about Inquiry-Based Learning to use it more frequently in my lessons.

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Because my students are small, I used mixed strategies. Among the most frequently used are: Game-based learning because it uses game design principles to engage and motivate students. Games can be digital or non-digital and help reinforce content knowledge, foster collaboration, and develop problem-solving skills.

Another strategy used is Socratic Seminars, where students engage in dialogue-based discussions guided by open-ended questions, encouraging critical thinking, active listening and respectful debate.

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I have been trying to use collaborative learning. I design a challenge and get my students involved in creating a presentation working in groups. I give roles and ask them to present in front of the class their final product such as a story, a poster, etc.

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I like using the Socratic method, especially with older students as they have to use their critical thinking skills. Collaborative learning also works miracles as there are kids whose English is not good but are helped by others ad they help with their skills in return,,,

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I try to mix the different strategies.

I'm studying and starting to use the inquiry-based learning to get my students improve speaking abilities.

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One of the most engaging ways to motivate and intrigue pupils...they are always eager to investigate, collaborate and bring forward or even create their own solutions!

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Flipped Classroom

Experience Level: Intermediate

Technologies Used:

Google Classroom: For sharing pre-recorded lectures and instructional materials.

Edpuzzle: To embed quizzes in videos to check understanding.

YouTube: For hosting and sharing educational videos.

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We are using canva,revive ,Padlet ,ppt ..and AR app we are bringing the animals in the classroom ..

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I use flipped classroom pedagogies such as projects, games, inquiry-based, and story-based by associating the subjects with the curriculum.

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Storytelling can be created using Nearpod, Quiver... counting butterflies

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One of the most enjoyable learning strategies for my students is Project based learning, through eTwinning projects, as this strategy includes within it many other strategies such as collaborative learning, individualization of education, and flipped learning. This strategy enhances confidence among students and learning occurs with fun.

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Utilizez, în general, strategii precum PBL, învățarea prin joc, povestirea, cercetarea în funcție de cerințele și nevoile clasei de elevi la tema nouă.

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In my classroom i use a variety of teaching strategies such as storytelling and pbl

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As a teacher working with special needs children, I have found that incorporating a variety of teaching strategies is essential to meet the diverse needs of my students. Each child is unique and may benefit from different approaches to learning.

Project-Based Learning (PBL) has been particularly effective in my classroom. It allows my students to engage in hands-on, real-world tasks that are meaningful and relevant to their lives. By working on projects collaboratively, my students are able to develop their problem-solving skills and apply their knowledge in practical ways.

Inquiry-Based Learning is another strategy that I have found to be beneficial for my students. By encouraging them to ask questions and explore topics on their own, they are able to take ownership of their learning and develop a deeper understanding of the material. I provide guidance and support as needed, but allowing my students to lead the learning process has been empowering for them.

Personalised Learning is also crucial in my classroom. I tailor my instruction to meet the individual needs and interests of each student. By incorporating adaptive learning technologies and setting student-led goals, I am able to create a learning environment that is conducive to their success.

Experiential Learning has been particularly effective for my special needs students. By engaging in hands-on activities and real-world experiences, they are able to make connections between abstract concepts and practical applications. This approach has enhanced their retention and understanding of the material.

Collaborative Learning is another strategy that I have found to be successful with my students. By working in groups, they are able to develop their teamwork and communication skills. Collaborating with their peers also encourages peer learning and provides them with a sense of community and support.

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I use different teaching strategies according to the topics, the students, the activities I planned to do. I sometimes use collaborative learning so all the sts can be actively involved and the stronger ones can help the weakest ones. I sue PBL especially in etwinning project and also game based learning especially if I want them to speak and if I want them to create games to let them reflect on grammar structures.

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👀

For STEM subjects such as physics, which is an experimental field, I usually organize activities in which there are research experiments, such as demonstration, research or application experiments.

Some of them are shown at:

https://www.youtube.com/@slavicabernatovic1395/videos

Also others, especially PBL, IBL, personalized learning.

