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ŠALABAHTER - Pavao B. u Europi  - početak epskog putovanja! 😊(pomogla pripremiti Martina Stepić iz AA)

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ŠALABAHTER - Pavao B. u Europi  - početak epskog putovanja! 😊(pomogla pripremiti Martina Stepić iz AA)

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Registracija škole i pojedinaca!

Škola nam je registrirana.

https://school-education.ec.europa.eu/en - registriraju se pojedinci, bilo bi u redu da svaki član tima ima profil; ovdje se mogu tražiti i tečajevi za mobilnosti osoblja

1.     Za svaki projekt nužno je definirati:

a)     potrebe/probleme – u prijavi ih lijepo i plastično opisati, odlično je imati objašnjen proces njihovog definiranja (ankete, razgovori); nema uljepšavanja, ako je sve odlično, projekti nemaju smisla

b)     ciljeve – to je ono što želimo ostvariti i moramo objasniti zašto nam treba Erasmus+ projekt i kako će nam pomoći da postignemo ciljano

Primjer! Učenici imaju slabo razvijene navike fizičkog kretanja, i to je problem. Vaša želja je povećati njihovu svijest o korisnosti  zdravog načina života. Da biste vi to znali prenijeti njima, morate se educirati o povezanim temama. Dakle, cilj je povećati kompetencije učitelja o zdravim životnim navikama (ili nešto slično), a rezultati će biti kvalitetnije navike učenika.

c)     aktivnosti – ta riječ ima više značenja; označava i aktivnosti mobilnosti (edukacije, putovanja s učenicima), ali i ono što će se tijekom projekta raditi u školi (radionice s učenicima, radionice s ostalim članovima učiteljskog vijeća, predavanja namijenjena lokalnoj zajednici); ovdje obavezno uvrstiti povezani eTwinning projekt koji ćemo osmisliti i pokrenuti

2.   Uživjeti se u erasmusovski jezik i način razmišljanja!

Primjer!

Projektno razdoblje od 2021. do 2027.

Opći cilj: cjeloživotnim učenjem podupirati obrazovni, profesionalni i osobni razvoj ljudi u području obrazovanja, osposobljavanja, mladih i sporta u Europi i šire, što pridonosi održivom rastu, kvaliteti radnih mjesta, socijalnoj koheziji, poticanju inovacija te jačanju europskog identiteta i aktivnoga građanstva.

Prioriteti: uključivost i raznolikost, digitalna transformacija, okoliš i borba protiv klimatskih promjena, sudjelovanje u demokratskom životu

U prijavi iskoristimo nešto od pojmova i rečeničnih konstrukcija koje se često javljaju, na primjer, digitalna transformacija, ekologija, mentalno zdravlje, uključivanje u Europu, itd. Dobar način za učenje tog „jezika“ je čitanje opisa i obrazovnih ishoda edukacija koje ćete tražiti za mobilnosti zaposlenika, ali i čitanje priručnika za prijavu projekta ili akreditacije.

Pišemo jasno, smisleno i povezano. Bit će dosta ponavljanja jer su pitanja tako složena da će se u nekom trenu činiti da vrtimo dvije-tri formulacije. Trebamo na kraju dobiti slagalicu u kojoj svi dijelovi imaju funkciju. Ne podrazumijevajte da ocjenjivači projekta sve razumiju, treba sve elemente konkretno objasniti.

3.   Timski rad

Dobro je da završnu verziju projekta oblikuju jedna do dvije osobe kako bi sve bilo ujednačeno, ali tijekom osmišljavanja prijave važno je da sudjeluju svi u timu.

Martina Stepić kaže: "Npr u AA radimo to tako da koordinatorica postavi pitanja na koja odgovore već kako tko ima inspiraciju (dulje kraće, samo natuknice ili osnovni podaci), a onda od toga koordinatorica i ja oblikujemo cjelovit tekst. Ako se projekt odobri, svakako podijeliti različite zadatke da ne padne sve na koordinatora koji će imati dovoljno posla i bez toga da organizira baš sve aktivnosti. Diseminacija i vidljivost projekta su važni. Fotografirajte, pišite, objavljujte."

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Zadatak na online sastanku 17.12. je odrediti 3 potrebe i 3 cilja, pripremite svoja 3 prijedloga, i možda neku aktivnost s djecom na zadanu temu,oni koji neće moći biti online upišite tu u komentare u ovaj stupac prijedloge ciljeva/potreba a u stupac AKTIVNOSTI prijedlog aktivnosti za neki cilj

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Zadatak na online sastanku 17.12. je odrediti 3 potrebe i 3 cilja, pripremite svoja 3 prijedloga, i možda neku aktivnost s djecom na zadanu temu,oni koji neće moći biti online upišite tu u komentare u ovaj stupac prijedloge ciljeva/potreba a u stupac AKTIVNOSTI prijedlog aktivnosti za neki cilj

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Na ovom linku pod PRIORITETI su teme koje su u fokusu , a mudro je imati bar 1 cilj projekta od tih koji su u fokusu, lakše će se odobriti:

1.UKLJUČIVANJE I RAZNOLIKOST (čitaj inkluzija, učenici s teškoćama, nadareni, imigranti...)

2.DIGITALNA TRANSFORMACIJA (AI i slične teme, web tools...)

3.SUDJELOVANJE U DEMOKRATSKOM ŽIVOTU (aktivno građanstvo, građanski odgoj...)

4.MENTALNO ZDRAVLJE I DOBROBIT MLADIH (to je hrvatski nacionalni prioritet za iduću godinu)

5.OKOLIŠ i KLIMA

6.DIGITAL CITIZENSHIP (ovo je tema godine na EU nivou, uključuje teme tipa sigurnost na netu, društvene mreže itd, u principu kombinacija broja 2 i 3)

Znači cilj je educirati učitelja za rad s učenicima blabla

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Erasmus+ najveći je program Europske unije za obrazovanje i osposobljavanje, mlade i sport koji već više od 36 godina obogaćuje živote i širi vidike…

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AKTIVNOSTI - tu  predlažemo aktivnosti, posebno s naglaskom na aktivnosti s djecom, pogledaj ŠALABAHTER pod 1 c

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AKTIVNOSTI - tu  predlažemo aktivnosti, posebno s naglaskom na aktivnosti s djecom, pogledaj ŠALABAHTER pod 1 c

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1.     Mobilnosti zaposlenika!

Mogu se nalaziti preko portala ESEP (kartica: Professional Development), ali i preko Googlea. Upišete željeno polje edukacije i pojam erasmus+ courses. Ima mnogo organizatora tečajeva za osoblje. Raspitajte se po Facebook grupama ili kod onih koji su već bili kako su zadovoljni. Ima tečajeva i organizatora različite kvalitete. Većina većih organizatora ima isti tečaj na nekoliko lokacija po Europi pa birajte kamo vas srce više vuče… Projekti se odobravaju u svibnju pa mislim da ne treba gledati datume tečajeva koji počinju prije kraja kolovoza

https://school-education.ec.europa.eu/en/learn/courses

https://school-education.ec.europa.eu/en/learn

Neki od organizatora koji su kvalitetni:

https://trainingcentre.gr/

https://www.teacheracademy.eu/

https://www.erasmuspluscourses.com/locations.html

https://smartteachersplaymore.com/

Tečaj naravno mora imati neku poveznicu s jednim od 3 cilja. Na isti tečaj može ići 1 do 2 osobe.

Stranica na kojoj možete vidjeti gdje su u AA bili u prošlom projektu (i dio ostalih aktivnosti): https://augustinciciprojekti.wordpress.com/

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JEDNAKI U RAZLIČITOSTI - PRIJEDLOZI ZA 1.CILJ: Educirati učitelje za stjecanje novih znanja i vještina potrebnih za pružanje kvalitetne podrške učenicima u očuvanju mentalnog zdravlja, čime se doprinosi njihovoj mentalnoj dobrobiti i razvoju otpornosti na životne izazove. 

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JEDNAKI U RAZLIČITOSTI - PRIJEDLOZI ZA 1.CILJ: Educirati učitelje za stjecanje novih znanja i vještina potrebnih za pružanje kvalitetne podrške učenicima u očuvanju mentalnog zdravlja, čime se doprinosi njihovoj mentalnoj dobrobiti i razvoju otpornosti na životne izazove. 

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JEDNAKI U RAZLIČITOSTI - PRIJEDLOZI ZA 2.CILJ: Educirati učitelje kako bi učinkovito kroz individualizirani pristup i diferenciranu nastavu osigurali cjelovitu podršku u razvoju potencijala nadarenih učenika.

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JEDNAKI U RAZLIČITOSTI - PRIJEDLOZI ZA 2.CILJ: Educirati učitelje kako bi učinkovito kroz individualizirani pristup i diferenciranu nastavu osigurali cjelovitu podršku u razvoju potencijala nadarenih učenika.

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JEDNAKI U RAZLIČITOSTI - PRIJEDLOZI ZA 3.CILJ: Educirati učitelje za primjenu inkluzivnih metoda kroz prilagodbu nastavnih sadržaja učenicima s teškoćama u učenju *(te unaprijediti suradnju s roditeljima i stručnim službama) kako bi se osigurala cjelovita podrška u inkluzivnom obrazovanju.

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JEDNAKI U RAZLIČITOSTI - PRIJEDLOZI ZA 3.CILJ: Educirati učitelje za primjenu inkluzivnih metoda kroz prilagodbu nastavnih sadržaja učenicima s teškoćama u učenju *(te unaprijediti suradnju s roditeljima i stručnim službama) kako bi se osigurala cjelovita podrška u inkluzivnom obrazovanju.

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ovaj dio u zagradi možda izbaciti ukoliko mislite da time postavljamo 2 cija u jednom

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Ciljevi i NACRT objašnjenja POTREBA. Što se potreba tiče, slobodno dodajte nove formulacije, ukoliko imamo neke ankete...itd

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Ciljevi i NACRT objašnjenja POTREBA. Što se potreba tiče, slobodno dodajte nove formulacije, ukoliko imamo neke ankete...itd

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Description

Concept by Dajana Jelavić

Intermediate Computer Proficiency required. Read more "

Intermediate computer proficiency courses are designed for individuals who already have good understanding of technology. Participants will build upon their skills by learning how to use a variety of resources, including learning apps, Microsoft 365 apps, and photo and video editing platforms.

Is education keeping up with the pace of technological progress? Can educators effectively bridge this new digital gap and harness Artificial Intelligence's potential with inclusion in mind? Has AI brought a definite end to the "one-size-fits-all" approach?

This course aims to bridge the gap by introducing the participants to the power of Artificial Intelligence to engage and motivate students of specific abilities, needs, strengths, and interests, offering them equal opportunities for growth and success.

Course participants will discover strategies and resources to accommodate neurodivergent students who learn differently. Neurodivergence refers to conditions like ADHD, dyslexia, dysgraphia, dyspraxia, Tourette, Autism, and others.

The main challenges encompass learning difficulties, social communication, and sensory processing. At the same time, some gifted and talented students often feel bored and not challenged enough to excel. By providing effective and timely support that works, teachers can help unlock their full potential.

Through the course, participants will get involved in hands-on activities, tailoring materials, and designing engaging collaborative tasks fostering future-proof skills such as critical thinking and creativity. They will be deeply immersed in innovative scenarios in order to experience students' challenges and AI-driven solutions.

By the end of the course, participants will be able to deliver differentiated instruction and create personalized materials; they will learn how to help struggling readers; scaffold writing tasks; craft an effective prompt; handle content for deep learning; create thought-provoking assignments and provide higher-order-thinking questions.

They will get an AI toolkit and many innovative strategies (UDL, adaptive learning, VR, collaboration, speech recognition tools...) to enhance inclusion in their classrooms.

Moreover, participants will embrace AI tools to facilitate their everyday work, saving loads of time for meaningful (human) interactions with their students. Besides the beneficial aspects of AI, they will also engage with its limitations related to accuracy, privacy, bias, and ethical considerations.

Finally, this course will make them accept new dimensions of teaching through the power of Artificial Intelligence.

Learning outcomes

The course will help the participants to:

Understand the benefits of using AI to enhance inclusion;

Familiarise yourself with various AI tools and applications for supporting students;

Gain the ability to integrate AI tools into lessons and activities to enhance student engagement and learning outcomes;

Learn the best practices for implementing AI to cater needs of divergent and gifted students;

Develop inclusive lesson plans integrating AI;

Explore how AI can be used to promote critical thinking, creativity, and collaboration;

Exploit AI tools to enhance the productivity and efficiency of their work.

