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What do you hope to learn this week?

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I am Michael Farrell and I will be one of the trainers facilitating the course. I am looking forward to meeting and working with everyone

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I am Michael Farrell and I will be one of the trainers facilitating the course. I am looking forward to meeting and working with everyone

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Hi I am Jackie and I will be co-facilitating the course for the week with Michael

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Hi I am Jackie and I will be co-facilitating the course for the week with Michael

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Bianco e Marrone Doodle Brand Creativo Presentazione 4

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Bianco e Marrone Doodle Brand Creativo Presentazione 2

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Bianco e Marrone Doodle Brand Creativo Presentazione 2

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Drawing in R mode (Suppress the left side)

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 “Drawing on the Right Side of the Brain” by Betty Edwards - ‘in’ R-mode, you have a feeling of timelessness and immersion in the moment.     L-mode is verbal, analytic, sequential, linear, objective and time-bound. It is about intellect, logic and computation. R-mode involves intuition and leaps of insight. It is subjective, relational and holistic.

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 “Drawing on the Right Side of the Brain” by Betty Edwards - ‘in’ R-mode, you have a feeling of timelessness and immersion in the moment.     L-mode is verbal, analytic, sequential, linear, objective and time-bound. It is about intellect, logic and computation. R-mode involves intuition and leaps of insight. It is subjective, relational and holistic.

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You have to learn to “see” and that “seeing” is carried out by the right side of the brain. Those who try to draw from the left brain are drawing “symbolically”. They translate what they see through the left side of the brain which is where language processing occurs. Thus, rather than draw the vase in front of them, they think to themselves that is a vase and draw from the idea in their mind.

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About me:) My name is Alica, I come from a very eastern part of Slovakia. My home town - Košice is a beautiful old town. I´m a primary teacher. I love my job as well as I love nature. In my spare time I love reading, hiking in High Tatras, swimming, cycling, gardening, travelling and eating great food.

I am looking forward meeting you all in Dublin! See you! Alica

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Morning Circle , Cass 4.A - How are you today? 

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I have never been to Ireland. Looking forward getting to know a new culture, discovering the beauties of Ireland and Dublin. I expect a lot of new inspiration from the course regarding modern teaching in groups, outside of school. I expect inspiration on how to organize a classroom in a way that makes everyone feel fantastic. I am looking forward to innovations that will advance my practice back home. I am looking forward meeting new colleagues from all over the Europe and exchange our experiences from the practice.

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I´ve never been to Ireland. In Dublin I´d like to see the historical monuments, buildings, churches,

beautiful parks, taste

traditional food and drinks. I´d like to discover the cliffs and their beautiful scenery.

I´m looking forward to Ireland music and trips:))

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Hello everyone, I’m Tommaso. Nice to meet you all!

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What I hope to learn this week - Tommaso

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What I hope to learn this week - Tommaso

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What I hope to learn this week.

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What I would like to discover about Dublin - Tommaso Galanti

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What I would like to discover about Dublin - Tommaso Galanti

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What I would like to discover about Dublin _ Tommaso Galanti

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A 7 word biography - helping to create psychological safety in a classroom

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A 7 word biography - helping to create psychological safety in a classroom

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Visual thinking routines - Helping to structure student thinking on complex topics

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Visual thinking routines - Helping to structure student thinking on complex topics

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I see, I think, I wonder - Using peer instruction to learn about Irish culture

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I see, I think, I wonder - Using peer instruction to learn about Irish culture

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I see, I think, I wonder - Irish culture

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I see, I think, I wonder - Irish culture

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A lesson on immigration, 4.Visual Thinking Routine - Options Diamond - The question of immigration

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A lesson on immigration, 4.Visual Thinking Routine - Options Diamond - The question of immigration

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A lesson on immigration 1. Concept Cartoons - Enhancing engagement and critical thinking

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A lesson on immigration 1. Concept Cartoons - Enhancing engagement and critical thinking

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A lesson on immigration 2.Texts on Immigration with references

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A lesson on immigration 2.Texts on Immigration with references

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2. Authentic Reading & Vocabulary

Participants receive 3 short adapted texts and work in pairs. They underline unfamiliar words and discuss meanings.