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Share your videos with friends, family, and the world

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I am a big fan of PBL because I think that it is very challenging and interesting for students and it it develops both their communicational skills and their creativity as well.

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As far as I am concerned, the best way of motivating students is by example; the example kids and teenagers like the most is the one their pairs teach them. Following other students is much easier than following teachers. I have been using this teaching strategy for many years an I have been successful with it. It is common sense that we all know something that others do not know; that is true also for kids and that is why they love to teach each other in a collaborative way and therefore acquire knowledge.

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I usually incorporate collaborative learning, flipped classroom and game-based learning into my ESL classroom. These teaching strategies allow me to create a dynamic, engaging and effective learning environment.

My students are used to activities such as role playing, peer editing, group discussions, video lessons, collaborative reading assignments, group work, Q&A sessions and vocabulary and grammar digital games.

These three strategies ensure a variety of learning activities that cater to different learning styles, keep students motivated and reinforce learning through repeated exposure and practice in different contexts.

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As a science teacher, I practise experiential learning a lot, which the students really enjoy.

Another strategy I use regularly is PBL, based on real, authentic situations from the students' immediate environment. With proposals for work to be carried out in groups. Sometimes students find it difficult to get involved in these tasks. It's something that requires familiarisation.

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In my classes I combine digital and traditional methods.

I use many digital tools such as: Padlet, Canva, Genially, LearningApps, because I can involve my students in the learning process and collaborative work.

Participating in eTwinning projects is an excellent way to use the new Web 2.0 tools.

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Project-based learning: I have a high level of experience with project-based learning, as I have implemented this strategy in my classroom for several years. I have seen how it can engage students in authentic, real-world tasks and help them develop critical thinking and problem-solving skills. Through classroom tasks and foruns they share and help other students with their projects and I can give them a faster feedback.

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In my classroom we experienced with Game Based Learning - we used Classcraft. We tried Flipped Classroom, PBL, Collaborative Learning and Storytelling.

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In my classrom I use the patlet,phet .andt many tools lik scrach,lego etcc

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As a teacher of English at secondary, I love integrating storytelling in my lessons, both written and spoken. I use short stories to teach elements such as plot, setting, character development, and topic. I also use digital tools like Storybird or Pixton to help students create and share their stories, or even social media such as X or Pinteresr challenges where students must use certain words or plot points in their stories collaborately.

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As a primary teacher storytelling is one of my favourite teaching strategies. I teach a class of KS1 and, in my opinion, when children are learning how to read, in order to fuel their motivation, it is not only important that they themselves practice but also to provide them with opportunities to listen to others read to them. In my school we have lots of different weeks during the school year where parents (and other members of the family) are invited to come and read to children (BookDay, Kindness Week, etc). I also use storytelling to introduce specific topics of learning in PSHE or English lessons. I found it to be an outstanding way to grab childrens attention and (during and after the story is told) promote their curiosity and questioning skills.

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in my classroom I try to mix strategies, I often use :

collaborative learning

storytelling

gamification

PBL

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I often use in my class: 1. Storytelling - children love this method and they are very active; 2. Collaborative learning: needs more time but I love to see how my children are very implicated in preparing their theme; 3. Game based learning - this is their favourite. Nothing makes them more active than a game; 4. Experiential learning: this is a very efficient method because everything they learn remains in their mind.

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I often have recourse to the flipped classroom strategy: it enables my students to study the initial content at home (often a YouTube video) and to explain what they have learned in the classroom. What comes next is debates, discussions, inquiries. My role as a teacher is that of a facilitator, although I have to point out the mistakes or misunderstandings about the material, and provide clarifications. What I like about the flipped classroom is that each student has the possibility of learning at a different pace at home (stopping the video or pausing to reflect); as students go on using this technique they tend to become more and more independent learners and improve their outcomes. In most cases this approach also fosters critical thinking, thanks to debates and to discussions. Anyway, I think it can work effectively if we provide the right material and the right tools as a basis for the homework learning.

game-based learning: I have recourse to it to make my lessons fun. In my experience, simple elements such as competition and reward make lessons and quizizz interactive and always engage my students. It is surprising how this approach can teach.