Tentative schedule

Day 1 - Course introduction

Introduction;

Icebreaker activities;

Presentations of the participants' schools;

Expectations of the course;

Why is it crucial to nurture human diversity and unique ways of thinking?

How Artificial Intelligence can support inclusion?

Day 2 - Empowering neurodivergent students using AI tools

Defining key concepts;

AI toolkit;

Strategies for integrating AI tools into lessons;

Hands-on experience;

Reflection.

Day 3 - Unlocking giftedness with AI

What do different minds need?

Innovative practices delivered by AI;

Effective use of formative assessment to unlock each student's full potential;

Creative AI hub;

Reflection.

Day 4 - Designing an inclusive AI-infused lesson plan

Implementation of knowledge gained during the course;

Presenting to the group;

Peer- review vs. AI - review (discussing differences);

Reflection.

Day 5 - Teacher's well-being + future considerations

AI solutions for teacher's stress and burnout;

Ethical issues;

AI-proof assessments;

Reflection.

Day 6 - Course closure and cultural activities

Course evaluation: round-up of acquired competencies, feedback, and discussion;

Awarding of the course Certificate of Attendance.

Excursion and other external cultural activities.

Please note

Certificate: Participants who attend at least 80% of the course will receive a Certificate of Attendance either on Friday or Saturday.

Schedule: Classes take place in the morning or afternoon, at the provider's discretion. The schedule outlines may differ significantly depending on participants' requests and on the trainer, who has discretion over any changes. If you want to discuss a specific topic, you should indicate it at least 4 weeks in advance as the definitive schedule will be sent 2 weeks before the course.

Equipment: Depending on the course, you may be required to bring your own laptop.

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Erasmus Course: Inclusive Teaching with Artificial Intelligence

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Is education keeping up with the pace of AI? Can teachers bridge this new digital gap and harness AI's potential with inclusion in mind?

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Erasmus Course: Mental Health Awareness for Teachers and Students

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Learn how to identify the risk factors, causes, and presentations of common mental health issues in order to develop a mental health awareness.

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Description

This course is designed to offer a deeper understanding of class dynamics, students' well-being, learning success, and family involvement in inclusive schools.

"We are all special" reflects the attitude that educators may use in inclusive classes, in order to prevent labeling, isolation, or bullying towards students with special needs. In a diverse classroom, diversity is a synonym for understanding, integration, and opportunity.

Participants will be given a general introduction to main disabilities such as learning disabilities ( dyslexia, dyspraxia), emotional and behavioral disorders ( ADHD, ADD, Depression, Bipolar), intellectual and physical disabilities, and impairment, developmental disabilities ( Autism). They will also be encouraged to share their experiences and the difficulties they may have encountered in their profession.

They will be given a series of hands-on activities to prevent isolation and disruptive behaviors from the beginning of the school year, considering peer interaction and peer support as fundamental elements to build social skills, and self-confidence, and cope with stress and helplessness.

Participants will also experience effective relaxation techniques and movement-based activities, to be used with students with special needs and the rest of the class.

Finally, participants will be trained in the use of positive and practical strategies to improve effective communication with parents and with the rest of the class.

Learning outcomes

The course will help the participants to:

Acquire, reflect, and refresh knowledge about main disabilities such as learning, intellectual, and physical developmental disabilities;

Exchange reflections and practices, share difficulties and solutions with colleagues;

Experience concrete activities to prevent isolation and disruptive behavior, which can be replicated in the classroom;

Learn how to empower peer interaction and support with other students with special needs and classmates;

Practice effective and positive communication with parents.

Day 1 - Course introduction & exploring inclusivity

Introduction to the course, the school, and the external week activities;

Icebreaker activities;

Presentations of the participants' schools;

Criteria for an inclusive school.

Day 2 - Understanding special educational needs

Introduction to main special educational needs: assessment and risk management;

Individual and group practical activities;

Presentation of cases.

Day 3 - Prevent isolation, promote self-confidence

Peer interaction and support in inclusive classes;

Group exercises to foster inclusive group cohesion;

Individual and group practical activities.

Day 4 - How to switch off

Movement-based activities and relaxation techniques to improve behavior;

Individual practical activity.

Day 5 - Improving communication

Positive and collaborative relationship with parents in inclusive schools;

Presentation of cases.

Day 6 - Course closure & excursion

Course evaluation: round-up of acquired competencies, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

Tentative schedule (in Athens)

Day 1 - Course introduction & the nature of special needs

Welcome to the course!

Introduction to the course, the school, and the external week activities;

Icebreaker activities (e.g. Who is who?);

Presentations of the participants and their schools;

The Nature of Special Needs.

Day 2 - Disorders, special educational needs, or educational needs?

Psychosocial and individual/medical models of disabilities;

Introduction to common -special- educational needs;

Reflecting on students' educational needs: exchanging country practices;

Individual and group practical activities.

Day 3 - Diversity and inclusion

Diversity, identification of barriers to participation and learning arising within neighborhood schools, and resources to support all students;

What is an inclusive school?;

Group discussion and individual/teamwork practical activities.

Day 4 - Supporting variability

Drawing up development priorities and planning interventions to support diversity (e.g. curricula adaptations, design of differentiated lessons);

Slides presentation, individual/teamwork practical activities.

Day 5 - Reviewing progress

Alternative learning practices, techniques, materials, and associated assessment tools to review development;

Hands-on activities, individual/teamwork practical activities.

Day 6 - Course closure and cultural activities

Course evaluation: round-up of acquired competencies, feedback, and discussion;

Awarding of the course Certificate of Attendance.

Excursion and other external cultural activities.

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Inclusion of Special Needs Students > Course for Teachers

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Discover how to create and maintain an inclusive classroom environment to improve student wellbeing and learning success.

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A one week teacher training seminar within the framework of the ERASMUS+ Program.

This course has been created for teachers who want to understand group dynamics and how they affect the classroom. The tensions, alliances and relational struggles among students can interfere with learning and create an unfavorable school environment.

Participants will learn about the various types of conflict and how to use them as an opportunity for growth. Through hands-on, practical activities which can be immediately used in the classroom, participants will increase their own ability to model and encourage active listening, empathy and emotional literacy among today's students - and tomorrow's active citizens.

By the end of the course, participants will enjoy a greater awareness of their students' emotional needs and behavior and will have the skills to promote stronger classroom relationships and a more positive climate in school - for teachers AND students.

Course Learning Outcomes

conflict - causes, manifestations and how to turn it into a teaching moment;

practical approaches for incorporating conflict management into curriculum;

effective, practical communication tools for better school relations and community building;

emotional and social intelligence skills - how to enhance and foster them in yourself and others;

relational aggression and bullying - school-wide approaches for awareness and prevention;

hands-on, practical activities to favor wellbeing, group cohesion, sense of belonging in the school community.

Target Audience

Teachers: primary, secondary, vocational, adult, special needs;

Teacher trainers;

Careers officers;

Headteachers;

Principals.

Details, locations and dates

Price: 480€

Activities included: if not otherwise specified all courses includes at least one city guided tour and one full day excursion.

Lessons are from Monday to Saturday, if not stated otherwise.

Class Schedule: class activities will take place in Morning (9 - 13:45) or in the Afternoon (14:00 - 18:45).

Next courses in Berlin

Not a EU teacher? This course is for you too!

Our courses are designed to fit the Erasmus+ program of the European Union, but are available also for teachers from all non EU countries.

Ask information

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Conflict Management, Emotional Intelligence and Bullying Prevention - Erasmus Plus Course

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A one week teacher training seminar within the framework of the ERASMUS+ Program. This course has been created for teachers who want to understand group dynamics and how they affect the classroom. The tensions, alliances and relational struggles among students can interfere with learning and create an unfavorable school environment.

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Erasmus Course: Happy Schools: Positive Education for Well-Being and Life-Skills Development

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Incorporate positive education into your school to create a happy and healthy learning environment for all.

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Description

To keep pace with complex societies and jobs, educational environments should provide students with learning opportunities that integrate a variety of disciplines and skills. There has been an increased investment in multidisciplinary initiatives in schools, but those activities are not often planned properly, or sometimes they just focus on scientific subjects. In addition, teachers sometimes feel they lack tools to organize their teaching so that learners can actually access contents from broader, multidisciplinary perspectives.

This course aims to tackle the need for more complete multidisciplinary learning activities and for the acquisition of 21st-century skills by introducing the participants to STEAM education.

Participants will learn how to involve students in useful and stimulating learning activities in which Science, Technology, Engineering and Mathematics (the basic components of STEM education) connect with the Arts in a broader sense. Through STEAM, students can explore and experience the relationships between school subjects and real life, as well as have more chances for cross-disciplinary dialogue, inquiry, and problem-solving.

In this course, participants will acquire a practical understanding of what STEAM really is, how it differs from STEM, and how their own learning environments could incorporate STEAM activities effectively. Participants will explore STEAM-style exercises, and will collaborate to develop both "hard" and "soft" skills at the intersection between STEM subjects and Arts & Design.

By the end of this course, participants will have developed their own novel strategies and activities to incorporate STEAM learning into their classrooms.

Concept by: Alessandro Pumpo

Learning outcomes

The course will help the participants to:

Identify the key features of STEM and STEAM;

Define learning objectives that integrate STEM and Art & Design subjects to increase student engagement in learning;

Connect and relate different subjects through creative STEAM activities, based on real-life and concrete experiences;

Build an authentic STEAM lesson;

Trust the importance of play, fun, and engagement in learning;

Incorporate art and design-related skills into the general learning environment and curriculum.

Tentative schedule

Day 1 - Course introduction & improving your teaching

Course introduction

Introduction to the course, the school, and the external week activities;

Icebreaker activities.

Improving your teaching

Introduction to STE(A)M. * How to improve teaching;

Teacher as trainer;

Presentations of the participants' schools.

Day 2 - Staring a STEAM PROGRAM

How to start a STEAM PROGRAM in your class;

Individual and group practical activities;

Cases presentation.

Day 3 - Practical activities

Practical exercises, DIGITAL STORYTELLING, CREATING AND DESIGNING;

Visit to bridge(s) in Barcelona.

Day 4 - Individual and group work

COMMUNICATION AND COLLABORATION in STE(A)M;

Individual and group practical activities

Day 5 - Study visit

Study visit to DES-HUB Museum of Art, Design and Technology and Work session: preparation of Masterpiece.

Day 6 - Course Closure & Excursion

Course evaluation: round up of acquired competences, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

Please note:
The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.

If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer's discretion.

The number and schedule of the cultural activities depend on the location, not the course; further information is available on each location webpage. The trainer will send you the definitive course schedule approximately two weeks before the course.

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STEAM Education > Training Course for Teachers

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To keep pace with complex societies and jobs, educational environments should provide students with learning opportunities that integrate a variety of disciplines and skills. There has been an increased investment in multidisciplinary initiatives in schools, but those activities are not often planned properly, or sometimes they just focus on scientific subjects.

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Description

Some people thrive in a crisis. Other people flourish in a state of well-being. Neither of these two states can be maintained consistently and they vary at any given time, in different aspects of our lives. We are constantly in a state of flux and change, perhaps now more than ever.

Resilience can be described as a set of strengths we can employ to drive us towards achieving a balance between the highs and the lows that we experience, in life and at work. Together with well-being, it allows us to make teaching and learning sustainable and meaningful during times of change, crisis, and challenge.

While we cannot maintain a constant level of well-being, we can lead students and teachers to recognize when a state of well-being exists, and when drawing on resilience strengths is useful or necessary.

In this course, we will share and discuss the importance of teachers' understanding and taking responsibility to develop their resilience strengths to help them navigate their way towards a heightened and more stable state of well-being.

Through exploring strategies such as emotional management, a positive mindset, changing the internal narrative, and building empathy and compassion, participants will discover how to rebuild resilience and render their life more enjoyable and manageable.

By identifying and analyzing the strengths necessary for achieving well-being and behaving resiliently, we will collaborate to find ways of navigating emotional highs and lows in ways that promote mental, emotional, and physical health.