Text 1: Demographic & Economic Motives (B2)

Europe’s natural birth rate has declined: in 2022, the EU population shrank slightly without migration. But thanks to immigration, it still grew by around 0.4 %. Experts say immigration helps economies by supplying workers for health care, construction, and public services—jobs that locals cannot fill.
Source: Demographics of the European Union (Wikipedia): https://en.wikipedia.org/wiki/Demographics_of_the_European_Union

Text 2: Ethical & Humanitarian Drivers (B2)

Many people flee conflict, oppression, or environmental disasters. Europe must decide whether to offer safety and dignity, even when it involves effort and cost. About 20% of Europe-bound asylum seekers in 2015 were from Syria alone; most entered via the Mediterranean using smugglers due to limited legal pathways.
Source: 2015 European migrant crisis (Wikipedia): https://en.wikipedia.org/wiki/2015_European_migrant_crisis

Text 3: Political & Policy Context (B2)

In April–May 2024, the EU adopted the new Pact on Migration and Asylum, to share responsibility across member states and streamline asylum procedures. The new rules take effect gradually, with mandatory solidarity and quotas for relocation. Nevertheless, some countries remain divided: right-wing parties influence policies in Poland, Italy and Sweden, focusing more on border control than integration.
Source: Migration and asylum policy of the European Union (Wikipedia): https://en.wikipedia.org/wiki/Migration_and_asylum_policy_of_the_European_Union

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A lesson on immigration, 3.UNHCR video - Interactive video watching, see instructions below

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A lesson on immigration, 3.UNHCR video - Interactive video watching, see instructions below

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You will watch the video in three parts. Stop at the times given and answer the questions. Think carefully, and discuss your answers with a partner if possible.

🟡 Step 1: Pre-Viewing Question

Before you watch the video, answer this question:

– What is the difference between a migrant and a refugee?

Write your answer below. Then discuss with your group or teacher.

🟢 Step 2: Watch the Video and Answer Questions

Watch the video in parts. Pause at the given times and answer each question.

▶️ 0:00 – 1:25

Question 1: According to the video, how many people were forcibly displaced around the world in 2022?

·        A. 35 million

·        B. 89 million

·        C. 103 million

·        D. 150 million

▶️ 1:25 – 2:40

Question 2: Which of the following is a push factor mentioned in the video?

·        A. Job opportunities

·        B. Family reunification

·        C. War or persecution

·        D. Better education

▶️ 3:20 – 4:30

Question 3: What is the main difference between an asylum seeker and a refugee?

·        A. Refugees are illegal; asylum seekers are legal

·        B. Asylum seekers apply for protection; refugees have already received it

·        C. Refugees are always from Africa

·        D. There is no difference

🔵 Step 3: Post-Viewing Reflection

After watching the video and answering the questions, take a moment to reflect.

Question: What is the history of migration in your country from the 19th century until now, draw a basic graph that shows peaks in migration, explain the push/pull factors involved.

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What is the difference between a migrant and a refugee?

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Visual Thinking Routine  - Options Diamond

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Visual Thinking Routine  - Options Diamond

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What is effective teaching for the 21st century?

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What is effective teaching for the 21st century?

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Promoting creative thinking in Gen Alpha

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Promoting creative thinking in Gen Alpha

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What is Emotional Intelligence? Using Knowledge Cafe to discuss and share information

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What is Emotional Intelligence? Using Knowledge Cafe to discuss and share information

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Breakdown of 5 Main SEL Competencies latest

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Leslee Udwin - Think Equal - Who should teach values to children? Watch the video, answer the question, Why is it difficult for parents to teach values in the 21st century? Let's discuss using Fishbowl...

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Leslee Udwin - Think Equal - Who should teach values to children? Watch the video, answer the question, Why is it difficult for parents to teach values in the 21st century? Let's discuss using Fishbowl...