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I like to apply the methods of cooperative methodology to promote students’ engagement in class, work on core competencies and on students’ communication and soft skills. Even though these methods are mainly supported by analog resources, I try to adapt to digital environments too.

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I have found great resources for socratic seminars.

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About this Strategy Guide

This strategy guide explains Socratic seminars and offers practical methods for applying the approach in your classroom to help students investigate multiple perspectives in a text.

Research Basis

Socratic seminars are named for their embodiment of Socrates' belief in the power of asking questions, prize inquiry over information and discussion over debate. Socratic seminars acknowledge the highly social nature of learning and align with the work of John Dewey, Lev Vygotsky, Jean Piaget, and Paulo Friere.

Elfie Israel succinctly defines Socratic seminars and implies their rich benefits for students:

The Socratic seminar is a formal discussion, based on a text, in which the leader asks open-ended questions. Within the context of the discussion, students listen closely to the comments of others, thinking critically for themselves, and articulate their own thoughts and their responses to the thoughts of others. They learn to work cooperatively and to question intelligently and civilly. (89)

Israel, Elfie. "Examining Multiple Perspectives in Literature." In Inquiry and the Literary Text: Constructing Discussions n the English Classroom. James Holden and John S. Schmit, eds. Urbana, IL: NCTE, 2002.

Strategy in Practice

Choosing a text: Socratic seminars work best with authentic texts that invite authentic inquiry-an ambiguous and appealing short story, a pair of contrasting primary documents in social studies, or an article on a controversial approach to an ongoing scientific problem.

Preparing the students: While students should read carefully and prepare well for every class session, it is usually best to tell students ahead of time when they will be expected to participate in a Socratic seminar. Because seminars ask students to keep focusing back on the text, you may distribute sticky notes for students to use to annotate the text as they read.

Preparing the questions: Though students may eventually be given responsibility for running the entire session, the teacher usually fills the role of discussion leader as students learn about seminars and questioning. Generate as many open-ended questions as possible, aiming for questions whose value lies in their exploration, not their answer. Elfie Israel recommends starting and ending with questions that relate more directly to students' lives so the entire conversation is rooted in the context of their real experiences.

Establishing student expectations: Because student inquiry and thinking are central to the philosophy of Socratic seminars, it is an authentic move to include students integrally in the establishment of norms for the seminar. Begin by asking students to differentiate between behaviors that characterize debate (persuasion, prepared rebuttals, clear sides) and those that characterize discussion (inquiry, responses that grow from the thoughts of others, communal spirit). Ask students to hold themselves accountable for the norms they agree upon.

Establishing your role: Though you may assume leadership through determining which open-ended questions students will explore (at first), the teacher should not see him or herself as a significant participant in the pursuit of those questions. You may find it useful to limit your intrusions to helpful reminders about procedures (e.g. "Maybe this is a good time to turn our attention back the text?" "Do we feel ready to explore a different aspect of the text?"). Resist the urge to correct or redirect, relying instead on other students to respectfully challenge their peers' interpretations or offer alternative views.

Assessing effectiveness: Socratic seminars require assessment that respects the central nature of student-centered inquiry to their success. The most global measure of success is reflection, both on the part of the teacher and students, on the degree to which text-centered student talk dominated the time and work of the session. Reflective writing asking students to describe their participation and set their own goals for future seminars can be effective as well. Understand that, like the seminars themselves, the process of gaining capacity for inquiring into text is more important than "getting it right" at any particular point.

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About this Strategy Guide This strategy guide explains Socratic seminars and offers practical methods for applying the approach in your classroom to help students investigate multiple perspectives in a text. Research Basis Socratic seminars are named for their embodiment of Socrates' belief in the power of asking questions, prize inquiry over information and discussion over debate.

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In my classroom I often use different teaching strategies.