Learning outcomes

The course will help the participants to:

Identify and analyze the strengths necessary for achieving wellbeing and behaving resiliently;

Appreciate the differences and connections between wellbeing and resilience;

Appreciate the personal empowerment that comes from adopting a growth mindset;

Develop awareness and skill in taking regular measurements of personal states of wellbeing and monitoring internal narrative;

Recognize that emotions can be managed and supported through the activation of a set of resilient behaviors;

Share wellbeing and resilience experiences through the creation of analogies and storytelling;

Develop compassion and empathy towards themselves and others;

Face and deal with fears head-on;

Build a bespoke resilience toolkit to apply at work and play.

Tentative schedule

Day 1 - Course introduction

Introduction to the course, the school, and the external week activities;

Icebreaker activities;

Presentations of the participants' schools;

Share and connect through "who we are" and "who I am", strength-based activities.

Day 2 - Exploring how wellbeing and resilience work & monitoring your internal narrative

Appreciate the wellbeing and resilience are not the same but strongly impact each other;

Experience, reflect on, and construct wellbeing and resilience analogies and storytelling frameworks.

Day 3 - Inquiring into your own mindset and identifying your strengths

Explore fixed and growth mindsets;

Develop descriptions of scenarios that expose our current mindset and collaborate to experiment with a range of possible responses to challenging and stressful situations through role plays and storyborading activites;

Describe ourselves and each other using strength-based vocabulary;

Construct empowering conversations focused on "When I am at my best" declarations;

Experience the positive power of Appreciative Inquiry.

Day 4 - Managing your emotions and cultivating compassion

Appreciate that emotions are powerful but temporary;

Reflecting on how and why our behaviours and the behaviours of others trigger certain emotions;

Naming, embracing and accepting your emotions and how they affect you, mentally and physically;

The Life Cycle of an emotion - interrupting, acknowledging, managing and moving past them;

Experience how moving the body, mindful breathing exercises and being kind to yourself and others can bring relief, calm and acceptance.

Day 5 - Exploring wellbeing and resilience actions and strategies

Investigate the I, we, and them of well-being through consideration of emotional, physical, social, workplace, and societal perspectives:

Explore possible actions you can take in your context to strengthen and develop resilience behaviors;

Select a "Resilience Strengthening" strategy and create a plan of action for implementing it...at work and/or play.

Day 6 - Course closure & excursion

Course evaluation: round-up of acquired competencies, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

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Resilience & Wellbeing > Training Course for Teachers

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Rediscover your resilience, discover how to maintain a positive mindset and reconnect with the joy of teaching.

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Erasmus Course: 4Cs Education with AI Tools and Storytelling Techniques

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Gain practical AI tool insights and storytelling skills to transform your teaching and inspire students, preparing them for a future with AI.

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Description

Concept by Marta Mandolini

Art-related activities are powerful means of personal development, among young students and across their life span. Art has strong therapeutic power and is strictly connected to our body: art activities can influence blood pressure and breathing. Art also promotes self-esteem and self-expression, empathy, self-knowledge, self-regulation, and time and space management skills.

Art facilitates mental and emotional growth. As a matter of fact, it can be a great tool to promote integration and communication among students, especially the ones affected by autism, attention deficit disorders, learning disabilities, etc.

The course aims to present the therapeutic power of Visual Arts through first-hand experimentation of various art techniques such as painting, 3D, collage, mixed media, and photography. In addition, teachers will be involved in group and role-playing activities related to the important role of art in the case of students with special needs.

We will not delve fully into the real therapeutic context, but we will definitely create a secure environment where you can experiment with the therapeutic power of art and learn how to properly respond to your student's needs and requests.

Participants will be involved in an active learning process, focusing on personal experience and self-expression, combining cognitive and emotional elements to ensure long-lasting retention of new knowledge.

Learning outcomes

The course will help the participants to:

Utilize the strong therapeutic power of art to promote well-being, empathy, as well as personal and professional development;

Learn how art therapy can promote mental and emotional growth through art making in special needs education and in general;

Understand how to use art as a tool to promote integration among students and serve as a special means of communication;

Experiment with art techniques to find the relevant role of art in a positive/effective teacher-student relationship.

Tentative schedule

Day 1 - Course introduction & team building

Course Introduction

Introduction to the course, the school, and the external week activities;

Icebreaker activities using drama for trust and ensemble building;

Identification of needs and goals for each participant and relevant populations.

Fundamentals in art therapy

Fundamentals in Art Therapy: history and core values;

Slides presentations, case studies, and individual practical activities: "My approach to art."

Presentations of the participants' schools.

Day 2 - Art and wellbeing

Art and Health;

How art can enhance our emotional and spiritual well-being;

Body-related evidence of art's therapeutic power;

Individual and group practical activities: intuitive drawing.

Day 3 - Art and personal development

Art and personal growth;

Self-knowledge and self-regulation, time and space management skills;

Individual and group practical activities: intuitive painting.

Day 4 - Art through Perspective

Art as a perspective: self-expression, empathy, and acceptance of the other;

Individual practical activities: photography and 3D.

Day 5 - Art as Therapy

Art therapy in education: students with special needs;

Slides presentation and focus group.

Day 6 - Course closure and cultural activities

Course evaluation: round-up of acquired competencies, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

Please note

Certificate: Participants who attend at least 80% of the course will receive a Certificate of Attendance either on Friday or Saturday.

Schedule: Classes take place in the morning or afternoon, at the provider's discretion. The schedule outlines may differ significantly depending on participants' requests and on the trainer, who has discretion over any changes. If you want to discuss a specific topic, you should indicate it at least 4 weeks in advance as the definitive schedule will be sent 2 weeks before the course.

Cultural activities: The majority of cultural activities are planned for Saturday. However, if these activities include tickets to museums, city cards, or visits organized with an external tour operator, you may choose to use these earlier in the week. Please note that if you decide to use these options before Saturday, there will be no additional activities. We recommend checking the webpage of the location you are choosing for more details.

Equipment: Depending on the course, you may be required to bring your own laptop.

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Erasmus Course: Art as Therapy: Self-Expression and Special Needs in Art Education

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Discover how art can be used as a form of therapy to improve student well-being and meet the emotional needs of your students.

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Description

Inclusive education can be seen as a process of strengthening the capacity of an educational system to reach out to all learners in the community.

This course has been tailored for teachers dealing with classroom diversity and disadvantaged learners, including those with special educational needs or a migrant background. Specifically, participants will acquire or improve their knowledge regarding:

Defining inclusive education, key principles, and values;

Understanding the process of inclusion/Addressing barriers to participation, learning and resources to support all students within schools;

Using ICT tools to support all learners in inclusive settings;

Collaboration within school communities (teachers, teaching assistants, students, parents/carers) in order to establish a framework of inclusive values and practices (e.g. co-teaching involving a general education and a special education teacher).

Upon completion of the course participants using reflective techniques such as " Index for Inclusion" are expected to develop intervention plans through a range of activities (e.g. case studies, hands-on activities) aimed towards enhancing participation, learning, and achievement of inclusive mainstream education for all students, specifically for disadvantaged learners, including those with special educational needs and migrant background, thereby fostering social inclusion.

Learning outcomes

The course will help the participants to understand how to:

Face diversity and identify the barriers to participation and learning arising within schools;

Draw up development priorities and planning interventions to support diversity (e.g. curricula adaptations, design of differentiated lessons);

Use alternative learning practices, techniques, materials, and associated assessment tools to review development;

Use ICT to support all learners in inclusive settings;

Foster collaboration within the school community (teachers, students, parents/carers) in order to establish a framework of inclusive values and support students' participation and achievement in sustainable school systems;

Understand the key features of an inclusive learning environment.

Tentative schedule

Day 1 - Course introduction & models of disabilities

Introduction to the course, the school, and the external week activities;

Icebreaker activities;

Presentations of the participants' schools;

Social and individual/medical models of disabilities.

Day 2 - Analysing dynamics

Diversity, identification of barriers to participation and learning arising within schools and resources to support students;

Group discussion and individual/teamwork practical activities.

Day 3 - Supporting diversity

Drawing up development priorities and planning interventions to support diversity (e.g. curricula adaptations, design of differentiated lessons);

Slides presentation, individual/teamwork practical activities.

Day 4 - Reviewing development

Alternative learning practices, techniques, materials and associated assessment tools to review development;

Hands on activities, individual/teamwork practical activities.

Day 5 - Using ICT

Using of ICT to support all learners in inclusive settings;

Collaboration within school community (teachers, students, parents/carers) in order to establish a framework of inclusive values and support students' participation and achievement in sustainable school systems.

Day 6 - Course closure and cultural activities

Course evaluation: round-up of acquired competencies, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

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Designing Inclusive Learning Environments > Teacher Course

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Inclusive education can be seen as a process of strengthening the capacity of an educational system to reach out to all learners in the community. This course has been tailored for teachers dealing with classroom diversity and disadvantaged learners, including those with special educational needs or a migrant background.

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Description

This course is designed for teachers in primary school who want to learn how to create content-based learning lessons and implement them in their classes. The focus will be on selecting an appropriate topic, sourcing and creating content, and adapting the foreign language didactic materials to different age groups and language levels. Teachers will use the content and new methodologies to enhance motivation and boost self-confidence in their classrooms.

Through work-alone or group activities, simulations, and role-plays, participants will experience firsthand how CLIL (Content and Language Integrated Learning) promotes interdisciplinary learning, adding a real-world dimension to a course topic while contextualizing language learning. Topics will include: sourcing and choosing content, scaffolding content and language learning, adapting the content to students' needs and abilities, evaluation strategies, and many ideas for implementing CLIL in the primary classroom. Classroom management strategy and support will also be addressed as it relates to this innovative and increasingly popular methodology that engages both teachers and students.

At the end of the course, participants will return to their schools with a suitcase full of enthusiasm, ideas, strategies, and activities to integrate into their course curricula for successful and effective CLIL lessons with their primary students.

The course will address both the needs of native speakers faced with teaching CLIL lessons as well as the challenges faced by non-native speakers.

Concept by: Lucy Tasca

Tentative schedule

Day 1 - Course introduction & setting goals

Introduction to the course, the school, and the external week activities;

Icebreaker activities using drama for trust and ensemble building;

Identification of needs and goals for each participant and relevant populations;

Presentations of the participants' schools.

Day 2 - Using CLIL in a primary classroom

CLIL in the primary classroom: selecting an appropriate subject and topic;

Sourcing and choosing content and materials;

Break;

Adapting foreign language didactic materials to a primary class; age considerations;

Adapting academic topics for primary-aged non-native speakers;

Day 3 - Adapting content to age groups

Scaffolding content and language learning for different age groups and language levels;

Break;

Activity planning;

Resources and aids in the preparation of lessons.

Day 4 - Analysing case studies

Case studies;

Break;

Evaluation strategies;

Implementing CLIL in the primary classroom: the four skills;

Break;

Group project.

Day 5 - Presentations

Presentation of participants' projects.

Day 6 - Course closure & excursion

Course evaluation: round up of acquired competences, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

Please note:
The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.

If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer's discretion.

The number and schedule of the cultural activities depend on the location, not the course; further information is available on each location webpage. The trainer will send you the definitive course schedule approximately two weeks before the course.

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CLIL in Primary School > Course for Teachers (2021-22)

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This course is designed for teachers in primary school who want to learn how to create content-based learning lessons and implement them in their classes. The focus will be on selecting an appropriate topic, sourcing and creating content, and adapting the foreign language didactic materials to different age groups and language levels.

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Description

In Finland, we believe that learning happens everywhere: you can capture it in-and-outside the classroom. Our principle is: every place is a place to learn!

Accordingly, the Finnish curriculum encourages schools to get out of the classroom and visit libraries and museums. Using nature as a learning environment has also a strong emphasis in Finnish Education.

Course participants will learn to plan and implement learning outside the classroom in a meaningful, fun, and safe way. They will learn about the key principles and benefits of outdoor learning.

Learning outside gives students a real-life learning experience, which is at the core of deep learning. It provides a challenging, exciting, and different experience for students compared to conventional teaching!

Learning outside also improves student engagement, enhances motivation and enthusiasm, and promotes curiosity, creativity, and critical thinking.

Furthermore, it brings health and well-being benefits: it increases students' confidence, and resilience, and advances students' coping, social skills, interaction in the group, and classroom behavior.

Teachers will also experience the power of outdoor education by themselves! They will participate in outdoor learning through hands-on activities and learning by doing.

By the end of this course, participants will have experienced and practiced different outdoor learning methods and activities. Moreover, they will be able to explain these pedagogies to their colleagues and bring a concrete plan to act for change in their school.