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Schools, not just parents, should teach values – Leslee Udwin

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Fishbowl - A respectful way to exchange opinions

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Fishbowl - A respectful way to exchange opinions

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Fishbowl Discussion Rules for Students

1. Only speak when you are in the circle
If you are in the inner circle (the “fishbowl”), you are part of the discussion. If you are outside, just listen carefully.

2. One person speaks at a time
Do not interrupt. Wait until someone finishes before you talk.

3. Use respectful language
Be polite, kind, and open-minded, even if you disagree.

4. You can join the circle
If you’re outside the circle and want to speak, raise your hand (or follow your teacher’s system) to replace someone in the circle.

5. Speak clearly and stay on topic
Make your point clearly and try to keep the discussion focused.

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How can I teach SEL? Daily conversation prompts..

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How can I teach SEL? Daily conversation prompts..

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National Gallery - Principles of art - drawing activity

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National Gallery - Principles of art - drawing activity

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5 Steps for appreciating Art - Understanding Irish culture and history through a painting 1. Sean Keating, An Allegory 1924 or 2. Jack Yeats, The Liffey Swim, 3. Aloysius O'Kelly, Mass in a Connemara Cabin, 1883.

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5 Steps for appreciating Art - Understanding Irish culture and history through a painting 1. Sean Keating, An Allegory 1924 or 2. Jack Yeats, The Liffey Swim, 3. Aloysius O'Kelly, Mass in a Connemara Cabin, 1883.

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Work in groups of 3

Choose one painting

Follow the 5 steps

Take a photo - think of an emotion and a colour that you connect with the painting

Show the photo to the group -ask your colleagues to guess your colour and emotion

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Critical Thinking and Creativity - The Marriage of Strongbow and Aoife

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Critical Thinking and Creativity - The Marriage of Strongbow and Aoife

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1. Warm-Up: First Reactions (5 mins)

In pairs:

- What are three things you notice?

- What is one question you have?

- What do you think the artist wants us to feel?

2. Vocabulary Builder: Words of Power and Emotion (10 mins)

Individually or in pairs, students find or review words that describe:

- People: king, bride, knight, soldier, priest

- Emotions: proud, defeated, hopeful, nervous

- Symbols of power: sword, crown, height, colour red

Extension: Ask, “Which of these words show strength? Which show weakness?”

3. Critical Thinking Activity: Is This Painting Biased? (15 mins)

Activity Title: “Who Tells the Story?”

Small Groups (3–4 students): Give each group a laminated prompt card:

- Who is the hero in this painting? How do you know?

- Who is missing from this painting? Why might that be important?

- Does the painting support the Irish side or the Norman side?

- If this painting was in a newspaper, what would the headline be?

- What would a modern artist paint differently?

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Make your painting speak! Find a portrait that you like, think about who the person is, their status (I am...rich, poor, wealthy, married/single)their lifestyle ( I go hunting, I go to dances and the opera, I work in the field), their problems (I hate... I don't like), what makes them happy?(I enjoy meeting my friends, spending time with my family), what they want in the future ( I would like to... get married, stop working, relax!)

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Make your painting speak! Find a portrait that you like, think about who the person is, their status (I am...rich, poor, wealthy, married/single)their lifestyle ( I go hunting, I go to dances and the opera, I work in the field), their problems (I hate... I don't like), what makes them happy?(I enjoy meeting my friends, spending time with my family), what they want in the future ( I would like to... get married, stop working, relax!)

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Simply take any photo, draw a line to make a mouth, and record your voice. Then share your Pix with friends and family as silly greetings, playful messages, creative cards, or even fancy book reports. And best of all, it's FREE! AGES: 6-12.

"ChatterPix Kids" does not collect any personal information or include sharing features.

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Simply take any photo, draw a line to make a mouth, and record your voice. Then share your Pix with friends and family as silly greetings, playful messages, creative cards, or even fancy book reports. And best of all, it's FREE! AGES: 6-12. "ChatterPix Kids" does not collect any personal information or include sharing features.

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Put yourself in the picture - Artselfie2

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Put yourself in the picture - Artselfie2

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Google Arts & Culture features content from over 2000 leading museums and archives who have partnered with the Google Cultural Institute to bring the world's treasures online.