Students often work in groups to solve problems, complete projects, or discuss concepts (Collaborative Learning), to investigate and apply their learning to real-world situations (Project-Based Learning) and in activities such as field trips, simulations, and experiments (Experimental Learning).

In such situations students learn concepts at home through videos or readings and then engage in activities, discussions, and problem-solving in class (Flipped Classroom).

I often use stories and anecdotes to illustrate concepts and encourage students to create and share their narratives (Storrytelling). To engage and motivate students I also often use different games to help reinforce content knowledge (Game-Based Learning).

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In my kindergarten class I use :

1. Project -based learning

2. Storytelling

3. Game-based learning

And all of these strategies we have to individualize, so I guess I use Personalised Learning too.

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1. Project-based Learning: I have a high level of understanding of project-based learning, which involves students working on extended, real-world projects to explore and apply concepts and skills. This approach fosters critical thinking, collaboration, and problem-solving skills as students engage in hands-on, inquiry-driven tasks.

2. Inquiry-based Learning: I have a strong understanding of inquiry-based learning, where students actively explore questions, problems, or scenarios to construct their understanding. This approach promotes curiosity, autonomy, and deeper learning as students inquire, investigate, and reflect on their learning process.

3. Personalized Learning: I have a solid understanding of personalized learning, which tailors instruction and learning experiences to individual student needs, interests, and abilities. This approach promotes student agency, ownership, and motivation as learners engage in self-directed and differentiated activities aligned with their learning goals.

4. Collaborative Learning: I have a deep understanding of collaborative learning, where students work together in groups to achieve common goals or solve problems. This approach fosters communication, teamwork, and social skills as students collaborate, negotiate, and share ideas and perspectives.

5. Experiential Learning: I have a comprehensive understanding of experiential learning, which emphasizes learning through direct experiences, reflection, and application. This approach promotes active engagement, authentic learning, and skill development as students engage in hands-on, immersive activities.

6. Flipped Classroom: I have a thorough understanding of the flipped classroom model, where traditional lecture and homework elements are reversed. This approach promotes active learning, student-centered instruction, and differentiated support as students engage with instructional content outside of class and use class time for deeper exploration, discussion, and application.

7. Blended Learning: I have a solid understanding of blended learning, which combines traditional face-to-face instruction with online learning components. This approach provides flexibility, accessibility, and personalized support as students engage in a mix of in-person and online activities tailored to their needs and preferences.

8. Game-based Learning: I have a good understanding of game-based learning, where educational games are used to enhance engagement, motivation, and learning outcomes. This approach leverages game mechanics, narratives, and challenges to create immersive and interactive learning experiences aligned with curriculum goals.

9. Storytelling: I have a strong understanding of storytelling as a teaching strategy, where narratives are used to convey information, illustrate concepts, and engage emotions. This approach enhances comprehension, retention, and empathy as students connect with characters, themes, and experiences through storytelling.

10. Socratic Seminars: I have a comprehensive understanding of Socratic seminars, where students engage in open-ended discussions guided by questioning and critical thinking. This approach promotes deep inquiry, analysis, and dialogue as students explore complex issues, perspectives, and interpretations collaboratively.

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When I am with the children, even though they are small, I practice a flipped classroom - they are the teachers, I am the child.And of course work in Erazmus and E-twinning project.

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When I am with the children, even though they are small, I practice a flipped classroom - they are the teachers, I am the child.And of course work in Erazmus and E-twinning project.

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Although digital tools are extremely helpful, I think our presence and guidance are irreplaceable, so I prefer a mixture of "old" and "new". Collaborative learning is also important along with personalised learning. Game-based learning is of vital significance, especially at younger ages.

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In my classes I use various teaching strategies, what depends about topic. Whan we learn about bussines administration I use PBL, and student have to fill real documents of one real situation. For student with customized program I use PL. When we visit some shop I use EL. We have a small shop in our classrom so, for selling and paying I use GBL. Whan we have to discuss something about (for example, do the shops need to work on sunday), I use SS. I work in a vocational school for shop assistent.