Learning outcomes

The course will help the participants to:

Understand outdoor learning and its benefits;

Develop required knowledge and skills for outdoor education;

Get to know different outdoor education methods;

Experience and practice practical outdoor activities;

Design, plan and share outdoor education activities.

Tentative schedule

Day 1 - Introduction to the course

Course introduction;

Team-building activities;

Presentations of the participants' schools;

Key principles and benefits of outdoor learning.

Day 2 - Places outside the school for learning

Use of public places for learning;

Visit the award-winning central library of Helsinki, Oodi, and other public places;

Outdoor Activity:

Helsinki: Visit to Helsinki city museum;

Oulu: Visit to Oulu City Library and Northern Osttrobothnia Museum.

Day 3 - Well-being in nature

Teaching about emotions in nature;

Outdoor Activity: Mindfulness practices in nature.

Day 4 - Teaching outdoors in the urban area

Pedagogical outdoor games;

The use of Apps for teaching in the urban setting;

Experience and practice outdoor activities in the urban area.

Day 5 - Collaborative work

Practical work: designing and planning outdoor activities;

Security and safety plan;

Sharing best practices;

Outdoor Activity: dialogue walk.

Day 6 - Course closure and cultural activities

Course evaluation: round-up of acquired competencies, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

Specifics

Course program: The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.

If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer's discretion.

The trainer will send you the definitive course schedule approximately two weeks before the course.

Course equipment: Depending on the course, you may be required to bring your own laptop.

Got questions? Visit our FAQ

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Outside education: the Finnish model > Erasmus+ for Teachers

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In Finland, we believe that learning happens everywhere: you can capture it in-and-outside the classroom. Our principle is: every place is a place to learn! Accordingly, the Finnish curriculum encourages schools to get out of the classroom and visit libraries and museums. Using nature as a learning environment has also a strong emphasis in Finnish Education.

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Erasmus Course: Successful Strategies for Teaching Students with Special Needs in Every Classroom

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Discover specialized teaching and assessment methods, strategies and tools to address the distinctive learning needs of special needs students.

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Description

Educators in today's schools support students with diverse learning needs. It can be challenging to design learning opportunities that meet the needs of such a wide variety of learners. The Universal Design for Learning (UDL) framework aims to ensure all students have full access to educational resources, regardless of their needs and abilities. In terms of instructional design, Differentiation is a strategy that addresses each student's learning profile, readiness, and interests.

The course is for teachers who seek to learn more about the approach of Universal Design for Learning (UDL) and the strategy of Differentiation in order to design an accessible educational framework that addresses the diverse needs of all students (e.g. students with special needs, migrants) and ensures their educational and social inclusion.

Concept by: Marco Fenici

Learning outcomes

The course will help the participants to:

Build their understanding of learner variability (strengths, preferences, and diverse needs) and its implications for teaching and learning;

Explore the core principles of UDL and Differentiation, and practice techniques, and strategies for promoting active participation and motivation in today's diverse classrooms;

Use guidelines, strategies, and techniques for applying UDL principles and Differentiation to improve lesson design, instruction and support high levels of engagement and achievement for all learners.

Tentative Schedule

Day 1 - Course introduction & setting goals

Introduction to the course, the school, and the external week activities;

Icebreaker activities using drama for trust and ensemble building;

Identification of needs and goals for each participant and relevant populations;

Diversity and inclusive education in contemporary classrooms;

Group discussion and team work practical activities;

Presentations of the participants' schools.

Day 2 - Supporting learners

Universal Design for Learning (UDL): Principles and guidelines to support learners' variability;

UDL;

Instructional Planning Process;

Slides presentation, group discussion and team work practical activities.

Day 3 - Designing lessons

UDL Instructional Planning Process;

Designing lessons with UDL lesson planner;

Slides presentation, group discussion and hands on activities.

Day 4 - Engaging learners

Differentiating instruction: Guidelines regarding learners' variability;

Differentiating step by step the learning environment, the lesson content and process to engage students (Curriculum modifications, alternative teaching strategies methods and techniques);

Slides presentation, group discussion and team work practical activities.

Day 5 - Learning process end result

Differentiating the product of the learning process;

Αssessment as a compass in the differentiating instruction;

Slides presentation, group discussion and hands on activities.

Day 6 - Course closure & cultural activities

Course evaluation: round up of acquired competences, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

Please note:
The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.

If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer's discretion.

The number and schedule of the cultural activities depend on the location, not the course; further information is available on each location webpage. The trainer will send you the definitive course schedule approximately two weeks before the course.

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Universal Design for Learning (UDL) > Training Course

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Educators in today's schools support students with diverse learning needs. It can be challenging to design learning opportunities that meet the needs of such a wide variety of learners. The Universal Design for Learning (UDL) framework aims to ensure all students have full access to educational resources, regardless of their needs and abilities.

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Description

In order to prepare students for the complexity of their future life and work environment, the 21st-century classroom should transform traditional teacher-centered lecturing into more student-centered learning.

In order to promote such transformation, a meaningful strategy is reconceiving the physical environment where learning takes place. But how can we change the learning environment to adapt it to the most recent methodologies for teaching and learning?

According to " built pedagogy," the physical space shapes students' learning experiences and behaviors by tacitly embodying specific pedagogical practices. In a traditional classroom, for example, the teacher stands in front of the board, which represents the authority and the center of the learning process.

Students, instead, are required to listen to the teacher while sitting in their place in orderly rows. This setting reinforces a teacher-centered pedagogy that hinders the students' agency and participation.

The challenges of today's education require such a classroom setting from the industrial era to change. Today, schools need to transform the traditional teacher-centered space into a learning environment that promotes communication and collaboration, experimenting, and sharing, in the presence of ICTs. Moreover, at times, the classroom environment should also become a quiet space for reflection, self-directed learning, and the incubation of creative ideas.

The course will help you rethink your current classroom setting and practice with new ideas to transform it. No unique solution works in every time and space, thus the core of learning space design is to understand where, when, and how to start introducing simple, small changes that can make a big difference.

In the course, you will discover the two main research-based principles of learning space design, i.e., flexibility and hybridity, and discuss many examples of their application across European schools. You will start exploring ways to adapt your classroom settings to create new, flexible learning environments that promote student participation and cater to learners' diversity.

The course includes collaborative lab sessions to design a learning space for your context. The hands-on experience will inspire you with a boost of ideas and enable you to visualize practical and innovative 21st-century classroom settings. In time, you will discover how even small changes to the existing classroom and school spaces can bring important impacts on teaching and learning.

By the end of the course, you will take away fresh ideas to create an innovative and inclusive learning space that aligns with the pedagogical vision of the 21 st century. By conceiving the pedagogical value of the classroom space, you will dispose of a new tool to foster a student-centered culture in your school.

Learning outcomes

The course will help the participants to:

Discover how learning space shapes learning and teaching behaviors;

Understand the linkage between the physical space and the teaching and learning that occurs in it;

Get familiar with the two main principles of 21st-century classroom design: flexibility and hybridity;

Discuss many case studies of learning space transformation in European schools;

Analyze the current learning space settings of their classrooms and school;

Design collaboratively the transformation of their learning and teaching space.

Tentative schedule

Day 1 - Introduction to the course, space, and learning

Introduction to the course, the school, and the external week activities;

Icebreaker activities;

Presentations of the participants' schools.

Space and learning

The paradigm shift of learning in the 21st century: Teacher-centered vs. Student-centered learning;

Built pedagogy: how does space shape learning behaviors and support learning?

Illustration of your current classroom setting;

Evaluation of the linkage between your pedagogical approaches and the classroom settings.

Day 2 - The flexibility of the learning space

5 elements of pedagogically versatile learning environments;

The Model of New Generation Learning Spaces (NGLS): Multi-focal environment with flexible furniture;

Designing spatial settings to facilitate active and participative learning;

Several case studies from the Future Classroom Lab of European Schoolnet.

Day 3 - The hybridity of learning space

The Model of Hybridized Personal Learning Environment (HPLE): mediated and personalized learning space;

Differentiating learning zones to support personalized learning;

Case studies from Finland "Kaksio 56" and other European countries.

Day 4 - A participative approach to design learning space

The importance of getting the space users involved in the design process;

When and how to open up the conversation with students and fellow teachers to get them involved in designing the new setting?

Potential challenges and obstacles to bring forth transformation in your context.

Day 5 - Collaborative lab

We will design together a learning space that suits the learning needs and pedagogical practices of you and your students in the 21st century.

Day 6 - Course closure & cultural activities

Course evaluation: round-up of acquired competencies, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

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Design Learning Spaces for a Modern Classroom - Course for Teachers

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Rethink your current classroom setting, where learning takes place. Schools need to transform from the traditional teacher-centered space

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Description

The course has been designed to fulfill the increasing need and interest in the topic, which was shown by teachers attending our other courses.

Here, the necessity of a practical course, designed in a workshop formula, where, besides theoretical introductions, teachers will experiment in first person exercises and create projects to enhance a positive approach to school and education in general.

We will learn how to enhance positive thinking, reduce negative self-talk, personalize and catastrophize, practice gratitude, humor, and mindfulness, and learn the importance of praising ourselves.

We will learn how to practice positive communication with ourselves, our students, and colleagues, learning how to convert negative, disruptive, and ineffective communication into a virtuous circle of positive relationships, referring also to graphic design as a positive visual communication tool.

We will then expand to the surrounding environment, the school, to learn about the importance of positive design, architecture, and decoration in and outside the classroom, inspired by design psychology principles and driven by the peculiarity of each country and case.

Participants will be involved in an active learning process, also focusing on personal experience and self-reflection, combining cognitive and emotional elements to make the learning process easier and ensure long-lasting retention of new knowledge.

Learning outcomes

The course will help the participants to understand how to:

Practice and enhance positive thinking, reduce negative self-criticism, practice gratitude, humor, and mindfulness;

Practice positive communication with themselves, students, and colleagues, and share it concretely once back to school;

Create a positive, pleasant environment in and outside the classroom through sustainable design and decoration principles;

Create a project for themselves and for the school based on positive design possibly applicable once to school.

Tentative schedule

Day 1 - Course introduction & positive education

Course introduction

Introduction to the course, the school, and the external week activities;

Icebreaker activities.

Positive education

Foundation in Positive education;

History, Pioneers, Theories, and methods;

Slides presentation, case histories, and individual practical activities.

Day 2 - Importance of positive psychology

The roots of negative self-assessment;

Practicing mindfulness and humor;

Practical activities.

Day 3 - Positive communication

How to convert your communication into positive communication, both visually and verbally.

Day 4 - Positivity: from dream to reality

Positive design: "dreaming" a positive school. Is it just a dream?

Design psychology principles for schools;

Group or personal project: hands-on work.

Day 5 - Design thinking

Design Thinking for schools;

Personal project implementation.

Day 6 - Course closure and cultural activities

Course evaluation: round-up of acquired competencies, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

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Positive Thinking, Communication & School Spaces > Course for Teachers

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Learn how to create projects to enhance a positive approach at school with strategies such as Positive Thinking and Positive Communication.

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Description

In a world where life is getting more and more complicated, conventional education is losing ground. This course proposes a novel approach to education - i.e., one that can bring learning to life, and is more practical, holistic, creative, expressive, and enjoyable for both teachers and students.

Since education is, essentially, a performance art, this course will propose to use drama as a learning tool to develop the social and communication skills of your students.

Participants will acquire novel competencies in coordinating and activating groups in terms of emotional management in an entertaining and creative way and, also, applying expressive tools in various educational contexts. They will be active protagonists since the educational experience will be centered on their own abilities.

Objectives will be carried out through theater exercises, improvisations, simulations, storytelling, somatic (body) techniques, games, and group work.

By the end of the course, participants will know new ways to boost participation, motivation, confidence, self-expression, and cooperative spirit in the classroom, as well as to manage conflict, and reinforce the teacher-student relationship. They will have also learned to take the role of facilitators rather than teachers, so they can turn their students into protagonists of their own learning.

The course will also help teachers address the needs of students who have difficulties with their social and communicative skills (e.g., students with Autistic Spectrum Disorder, ADHD, emotional and behavioral difficulties).

Learning outcomes

Participants of the course will learn to:

Use drama techniques as a special means of communication and collaboration, especially for students with special needs;

Develop creativity and motivate pupils;

Understand the different aspects of body language;

Respond to students' challenging behaviors effectively;

Promote inclusion among members of the school community (teachers, students, etc.);

Apply a holistic approach to promote wellbeing, mental, and emotional growth, as well as empathy for teachers and all students.

Tentative schedule

Day 1 - Course introduction

Introduction to the course, the school, and the external week activities;

Icebreaker activities;

Presentations of the participants' schools;

Exercises for Observation;

Body techniques.

Day 2 - Team building

"Cooperation" Day;

Team spirit exercises.

Day 3 - Methods for focusing

Techniques for Concentration;

"Memory" exercises;

Understanding Rhythm.

Day 4 - Reflexes

Playing with our Reflexes;

Reflexes & Rhythm.

Day 5 - Get creative

"Creativity" Day;

Expanding our Imagination;

Presentations of participants.

Day 6 - Course closure & cultural activities

Course evaluation: round-up of acquired competencies, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

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Drama Techniques > Course for Teachers (2023)

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Bring learning to life by integrating drama techniques in your lessons. Discover why this method helps your students develop great communication skills.

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Description

Concept by Sheryn Moon

We are trained to be teachers, not psychologists, yet day by day we cope with learners whose behavior and performance have been deeply affected by all kinds of social and personal trauma.

How can we best help and support them without disturbing the rhythm and balance of the other members of the group?

This course supports teachers and educators to understand the basics of trauma and how our autonomic nervous system pulls us into dysregulated states. We will explore how neuroception unconsciously affects behavior, and our ability to learn and connect with others.

You will learn some techniques and classroom management strategies to cope with distress, teach emotional intelligence, and help offset the negative consequences of trauma.

We will get to know our autonomic nervous systems through the lens of Polyvagal Theory, exploring without judgment how to recognize when we are in a dysregulated state and how to return to a place of calm, connection, and social engagement. When we can successfully self-regulate, we are in a better position to support others effectively.

You will take away a variety of resources to create safe spaces in your classrooms. Teaching self-regulation by modeling and guiding students through exercises and games that have a direct and positive effect on strengthening the vagal tone, therefore, teaching the essential skill of self-regulating their emotional state.

Your new knowledge will support you to create a positive impact on the class relationship and the whole school atmosphere.

Learning outcomes

This course will help participants to:

Develop skills to recognize automatic trauma responses in self and others;

Understand behavior through the lens of trauma & reduce the risk of doing further harm;

Learn tools to cope with distress;

Discover the basic principles of Polyvagal Theory and how important social connection is for health, growth, and learning;

Emotional intelligence tools for schools (or exercises for students);

Learn co-regulation and self-regulation exercises and games;

Build psychologically safer classrooms;

Cultivate compassion towards students and colleagues.

Tentative schedule

Day 1 - Introduction to the course

Getting to know the group, outline of the course;

Introduction to trauma;

Survival responses fight, flight, freeze, and fawn;

Why the world needs trauma-informed teachers and professionals.

Day 2 - The basics of Polyvagal Theory

Understanding the basics of Polyvagal Theory;

3 autonomic neural pathways: ventral, sympathetic, and dorsal;

Neuroception and safety;

Co-regulation before self-regulation.

Day 3 - Emotional intelligence

Befriending your nervous system;

Recognizing dysregulation and how to find the way home;

Emotional intelligence tools for schools.

Day 4 - The language of emotions

Modeling self-regulation in the classroom;

The language of emotions;

Exercises & games to teach self-regulation.

Day 5 - Learning links and recommendations

Reviewing knowledge gained and skills learned.

Day 6 - Course closure and cultural activities

Course evaluation: round-up of acquired competencies, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

Please note

Certificate: Participants who attend at least 80% of the course will receive a Certificate of Attendance either on Friday or Saturday.

Schedule: Classes take place in the morning or afternoon, at the provider's discretion. The schedule outlines may differ significantly depending on participants' requests and on the trainer, who has discretion over any changes. If you want to discuss a specific topic, you should indicate it at least 4 weeks in advance as the definitive schedule will be sent 2 weeks before the course.

Cultural activities: The majority of cultural activities are planned for Saturday. However, if these activities include tickets to museums, city cards, or visits organized with an external tour operator, you may choose to use these earlier in the week. Please note that if you decide to use these options before Saturday, there will be no additional activities. We recommend checking the webpage of the location you are choosing for more details.

Equipment: Depending on the course, you may be required to bring your own laptop.

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Erasmus Course: Emotional Intelligence Tools to Understand and Respond to Trauma

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Discover the classroom management techniques and strategies to cope with distress and the negative consequences of trauma.

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Description

Current developments in technology are deeply affecting education. Artificial Intelligence (AI), Augmented Reality (AR), Virtual Reality (VR), and 3D Printing are all drastically modifying students' behavior and expectations in approaching learning and education.

Although we feel trapped in technology, sometimes, it also offers a positive and useful side to our lives. Having overcome the learning curve, technology allows for saving time, effort, and money, thereby helping teachers focus more on the students and their personal development.

This course will demonstrate how educational technologies connected to AI, AR, VR, and 3D- printing can help promote learning while lightening the working load on teachers' shoulders.

Participants will be introduced to AI technology and related tools including ChatGPT. They will discover ways to exploit Artificial Intelligence for their aims in contrast to the media showing them as a threat to the traditional educational system.

In addition, participants will learn how to benefit from AR/VR technologies. As the devices for AR/VR are becoming cheaper and widespread among the young generations, these technologies are also increasing their popularity, and offer several app integrations for education.

Furthermore, participants will meet with 3D printing technology and have an opportunity to design their 3D models and print them.

All these innovative technologies will be presented using classroom implementations and examples from different levels: primary, middle, high school, and higher education. In short, teachers will see both theories behind these technologies and practice them through workshops.

By the end of the course, participants will be able to recognize different technologies and their use in education. They will update their teaching and keep up with the new trends by combining them with their classroom experience.

Learning outcomes

The course will help participants to:

Exploit AI (Artificial Intelligence) tools in their classes;

Distinguish AR and VR technologies and use them effectively to create engaging lesson plans;

Use AR tools to connect real life with computer-generated content;

Get benefits from VR tools to visualize places, living things, life in the past, etc;

Recognize the 3D Printers and how they work;

Get familiar with the 3D Modeling websites and experience prototyping a 3D object;

Generate projects, activities, and lessons enriched with 3D Modeling and Printing.

Tentative schedule

Day 1 - Introduction to the course

Introduction to the course, the school, and the external week activities;

Icebreaker activities;

Presentations of the participants' schools.

Technology & Education

Using educational technologies to facilitate a lesson, motivate students, and enhance success;

Sharing and discussions about the current technologies;

How technology has changed education and teaching;

The SAMR Model.

Day 2 - AI (Artificial Intelligence) Revolution in education

How to exploit AI tools for educational purposes;

How AI can be useful for teachers;

Meeting with ChatGPT;

Apps with AI-integrated tools.

Day 3 - AR (Augmented Reality) & VR (Virtual Reality) for your classroom

Understand the technology behind AR and VR;

Recognize AR tools for schools;

Discover how VR tools can be used in education;

Experience different apps using AR/VR technologies;

Practical Workshop.

Day 4 - 3D modeling & printing to cultivate maker culture at schools

Learn how to design 3D models (basic designing tools)

Create your first 3D model (keychains, Xmas ornaments, etc.)

How to prepare models to print (slicing process)

Explore readymade 3D objects, download, and customize;

Practical Workshop.

Day 5 - 3D printing Day II

Discover the 3D printing technology; how it can be utilized in education;

How 3D printers work, parts of a printer, kinds of printers, etc;

Adjust printing settings;

Print your model;

Practical Workshop.

Day 6 - Course closure and cultural activities

Course evaluation: round-up of acquired competencies, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

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AI, AR, VR, and 3D Printing Course for Teachers (Erasmus)

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Explore the transformative power of technology in education with our one-week Erasmus training for teachers.

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Erasmus Course: A Happy Lesson: Valuable Tips to Create a Joyful Classroom

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Learn how team-building activities and games can help teachers and students to connect and how a set of routines builds a positive school environment.

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Erasmus Course: Enough Theory, Let’s Play! Fun Games for Developing the Whole Child

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Learn how to use games in your class to enhance your students’ capacities of self-expression and promote their personal development.

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Description

The growing prevalence of students with Autism Spectrum Disorder (ASD) and/or Attention Deficit Hyperactivity Disorder (ADHD) poses challenges for all teachers.

The very tasks these students find the most difficult - e.g. concentrating, coping with change, understanding multiple perspectives, sustaining attention to tasks - are the ones they are required to do all day long in every classroom environment.

Students with ASD may need support making sense of the world and how to participate in it while students with ADHD can be energetic, creative, innovative problem solvers that need support in managing hyperactivity, impulsivity, and inattention.

This highly interactive teacher training course provides a solid introduction to the challenges of Autism Spectrum Disorder (ASD) and/or Attention Deficit Hyperactivity Disorder (ADHD) in education and offers suggestions on how to adapt effective educational techniques to fit these learning differences.

Concept by: Marco Fenici

Learning outcomes

Through presentations, small group discussions and case study discussion participants will be able to:

Recognize and understand the traits and learning styles of students with ASD and/or ADHD;

Apply specific teaching methods, classroom strategies and techniques for ASD and ADHD in the Classroom (e.g. task analysis, visual prompts, social stories);

Become familiar with the fundamental core strategies of the TEACCH approach, the basic principles of PECS and Makaton signs and symbols;

Create meaningful and individualized visual structures/supports for students with ASD;

Develop school-based interventions (e.g. classroom management techniques and accommodations) for students with ASD and/or ADHD;

Collaborate with parents and build home-school partnerships.

Tentative schedule

Day 1 - Course introduction & intro to ASD and ADHD

Introduction to the course, the school, and the external week activities;

Icebreaker activities;

Presentations of the participants' schools.

Intro to ASD and ADHD

Diagnostic criteria for autism spectrum disorder and the related diagnosis of social communication disorder;

Severity levels of ASD;

Definitions and descriptions of ADHD types;

Revision to the criteria of DSM-5 to identify the signs and symptoms of ASD and different types of ADHD.

Day 2 - Methods to support students

Teaching methods, classroom strategies and techniques to support students with ASD and/or ADHD (e.g. task analysis, visual prompts, social stories);

Slides presentation, group discussion and hands on activities.

Day 3 - Promoting independent communication

Alternative/augmentative communication systems (e.g. TEACCH, PECS teaching protocol);

Implementing specific prompting and reinforcement strategies that lead to independent communication;

Slides presentation, group discussion and team work practical activities.

Day 4 - Meeting the academic needs of students with ADHD

Strategies for supporting students with ADHD in educational settings;

Modifying teaching approach and classroom environment to best accommodate behavioral challenges and develop social skills;

Group discussion and team work practical activities.

Day 5 - Parent/teacher collaboration

Collaborating with parents and building home-school partnerships to provide a supportive environment;

Group discussion.

Day 6 - Course closure & excursion

Course evaluation: round up of acquired competences, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

Specifics

Course program: The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.

If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer's discretion.

The trainer will send you the definitive course schedule approximately two weeks before the course.

Got questions? Visit our FAQ

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ASD & ADHD in the Classroom > Training Course for Teachers

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The growing prevalence of students with Autism Spectrum Disorder (ASD) and/or Attention Deficit Hyperactivity Disorder (ADHD) poses challenges for all teachers. The very tasks these students find the most difficult - e.g. concentrating, coping with change, understanding multiple perspectives, sustaining attention to tasks - are the ones they are required to do all day long in every classroom environment.

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Erasmus Course: Social and Emotional Learning (SEL) for Successful Schools

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Want to learn more about SEL? Explore the relevance of Social and Emotional Learning in education through SEL related teaching strategies.

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Description

Concept by Emilia Frantsi

Mental health is part of our overall health, and its influences on our well-being should not be underestimated. In fact, all of us suffer from mental health-related problems from time to time.

Mental health-related issues have also been on a significant rise among our young students. However, very often, mental health-related problems are confronted with fear and stigma.

This doesn't have to be the case! With knowledge and skills, mental health can be well-supported and nourished.

Teachers who possess relevant knowledge concerning mental health will strengthen their capacity to support students, as well as the teacher's own well-being.

This course opens up the concept of mental health from a salutogenic perspective, meaning that mental health is approached from the perspective of health promotion.

Mental health is approached with curiosity and openness in a way that you will gain a thorough understanding of what mental health is (and what it is not).