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In my classroom I use several strategies: project- based learning, experiential learning, collaborative learning and game learning.

I used a project based learning for a History task. My students created wonderful and creative works about the Ancient Egypt. This strategy improves practice and soft skills.

Collaborative learning is very important for students. It helps more vulnerable students and creates friendship in the class.

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My experience with digital teaching strategies includes using educational apps and online platforms to supplement traditional teaching methods in the math classroom. This approach provides engaging and personalized learning experiences for students. The benefits include increased student engagement and access to diverse resources, but limitations can arise from technical issues and access constraints. In the future, I plan to integrate online collaborative tools, use data-driven insights for tailored instruction, and explore virtual reality simulations. These approaches align with the view that digital technology can support and enhance teaching and learning.

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I use Project-Based Learning (PBL)

Inquiry-Based Learning

Collaborative Learning

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One method used in primary school, especially in first grades, is the storytelling method. Students get very engaged in this and they are highly engaged in the story. They feel as a part of it, and they express the need to reproduce parts of the story in multiple ways (acting, drawing, retelling the story, changing it, etc.)

Collaborative learning is also a very engaging method for students, in which they take active parts in their learning.

During the pandemic a form of blended learning was used, as students were given materials to study and tasks to do asynchronously, and during the online lesson, we could interact in multiple ways (whole class, in groups, individually).

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I use PBL and the students enjoy it. I am interested in the flipped classroom, but I have never managed to implement it, as it is time consuming for the teacher. It needs a lot of Time and energy to prepare the right resources for the students.

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My school used this just once, and it was a fantastic experience. This happened a long time ago, after devastating floods in India that were in international news for some time. So, my school stopped all lessons for 2 weeks, divided all classes in heterogeneous groups with students from different years and asked the question: What can be done to prevent this. A few committees were formed within each group: economic, scientific, geographical, historical, etc. and the corresponding subject teachers were allocated to different rooms, where students could go to ask questions and ask for resources. At the end, they had to combine all the information gathered into a report and a whole school presentation. They were all able to study diverse topics, such as climate-change, Indian GDP, aspects of Indian culture, the geography and climate of that region, etc. Some even proposed the construction of a few dams, suggested their location, and built models! As importantly, at the end they all realized how the topics they lean are, in real life, often connected.

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My experience with collaborative learning

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My experience with collaborative learning

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In my classes I often use the collaborative learning approach as it fosters a sense cooperation among young students. By working together on tasks and projects, children develop essential social skills such as communication, empathy, and teamwork. This interactive learning approach also allows students to share diverse perspectives, enhancing their understanding of various subjects. It helps students to engage more deeply with the material, as they are encouraged to discuss and explain concepts to one another, reinforcing their own knowledge. Additionally, it promotes critical thinking and problem-solving skills, as students often need to navigate different opinions and agree on one approach. I can observe students' strengths and areas for improvement more easily in group settings. This approach builds confidence in students, as they learn to express their ideas and appreciate the value of others' contributions. Working in groups prepares students for real-world situations where teamwork is crucial.

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I'm a big fan of Socratic Seminars/Socratic Questioning. I find that it encourages critical thinking and allows learners to deconstruct ideas, assumptions, and develop their own critical path to understanding. It encourages independent thought and allows students to move beyond the passive stance of absorbing and regurgitating information without reflection. It also encourages active participation and engagement with ideas and concepts.

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In 2017 I wrote an Erasmus project based on the Flipped Classroom teaching strategies. So, at the time, I read and researched about it so I could motivate my students to engage in such strategies. It was a nice experience having some nice results cause I saw them more involved and concerned about their own learning. In my opinion it has advantages because it's an engaging learning strategy that really involves students. In the other hand we need to have students that will manage to undertake their learning in a responsible and autonomous way because even though they have always the teacher's support some can get demotivated. Nevertheless it's a good learning strategy!