You will also find practical ways to apply the knowledge and skills you learned in this course in your everyday life as a teacher.

Learning outcomes

The course will help participants to:

Identify what mental health and mental health promotion means in the school context;

Recognize more deeply how relationships and connectedness are so vital in the support of mental well-being;

Strengthen their emotional skills and knowledge of feelings and emotions;

Deepen their understanding of stress and its connectedness with mental health problems;

Acquire hands-on methods and tools on how to support mental health in school surroundings;

Discover the meaning of trauma, resilience, and how to connect with their own survival skills in difficult life situations;

Create a project combining all the matters studied during the week to best support mental health in school surroundings.

Tentative schedule

Day 1 - Introduction to the course

Introduction to the course, the school, and the external week activities;

Getting to know each other;

Presentations of the participants' schools.

Day 2 - What is mental health?

What does mental health mean to me;

Difference between mental health and mental illness;

Stress and its connection to mental health-related problems.

Day 3 - How emotional skills support teachers work

Feelings and emotions as a part of mental health;

Activities how to introduce emotional skills as an everyday part of teaching;

Relationships and community are a great support for mental health.

Day 4 - Life struggles and survival skills

Trauma - trauma information for teachers;

Resilience;

Planning the project around supporting mental health.

Day 5 - Forward progress

Presenting the projects;

Steps forward.

Day 6 - Course closure and cultural activities

Course evaluation: round-up of acquired competencies, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

Please note

Certificate: Participants who attend at least 80% of the course will receive a Certificate of Attendance either on Friday or Saturday.

Schedule: Classes take place in the morning or afternoon, at the provider's discretion. The schedule outlines may differ significantly depending on participants' requests and on the trainer, who has discretion over any changes. If you want to discuss a specific topic, you should indicate it at least 4 weeks in advance as the definitive schedule will be sent 2 weeks before the course.

Cultural activities: The majority of cultural activities are planned for Saturday. However, if these activities include tickets to museums, city cards, or visits organized with an external tour operator, you may choose to use these earlier in the week. Please note that if you decide to use these options before Saturday, there will be no additional activities. We recommend checking the webpage of the location you are choosing for more details.

Equipment: Depending on the course, you may be required to bring your own laptop.

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Erasmus Course: Students' Mental Health and Well-being Introductive Course

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Discover the meaning of trauma, and resilience, and strengthen your emotional skills and knowledge of feelings and emotions.

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Erasmus Course: Bring STEAM to Life: How to Build a School Makerspace

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Understand what Maker Spaces are, and learn how to create a low-cost one in your school which is in alignement with your school’s curriculum.

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Erasmus Course: Dyslexia and Inclusive Language Teaching

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Discover the experience-based method that aims to help students with special needs, like dyslexia at various levels.

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Erasmus Course: From Burnout to Balance: Practical Strategies for Stress Relief in the Classroom

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Develop practical strategies for stress management and learn how to create a positive class environment that promotes health and well-being.

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Teaching Gifted Children Course - Plus Project

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Gifted Children in Education Course for Erasmus Plus Teachers. In out on-site course you will learn how to meet the Learning Needs of Gifted Children

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Erasmus Course: Supporting Gifted Students: Differentiated Instruction in Primary and Secondary

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Create a classroom environment that fosters intellectual and emotional growth of gifted learners, helping them to achieve their full potential

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Student Centered Education > Erasmus Plus Course for Teachers

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Discover how to effectively introduce student-centered strategies in order to involve your students in the learning process

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Erasmus Course: Student-Centered Classroom: Teachers as Promoters of Active Learning

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Learn about Student-centered learning and discover how to implement it in your classroom to help improve student autonomy and cooperation.

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Erasmus Course: Playful Learning: Strategies for Reducing Stress and Energizing the Classroom

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Discover all the knowledge and skills necessary to implement the principles of Playful Learning in their classroom.

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Discover how to blend academic subjects and language learning with movement, play, and mindfulness to create a dynamic, joyful, holistic classroom environment. This practical course will introduce you to the Smart Teachers Play More (STPM) methodology, a renowned Icelandic approach that integrates physical, sensory, and play-based learning for improved student engagement and well-being. Experience Iceland’s unique inclusive educational culture and gain simple tools to create a vibrant, balanced classroom.

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In a fast-paced technological world, our ability to communicate, present and think creatively are key factors in making connections and forming successful relationships, both professionally and personally.

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Holistic approach which strengthens learning opportunities for all.

Tried and tested methodology with creativity at its centre.

Extensive bank of engagement ideas.

Designed in collaboration with students with learning disabilities, their teachers, families and support teams.

Innovative, fun and solution focused.

In a world that is becoming more digitally connected and fast-paced by the day, where the power of technology enables us to communicate easily on a global platform, more than ever we need to make sure no one is left behind.

This course explores the importance of combining global progress with continuing to invest in our local communities. We will examine how to understand and strengthen relations between teachers, students, families and their communities and how this cohesion and joined up thinking can celebrate and promote individual ability and growth.

How we celebrate different abilities in a school environment can shape the future for our children. Alongside academic progress, we want all our young people to have the opportunity to develop in empathy and compassion for themselves and others, grow in confidence in who they are and what they can achieve, and encourage them to have solid sense of their place and value in the world.

We need to embed these values into what we already have to hand by understanding the power of the collective forces of self, student, family, support and community.

CONCEPTS AND ACTIVITIES EXPLORED:

The four Wall Concept involving self/student/family/community and how the connection of these four principles are vital in building a strong foundation to support students and enable them to thrive.

The Power of Creativity for All - how creativity can enable and supportalllearners in providing varying, responsive and unique access points to the learning process. This approach can help to manage the flux and change young people often experience in their daily lives with regard to individual diagnosis, mood, concentration and external factors which are often a barrier to thriving.

Access for all - how small changes can have a powerful impact on the well-being of thewholestudent body.

How to include neuro diverse/young people with different needs in conversation about their education.

The Support Chain - the value of trust and connection with families and support staff.

How to engage with the community in a positive and productive way.

Laughter Yoga how being silly and the science of laughter can impact our well-being as practitioners and how we can use this in the learning environment.

These activities can be used with students aged from 4+.

COURSE AIMS:

This course will support you to:

Identify what you are already doing in the area of inclusion.

Use tools to further develop inclusive practices and activate them on all levels across your setting.

Use creativity as a technique to invest in yourself and empower your students.

Help change perspectives on the value of what it means to succeed in life by celebrating the ability of all and the value that we can all bring to the world.

OPPORTUNITIES FOR PROFESSIONALS ACROSS THE EDUCATION SECTOR:

This course offers learning opportunities for teachers and school staff across the education sector including: Preschool; Primary; Secondary; Adult education; Special Needs; Teaching assistants; School management; Vocational education; Higher education; and Student teachers.

VISIT ICELANDIC SCHOOLS:

As part of the course and with your Icelandic hosts, you will have the opportunity to visit Icelandic schools at each educational stage. You will witness, first-hand, how Iceland, with only 330,000 inhabitants, produces so many well-known athletes and artists. You will see how outdoors, sport and practical subjects, such as home economics, woodwork and art, are given the same priority as academic subjects at all stages of education.

SHARING GOOD PRACTICE AND NETWORKING:

We also provide the opportunity to share good practice during the course so we can learn from each other and find partners for future projects: KA1 projects, job shadowing opportunities and/or KA229 projects.

TEACHER WELL-BEING:

One of our priorities while you spend your valuable time with us in Iceland is your well-being. Every teacher is important to us and we want you to feel valued and comfortable throughout your stay. As well as the extra activities we provide as part of the course fee (see below), we work hard to ensure you have a really good time. We ensure lots of team-building and "get to know you" activities from day one and our courses are dynamic and fun-packed. We are genuine Icelandic hosts so you will get the real Icelandic experience and we are renowned to look after our teachers really well.

AS PART OF THE COURSE WE ALSO PROVIDE:

* Morning refreshments
* Cultural evening
* Visit to the local swimming pool and hot tubs
* Course material
* Certificate of attendance

CULTURAL ACTIVITIES AND SIGHTSEEING:

Join us on our own tailor-made local tour of amazing Iceland with our SMART TEACHERS PLAY MORE TOUR PACKAGE for both participants and their families! A great way to enjoy the wonders of Iceland, network and get to know your new European friends.

ACCOMMODATION:

Don't miss out on our EXCLUSIVE PARTICIPANT DISCOUNT VOUCHERS for a brand new trendy hotel we work with close to our course centre!

COURSE DATES:

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SPECIAL NEEDS AND INCLUSIVE EDUCATION, ICELAND

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Holistic approach which strengthens learning opportunities for all. Tried and tested methodology with creativity at its centre. Extensive bank of engagement ideas. Designed in collaboration with students with learning disabilities, their teachers, families and support teams. Innovative, fun and solution focused.

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INCLUSIVE EDUCATION: Tackling with classroom diversity and early school leaving - Training Centre

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SPECIAL NEEDS AND INCLUSIVE EDUCATION, Spain

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An empowering course that will engage practitioners in discussion and activity around inclusivity in the classroom.

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Erasmus Course: Mindset Mastery: Building Lifelong Habits for Learning and Growth

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Understand the interplay between mindset, habit formation, and effectiveness. Learn strategies for developing and sustaining a growth mindset.

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ISTANBUL 1193.35 km

SEVILLE 2030.11 km

MALAGA 1964.65 km

ALICANTE 1575.14 km

PORTO 2025.41 km

LISBON 2186.13 km

BERLIN 758.68 km

NICE 711.81 km

TENERIFE 3397.46 km

AMSTERDAM 1069.33 km

ATHENS 1095.95 km

TRAPANI 913.36 km

TALLINN 1622.28 km

BARCELONA 1199.67 km

DUBLIN 1781.11

VALENCIA 1533.56km

COPENHAGEN 11101.1 km

STOCKHOLM 1503.9 km

REYKJAVIK 3069.48 km

ROME 514.29 km

BUDAPEST 308.78km

LJUBLJANA 98.84km

HELSINKI 1707.25 km

PRAG 479.27 km

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Troškovi= cijena tečaja+putovanje prema ovoj tablici+pojedinačna potpora po danu (dodati max 2 dana za putovanje) prema grupi u kojoj je zemlja

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Troškovi= cijena tečaja+putovanje prema ovoj tablici+pojedinačna potpora po danu (dodati max 2 dana za putovanje) prema grupi u kojoj je zemlja

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Organizacijska potpora ide školi za troškove aktivnosti u ovom slučaju 800 e, diseminacije itd, putovanje pokriva troškove leta, pojedinačna potpora se odnosi na: smještaj, prehranu, lokalni prijevoz itd i ide po danu

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Identifying Barriers to Learning – A Special Educational Needs Masterclass - Erasmus+ Courses | Erasmus+ VET

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DESCRIPTION OF TRAINING CONTENT Statistics in Europe suggest that at least 15.4% of the school population have a special educational need which is defined

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Supporting Mental Well being in Education - Erasmus+ Courses | Erasmus+ VET

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Supporting Mental Well being in Education (SMWE) is a masterclass course that supports all those involved in the management/coordination or

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Description

Unfortunately, stressful life experiences, such as loss or bereavement, the divorce of parents, anger, fear, bullying, and feeling diverse or excluded, can enter the life of pupils and students.

Aiming at the development of the person as a whole rather than at mere academic success, schools are naturally prone to help, but sometimes lack the means for doing it with care and respect of their primary educational mission.

This course offers a solution based on the therapeutic role of literature, which is the basis of bibliotherapy.

Bibliotherapy is the activity of using literature to grow towards good emotional health. Offering a responsive interaction with literature, bibliotherapy can assist young people with the challenges of development.

It can also offer support in relieving stress, providing successful coping strategies, and helping an individual to express both feelings and ideas about a problem or difficulty.

Through practical and experiential activities, course participants will understand the concept of bibliotherapy and its uses. They will deepen their knowledge of the therapeutic role of literature and its importance in the mental, emotional and social development of children. Moreover, they will learn about the teacher's role in implementing bibliotherapy in the classroom and gain practice in it.

Each participant will learn how to develop complete lesson plans and implement bibliotherapy activities on selected children's books that best fit their unique school community.

Through workshops and hands-on activities, as well as reflection and sharing, participants will prepare their own reading activities in a highly interactive and engaging learning experience.

By the end of the course, participants will have advanced their first steps in a new dimension for a better health and care of their learners.

Concept by: Anastasia Patera

Learning outcomes

The course will help the participants to:

Use children's literature as a practical tool for stress management in educational environments;

Learn about the therapeutic role of literature to foster resilience and promote the emotional intelligence of students;

Understand the concept of Bibliotherapy and its use in the classroom;

Identify the teacher's role in Bibliotherapy;

Integrate bibliotherapy activities into the curricula;

Evaluate quality children's books as resources for Bibliotherapy implementation.

Tentative schedule

Day 1 - Introduction to the course and to bibliotherapy

Introduction to the course, the school, and the external week activities;

Icebreaker activities;

Presentations of the participants' schools.

Bibliotherapy: inviting stories to help children cope with stressful life experiences

Bibliotherapy: definitions, goals, phases, expected results;

The books' value and their role in children's social and emotional development;

Practical activities on understanding the value of a book for children.

Day 2 - The theoretical principles of bibliotherapy

The basic principles of bibliotherapy;

How to select books for bibliotherapy;

The role of teachers.

Day 3 - Implementation: sample lessons with selected books

What are the needs of our students in terms of social and emotional development?

Practical activities on assessing students' needs;

Methodology: the 5 - step process of delivering bibliotherapy instruction;

The limits of bibliotherapy.

Day 4 - Practical workshop and the power of crossover literature

Activity: How to present a bibliotherapy session in the classroom;

Planning reading activities according to a model lesson plan;

The experiences of characters in quality children's literature: a powerful tool to stimulate students' critical thinking;

The power of crossover literature.

Day 5 - Design your unique path to bibliotherapy

How to develop complete lesson plans that best fit their unique school community;

Sharing experiences, reflecting on activities with coursemates.

Day 6 - Course closure and cultural activities

Course evaluation: round-up of acquired competencies, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

Specifics

Course program: The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.

If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer's discretion.

The trainer will send you the definitive course schedule approximately two weeks before the course.

Got questions? Visit our FAQ

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Bibliotherapy: a solution to cope with stress and anxiety > Training course

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Unfortunately, stressful life experiences, such as loss or bereavement, the divorce of parents, anger, fear, bullying, and feeling diverse or excluded, can enter the life of pupils and students. Aiming at the development of the person as a whole rather than at mere academic success, schools are naturally prone to help, but sometimes lack the means for doing it with care and respect of their primary educational mission.

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Erasmus+ KA1 training courses in Sweden for teachers and school leaders

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Special needs and inclusive learning — Erasmus+ KA1 training courses in Sweden for teachers and school leaders

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Are you a teacher interested in learning more about different teaching approaches to form a positive and inclusive learning environment for ALL students? Our approach is based on the theory and perspective that “We are all SPECIAL”. The course will provide teachers with a theoretical background to students with special needs and an inclusive classroom. Participants will be equipped with practical skills and tools that can be used in the classroom to increase the wellbeing of ALL students.

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Description

The multiple intelligence theory can draw students back into learning. Using the different types of intelligence to teach a concept gives each of your diverse learners a chance to succeed at learning. Teaching a student strengths helps achieve success in learning.

By applying the theory of multiple intelligences in the classroom, educators take into consideration the different types of learners they might have in their class, reinforce all types of intelligence in every student, and allow for an individual learning process.

This course will help educators learn about the theory of Multiple Intelligences through guided self-exploration. You will do this through both formal and informal activities in an enjoyable and exciting program of activities that will allow you to:

Explore them through experiences/activities in a reflective setting;

Discover your multiple intelligences;

Understand their impact in your practice;

Identify competencies to develop;

Choose the most suitable ways for you to develop them.

You will do this in an intercultural environment learning about yourself, sharing your practice with your peers from around Europe, and working out how to apply this learning when you return to your home country.

Concept by: Deirdre Quinlan

Learning outcomes

The course will help the participants to:

Develop an awareness of the role multiple intelligences plays in knowledge acquisition;

Understand the difference between Multiple Intelligence and Learning Styles;

Be better equipped with the tools necessary to identify the learning niche of each of the students/learners they serve;

Have a better understanding of the concepts and strategies of the theory and application of Multiple Intelligences;

Create a lesson plan incorporating this concept in a subject area of their choice;

Take part in a peer learning environment and understand the importance of peer learning;

Take part in an intercultural learning environment and understand the importance of intercultural learning;

Recognise and teach to a broader range of talents and skills;

Present material in a style that engages most or all of the intelligences of their students/learners;

Assess the learner's progress based on Multiple Intelligences.

Tentative Schedule

Day 1 - Introduction to the course

Introduction to the course, the school, and the external week activities;

Icebreaker activities;

Identify what I want from this week?

What does an intercultural learning environment look like & what can be gained from it?

Presentations of the participants' schools.

Day 2 - Explore three of the Multiple intelligences

Explore three of them through non-formal activities with reflection and peer learning:

Discovery of my Multiple Intelligences;

Understand their impact in my life and work.

Explore three of them through non-formal activities with reflection and peer learning:

Discovery of my Multiple Intelligences;

Understand their impact in my life and work.

Explore three of yhem through non-formal activities with reflection and peer learning:

Discovery of my Multiple Intelligences;

Understand their impact in my life and work.

How can I apply this to my own reality?

Making lesson plan that incorporate the Multiple Intelligences;

Peer learning.

Day 3 - Explore three of the Multiple intelligences

Day 4 - Explore three of the Multiple intelligences

Day 5 - Lesson planning

Day 6 - Course closure & external activities

Course evaluation: round up of acquired competences, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

Specifics

Course program: The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.

If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer's discretion.

The trainer will send you the definitive course schedule approximately two weeks before the course.

Course equipment: Depending on the course, you may be required to bring your own laptop.

Got questions? Visit our FAQ

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Multiple Intelligences for an Individual Learning Process | Training Course

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The multiple intelligence theory can draw students back into learning. Using the different types of intelligence to teach a concept gives each of your diverse learners a chance to succeed at learning. Teaching a student strengths helps achieve success in learning.

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Gifted students are defined as those who possess abilities or talents that are significantly above average in one or more areas. Gifted students often require specialized educational programs and services to fully develop their abilities and reach their full potential. Gifted education is an area of study that focuses on identifying, educating and providing support for gifted and talented students. The goal of gifted education is to provide a challenging and stimulating educational experience that meets the unique needs of gifted students and allows them to reach their full potential. This can include providing advanced curriculum, differentiated instruction, and opportunities for creative and independent thinking. Gifted education is important because it helps to ensure that students with exceptional abilities are provided with the appropriate level of challenge and support in order to reach their full potential. This can help to prevent underachievement, which can occur when gifted students are not challenged enough in their education. It also helps to promote equity and diversity by providing opportunities for students from all backgrounds to succeed, regardless of their abilities. Gifted education can also have a positive impact on the development of critical thinking, problem-solving, and leadership skills in gifted students, which can benefit them in their future careers and personal lives.

The training course on Gifted Students' Education is designed to provide educators with a comprehensive understanding of the unique needs and abilities of gifted students. The course will cover a range of topics including identification and assessment of gifted students, developing differentiated instruction, and creating a stimulating and challenging learning environment. The course will also cover the identification and assessment of gifted students, including the use of intelligence and aptitude tests, as well as the use of observation and interviews. Participants will learn about the different instructional strategies and methodologies that can be used to meet the needs of gifted students. These will include differentiated instruction, acceleration, and enrichment. The course will also cover the importance of providing a challenging and stimulating learning environment for gifted students, including the use of project-based learning, problem-based learning, and inquiry based learning. The course will conclude with a discussion of the ethical and legal considerations in gifted education and the importance of ongoing professional development for educators who work with gifted students.

Successful graduates of the course will have the knowledge and skills to do the following:

Understanding the unique characteristics and needs of gifted students

Developing strategies for identifying and assessing gifted students

Creating a differentiated curriculum that challenges and engages gifted students

Using technology to enhance instruction for gifted students

Developing social and emotional intelligence in gifted students

Understanding and addressing underachievement in gifted students

Providing opportunities for creativity and self-expression in gifted students

Addressing cultural and diversity issues in gifted education

Advocating for gifted students and their education

Collaborating with families and community members to support gifted students

Preparing gifted students for college and career opportunities

Keeping abreast of current research and trends in gifted education

TARGET GROUP
Professionals in the education sector (e.g., teachers, guidance counselors, principals, and administrators at elementary, middle, higher education, vocational institutions, kindergartens and pre-primary schools) and non-governmental organization (NGO) staff.
METHODOLOGY
The methodology for a training course on gifted students' education will be focused on providing participants with a comprehensive understanding of the unique needs and characteristics of gifted students. This will include information on identification and assessment of gifted students, as well as strategies for differentiating instruction and creating challenging and engaging learning experiences. Additionally, the course will explore current research and best practices in the field, as well as opportunities for participants to reflect on their own teaching practices and develop action plans for implementing new strategies in their classrooms.

Identification and Diagnosis: Define who gifted students are and focus on the tools and techniques used to identify these students.

Psychological and Social Characteristics: Examine the psychological and social characteristics of gifted students and understand how these characteristics impact their educational processes.

Learning Styles: Understand the learning styles and needs of gifted students, and develop strategies on how to address these needs.

Educational Programs: Introduce special educational programs and teaching methods for gifted students.

Differentiated Instruction: Learn to develop differentiated teaching techniques and materials suitable for gifted students.

Creativity and Problem Solving: Provide strategies for encouraging creativity and developing problem-solving skills for gifted students.

Social and Emotional Support: Teach how to provide social and emotional support for the needs of gifted students.

Education According to Talent Areas: Develop educational curricula and activities specific to students' talent areas (e.g., mathematics, music, art).

Family Participation and Support: Explain how families can contribute to and support the educational processes of their gifted children.

Professional Development: Teach educators how they can develop their own professional skills and knowledge while working with gifted students.

Legal and Policy Framework: Examine legal regulations and policies related to the education of gifted students.

Day 1 - ARRIVAL DAY

Welcoming activities

Introduction to gifted students' education

Understanding the characteristics of gifted students

Assessment and identification of gifted students

Discussion on national and international policies for gifted students

Day 2 - IDENTIFICATION AND ASSESSMENT OF GIFTED STUDENTS

Designing curriculum for gifted students

Differentiated instruction for gifted students

Creating enrichment opportunities for gifted students

Assessment and evaluation strategies for gifted students

Day 3- DIFFERENTIATED INSTRUCTION

Classroom management strategies for gifted students

Providing emotional support to gifted students

Parental engagement in gifted students' education

Promoting creativity and critical thinking in gifted students

Day 4 - ACCELERATION AND ENRICHMENT

Collaborative learning for gifted students

Building peer relationships among gifted students

Encouraging self-directed learning in gifted students

Understanding gifted students' social and emotional needs

Day 5 - CREATING A CHALLENGING AND STIMULATING LEARNING ENVIRONMENT

Developing problem-solving and decision-making skills in gifted students

Encouraging innovation and entrepreneurship in gifted students

Role of technology in gifted students' education

Preparing gifted students for higher education

Day 6 - EFFECTIVE COMMUNICATION IN GIFTED EDUCATION

Enhancing interpersonal skills in gifted students

Developing leadership skills in gifted students

Promoting civic engagement in gifted students

Developing effective communication skills in gifted students

Day 7 - DEPARTURE DAY

Course evaluation, feedback, discussion and wrap-up

Certificate ceremony

Cultural activities

*The schedule describes likely activities but may differ significantly based on the requests of the participants, and the trainer delivering the specific session. Course modifications are subject to the trainer's discretion. If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance.

Our courses usually include two cultural activities. Further information is available on the webpage of each course.

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Gifted students are defined as those who possess abilities or talents that are significantly above average in one or more areas. Gifted students often require specialized educational programs and services to fully develop their abilities and reach their full potential. Gifted education is an area of study that focuses on identifying, educating and providing support for gifted and talented students.

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DAY 1 What Does Being Gifted Really Mean? How is giftedness defined? What are the unique characteristics of gifted individuals? Are high achievers and gifted learners the same? DAY 2 What is gifted education? Gifted children and learning difficulties Motivation and encouragement

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Odabrana mobilnost za 1.cilj, Sanja i Elena

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Odabrana mobilnost za 1.cilj, Sanja i Elena

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https://www.smartteachersplaymore.com/courses-iceland/well-being-and-stress-management

5,024€ = teč.(595x2)+put(580×2)+ podrška(172×9)×2 ukupno podrška 1548 ex2

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WELL-BEING AND STRESS MANAGEMENT, ICELAND

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Recharge your energy and develop strategies to boost well-being in the classroom. This 7-day practical course in Iceland focuses on stress management, mindfulness, and positive psychology techniques to help teachers create a supportive, balanced environment for themselves and their students. Led by expert trainers, it combines hands-on workshops, school visits, and cultural experiences.