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I'm a Romanian teacher. I use a lot of the presented teaching strategies with my primary school children. I consider though, that Socratic Seminar learning and Flipped clasroom are not entirely proper for the first grader's I'm teaching at the moment.

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I'm a french as a foreign language teacher.Creating a dream digital technology tool for teaching French in primary school should include:

1. Interactive Lessons: Gamified exercises, quizzes, and puzzles.

2. Multimedia Content: Videos, songs, and animations for immersive learning.

3. Speech Recognition: Pronunciation practice with real-time feedback.

4. Cultural immersion: virtual tours, simulated environments

5. Personalized lessons: based on student progress.

6. Interactive Stories: Engaging narratives that teach vocabulary and grammar.

7. Collaborative Features: Group activities and peer-to-peer interactions.

8. Progress Tracking: so thatstudents and teachers could monitor growth.

9. Multilingual Support: Instructions available in the student's native language.

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Five years ago I did a PBL teachnig program, and the results were not that I expected. The next year I´m going try again with different approach.

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As a teacher, I understand the importance of acknowledging the diverse learning rhythms and paths of my students. Active methodologies, which prioritize student engagement and participation, provide a framework that respects and nurtures this diversity. By shifting from traditional, teacher-centered approaches to more dynamic, student-centered ones, I can empower my students to take charge of their learning, facilitating deeper understanding and retention of knowledge.

1. Personalized Learning Paths

I recognize that each student in my classroom has a unique learning style and pace. To address this, I use differentiated instruction and personalized learning plans. By analyzing data from formative assessments, I tailor activities and materials to individual student needs. For instance, some students benefit from visual aids and hands-on activities, while others excel through reading and independent research. Catering to these differences ensures that all my students have equitable access to learning opportunities.

2. Collaborative Learning

Collaborative learning is a cornerstone of my teaching strategy, fostering a sense of community and mutual support among my students. Group activities, peer teaching, and cooperative projects encourage them to engage with different perspectives and learn from one another. This not only enhances their understanding of the subject matter but also develops essential social and communication skills. When students work in diverse groups, they can leverage their varied strengths, leading to richer, more comprehensive learning experiences.

3. Inquiry-Based Learning

Inquiry-based learning emphasizes curiosity and questioning, allowing students to explore subjects in depth based on their interests. As a facilitator, I guide them through the research process and help them develop critical thinking and problem-solving skills. By encouraging students to take ownership of their learning, I make education more relevant and engaging for them.

4. Flipped Classroom

The flipped classroom model redefines the traditional learning environment by having students learn new content at home and apply their knowledge in the classroom through interactive activities. This methodology accommodates different learning paces, as students can absorb material at their own speed before class. During class, we engage in collaborative exercises, discussions, and problem-solving tasks, allowing students to apply and deepen their understanding with peer and teacher support.

5. Gamification and Technology Integration

Integrating technology and gamification into my classroom caters to diverse learning styles and keeps students motivated. Educational games, simulations, and interactive platforms provide alternative ways for students to engage with content. These tools offer instant feedback and adapt to individual learning paces, ensuring that all students remain challenged and supported. Moreover, technology facilitates access to a wide range of resources, accommodating various preferences and learning needs.

6. Project-Based Learning (PBL)

Project-Based Learning (PBL) involves students in complex, real-world projects that require critical thinking, creativity, and collaboration. This methodology allows students to explore subjects deeply and at their own pace. By working on projects that interest them, they can connect their learning to personal experiences and future aspirations. PBL promotes the development of various skills, including research, time management, and teamwork, making learning more meaningful and applicable to real-life contexts.

Active methodologies have transformed my classroom into a dynamic and inclusive learning environment that respects and celebrates diversity. By recognizing and accommodating different learning rhythms and paths, these approaches ensure that every student has the opportunity to succeed. As I continue to embrace and refine these methodologies, I contribute to a more equitable and effective education system, preparing all my students for the challenges and opportunities of the future.

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In my classes I combine digital and traditional methods.

I use many digital tools such as: Padlet, Canva, Genially, LearningApps, Kahoot because I can involve my students in the learning process and collaborative work.

Participating in eTwinning projects is an excellent way to use the new Web 2.0 tools.

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I combine traditional methods (when drilling grammar structures) and modern approaches like the flipped classroom (I wish Ss would like it more but it means they have to be more active at home). I also like game-based learning. I need to work on the collaborative learning more.

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The flipped classroom consists of reversing the nature of activities inside and outside the classroom. Learning activities outside the classroom take place before learning in the classroom, using materials provided by the teacher and ICT. The content is often presented in videos and interactive activities, allowing students to familiarise themselves with the concepts outside the classroom and to work more independently. Classroom time is focused on active learning strategies, allowing students to apply and deepen the knowledge they have acquired under the guidance of the teacher.

I recently used the flipped classroom with my 9th grade science students. At home, the students watched the YouTube playlist 'Basic Life Support' that I've made available in LMS, Google Classroom. They then used Edpuzzle to carry out the suggested activities based on short interactive videos. The students created a mind map using the Coggle tool and handed in their work in the Google classroom (LMS).

In the classroom, the students carried out a series of interactive activities on the NearPod platform, which allowed them to interact with new resources, consolidate and test their knowledge, get feedback on their performance and self-regulate their learning. Then, in a clinical simulation scenario related to basic life support, the students learnt how to correctly raise the alarm in an emergency, how to perform a patient assessment based on the ABCs of first aid, and how to perform basic life support using European Resuscitation Council algorithms.

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In the classroom, I most often use story-based learning and learning through games, the students being small, in the primary classes.

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My dream digital teaching tool would include adaptive learning features that customize content for each student's progress, real-time analytics for performance tracking, and instant feedback. It would support multimedia resources like videos and simulations, promote peer interaction through virtual classrooms and forums, and have an intuitive interface for easy content creation and platform integration.

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Project-based Learning is definitely a teaching strategy that involves pupils to a great extent: it starts with a driving question the solution to which you cannot google. Then you motivate pupils to enquire what to do to answer this question. They need to become aware of the complexity of the issue and take initiative to solve this question. Effective communication is needed. The more pupils are actively involved in the learning process, the more effective will their learning experience be, since they will develop competences that they can apply to new and more challenging tasks later.

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Since I teach in a small school, tradiitonal and modern are always easily combined. I always encourage critical thinking in speaking and doing grammar and other exercises. I also use digital technology to facilitate my teaching but also to facilitate students's learning. I would like to use digital assessment.

I also like PBL approach.

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In my classes I often use the 'Storytelling' approach as I find it to be sucessful within the Primary School environment, additionally, when working with many students who are ESL learnings, Storytelling is a great, vocabulary heavy and repetitive way to learn and remember. I also like to use Personalised Learning when possible, and differentiate work or offer support in targeted ways, however this can be challenging in a large class with just one teacher.

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Though in my classes I mostly do traditional in-class teaching when it comes to extracurricular activities I prefer inquiry based learning. I especially prefer preparing activities that address some existing problems. I like when my students understand the problem and actually try to find a solution.

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all of these video materials seem to have the message that the traditional method is the worst and should be completely eliminated from modern teaching. I think this attitude is wrong. After 25 years in the classroom I think that the combination of traditional and modern is the only good way of learning at this time. A perfect tower can be made, aesthetically and functionally, but without concrete knowledge of mathematics and physics, it cannot really be built so that it will really stand for the next two hundred years.

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Story telling works like a charm! My students engage instantly.

Flipped classroom has its advantages as well. Mind you, students sometimes get distracted and fail to complete the tasks assigned.

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In my class, I use a lot of digital tools, especially the Google Classroom, where I can offer personalised feedback to students and upload materials accordingly to the students needs

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i use various methods. I use collaborative and experiention method. i also use flipped classroom and gamification. Some of the lessons are held in the classroom and some in the science lab. Digital tools help me to make lessons more interesting.