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Odabrana mobilnost za 2.cilj, Terezija i Lea

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Odabrana mobilnost za 2.cilj, Terezija i Lea

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4,452€ = teč (580×2)+ put (309×2)+ podrška(172×7)×2 ukupno podrška 2x 1376 e

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Description

The multiple intelligence theory can draw students back into learning. Using the different types of intelligence to teach a concept gives each of your diverse learners a chance to succeed at learning. Teaching a student strengths helps achieve success in learning.

By applying the theory of multiple intelligences in the classroom, educators take into consideration the different types of learners they might have in their class, reinforce all types of intelligence in every student, and allow for an individual learning process.

This course will help educators learn about the theory of Multiple Intelligences through guided self-exploration. You will do this through both formal and informal activities in an enjoyable and exciting program of activities that will allow you to:

Explore them through experiences/activities in a reflective setting;

Discover your multiple intelligences;

Understand their impact in your practice;

Identify competencies to develop;

Choose the most suitable ways for you to develop them.

You will do this in an intercultural environment learning about yourself, sharing your practice with your peers from around Europe, and working out how to apply this learning when you return to your home country.

Concept by: Deirdre Quinlan

Learning outcomes

The course will help the participants to:

Develop an awareness of the role multiple intelligences plays in knowledge acquisition;

Understand the difference between Multiple Intelligence and Learning Styles;

Be better equipped with the tools necessary to identify the learning niche of each of the students/learners they serve;

Have a better understanding of the concepts and strategies of the theory and application of Multiple Intelligences;

Create a lesson plan incorporating this concept in a subject area of their choice;

Take part in a peer learning environment and understand the importance of peer learning;

Take part in an intercultural learning environment and understand the importance of intercultural learning;

Recognise and teach to a broader range of talents and skills;

Present material in a style that engages most or all of the intelligences of their students/learners;

Assess the learner's progress based on Multiple Intelligences.

Tentative Schedule

Day 1 - Introduction to the course

Introduction to the course, the school, and the external week activities;

Icebreaker activities;

Identify what I want from this week?

What does an intercultural learning environment look like & what can be gained from it?

Presentations of the participants' schools.

Day 2 - Explore three of the Multiple intelligences

Explore three of them through non-formal activities with reflection and peer learning:

Discovery of my Multiple Intelligences;

Understand their impact in my life and work.

Explore three of them through non-formal activities with reflection and peer learning:

Discovery of my Multiple Intelligences;

Understand their impact in my life and work.

Explore three of yhem through non-formal activities with reflection and peer learning:

Discovery of my Multiple Intelligences;

Understand their impact in my life and work.

How can I apply this to my own reality?

Making lesson plan that incorporate the Multiple Intelligences;

Peer learning.

Day 3 - Explore three of the Multiple intelligences

Day 4 - Explore three of the Multiple intelligences

Day 5 - Lesson planning

Day 6 - Course closure & external activities

Course evaluation: round up of acquired competences, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

Specifics

Course program: The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.

If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer's discretion.

The trainer will send you the definitive course schedule approximately two weeks before the course.

Course equipment: Depending on the course, you may be required to bring your own laptop.

Got questions? Visit our FAQ

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Multiple Intelligences for an Individual Learning Process | Training Course

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The multiple intelligence theory can draw students back into learning. Using the different types of intelligence to teach a concept gives each of your diverse learners a chance to succeed at learning. Teaching a student strengths helps achieve success in learning.

# data[].attributes.headline
Odabrana mobilnost za 3.cilj, Ivanka i Ivana

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Odabrana mobilnost za 3.cilj, Ivanka i Ivana

# data[].attributes.body
https://idevelopcourses.com/course/ict-for-inclusion-in-primary-schools

3,784€ = teč(400×2)+ put(309×2) + podrška(152×7)×2 podrška 1064x2

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Idevelop - Erasmus+ KA1 Teacher Training Courses

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Teacher training provider promoting Erasmus+ principles through courses and job shadowing programs for education sector professionals.

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2,226e= tečaj (580) + put (309) + podrška (191*7)

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Description

Concept by Dajana Jelavić

Intermediate Computer Proficiency required. Read more "

Intermediate computer proficiency courses are designed for individuals who already have good understanding of technology. Participants will build upon their skills by learning how to use a variety of resources, including learning apps, Microsoft 365 apps, and photo and video editing platforms.

Is education keeping up with the pace of technological progress? Can educators effectively bridge this new digital gap and harness Artificial Intelligence's potential with inclusion in mind? Has AI brought a definite end to the "one-size-fits-all" approach?

This course aims to bridge the gap by introducing the participants to the power of Artificial Intelligence to engage and motivate students of specific abilities, needs, strengths, and interests, offering them equal opportunities for growth and success.

Course participants will discover strategies and resources to accommodate neurodivergent students who learn differently. Neurodivergence refers to conditions like ADHD, dyslexia, dysgraphia, dyspraxia, Tourette, Autism, and others.

The main challenges encompass learning difficulties, social communication, and sensory processing. At the same time, some gifted and talented students often feel bored and not challenged enough to excel. By providing effective and timely support that works, teachers can help unlock their full potential.

Through the course, participants will get involved in hands-on activities, tailoring materials, and designing engaging collaborative tasks fostering future-proof skills such as critical thinking and creativity. They will be deeply immersed in innovative scenarios in order to experience students' challenges and AI-driven solutions.

By the end of the course, participants will be able to deliver differentiated instruction and create personalized materials; they will learn how to help struggling readers; scaffold writing tasks; craft an effective prompt; handle content for deep learning; create thought-provoking assignments and provide higher-order-thinking questions.

They will get an AI toolkit and many innovative strategies (UDL, adaptive learning, VR, collaboration, speech recognition tools...) to enhance inclusion in their classrooms.

Moreover, participants will embrace AI tools to facilitate their everyday work, saving loads of time for meaningful (human) interactions with their students. Besides the beneficial aspects of AI, they will also engage with its limitations related to accuracy, privacy, bias, and ethical considerations.

Finally, this course will make them accept new dimensions of teaching through the power of Artificial Intelligence.

Learning outcomes

The course will help the participants to:

Understand the benefits of using AI to enhance inclusion;

Familiarise yourself with various AI tools and applications for supporting students;

Gain the ability to integrate AI tools into lessons and activities to enhance student engagement and learning outcomes;

Learn the best practices for implementing AI to cater needs of divergent and gifted students;

Develop inclusive lesson plans integrating AI;

Explore how AI can be used to promote critical thinking, creativity, and collaboration;

Exploit AI tools to enhance the productivity and efficiency of their work.

Tentative schedule

Day 1 - Course introduction

Introduction;

Icebreaker activities;

Presentations of the participants' schools;

Expectations of the course;

Why is it crucial to nurture human diversity and unique ways of thinking?

How Artificial Intelligence can support inclusion?

Day 2 - Empowering neurodivergent students using AI tools

Defining key concepts;

AI toolkit;

Strategies for integrating AI tools into lessons;

Hands-on experience;

Reflection.

Day 3 - Unlocking giftedness with AI

What do different minds need?

Innovative practices delivered by AI;

Effective use of formative assessment to unlock each student's full potential;

Creative AI hub;

Reflection.

Day 4 - Designing an inclusive AI-infused lesson plan

Implementation of knowledge gained during the course;

Presenting to the group;

Peer- review vs. AI - review (discussing differences);

Reflection.

Day 5 - Teacher's well-being + future considerations

AI solutions for teacher's stress and burnout;

Ethical issues;

AI-proof assessments;

Reflection.

Day 6 - Course closure and cultural activities

Course evaluation: round-up of acquired competencies, feedback, and discussion;

Awarding of the course Certificate of Attendance.

Excursion and other external cultural activities.

Please note

Certificate: Participants who attend at least 80% of the course will receive a Certificate of Attendance either on Friday or Saturday.

Schedule: Classes take place in the morning or afternoon, at the provider's discretion. The schedule outlines may differ significantly depending on participants' requests and on the trainer, who has discretion over any changes. If you want to discuss a specific topic, you should indicate it at least 4 weeks in advance as the definitive schedule will be sent 2 weeks before the course.

Equipment: Depending on the course, you may be required to bring your own laptop.

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Erasmus Course: Inclusive Teaching with Artificial Intelligence

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Is education keeping up with the pace of AI? Can teachers bridge this new digital gap and harness AI's potential with inclusion in mind?

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Odabrana mobilnost za 1. cilj, Elizabeta

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Odabrana mobilnost za 1. cilj, Elizabeta

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2,226e= tečaj (580) + put (309) + podrška (191*7)

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Description

The role of technology in our daily lives can be complicated, even challenging. Apps and platforms are often designed to grab our attention and lure us to stay on longer, targeting their users with ads and paid content, and collecting data from every click.

Digital devices allow us to accomplish tasks, access media and connect with people, but also chip away at our time and focus, leaving us feeling drained and unhappy.

All of this can be a formidable challenge for adolescents, who have little experience of life without a constant stream of digital content and social media interactions. As they do not have mature cognitive control yet, they are easily distracted.

The course will introduce a set of classroom activities and school-based initiatives for raising students' awareness about the effects of digital technology in their lives, to help them take control of their digital well-being.

Participants will try out the activities for themselves, taking stock of their own technology use, sharing personal insights and experimenting with their digital habits.

They will reflect on this experience to define what initiatives are needed in their schools for encouraging students to talk openly and non-judgmentally about their technology use and navigate digital life so that it remains balanced and enriching.

The course will focus on the most critical threats to students' well-being. Specifically, compulsive overuse can interfere with sleep and physical activity, induce irritability and debilitate concentration, ultimately affecting learning and the pursue of personal interests and goals.

Overconsumption of social media can undermine identity and body image, diminish genuine social bonds and contribute to anxiety and depression.

By the end of the course, participants will be ready to take on the educational responsibility of protecting students' digital well-being. They will feel confident to engage adolescents about their digital habits and eager to raise awareness about how the algorithmic mechanisms of the attention economy affect their lives.

Concept by: Evangelia-Lilia Dimaraki

Learning outcomes

The course will help the participants to:

Understand how the attention economy shapes the design of digital technology in ways that threaten well-being;

Develop students' awareness of the potential harms of technology use;

Create conditions for discussing both the positive and the negative aspects of technology use safely, openly and non-judgmentally in the classroom;

Reduce students' defensiveness around examining their digital habits;

Guide students to recognize digital habits that have a negative impact on their well-being;

Promote students' agency to be in control of their on-screen time and to use technology responsibly;

Lead initiatives and create support structures in their schools to foster digital wellbeing.

Tentative schedule

Day 1 - Course introduction

Introduction to the course, the school, and the external week activities;

Icebreaker activities;

Presentations of the participants' schools.

Introduction: Identifying the problem

Issues and dilemmas related to student use of digital devices;

Current digital device policies in the participants' schools;

Participants' digital experience and generational differences.

Day 2 - Attention economy, ubiquitous technology and persuasive design

The value of our time online: the precious resource of around-the-clock attention that tech companies are extracting for profit;

Persuasive design: techniques built into digital technology to capture attention and induce online behavior;

In-class activities for identifying the persuasive and extractive features of favorite apps and social media platforms;

1st experiment: awareness of our daily digital habits.

Day 3 - Potential harms of increasingly digital lifestyles

Direct impacts to well-being: mental health, digital dependency, concentration, memory and learning;

Influence on life beyond the screen: time and attention drain, self-identity, social relationships, authenticity of experience;

In-class activities for examining the relation between digital habits and real life, the value of various digital activities and the preferred allocation of time;

2nd experiment: how our digital habits make us feel.

Day 4 - A classroom environment conducive to open discussion of digital well-being

Discussing sensitive issues with adolescents in the classroom: challenges, strategies and guidelines;

Structuring ways for students to articulate their personal experience and connect it with broader themes of digital well being;

In class activities based on personal stories about "the good, the bad and the ugly" of digital life;

3rd experiment: minimal digital device use.

Day 5 - School-level initiatives for digital well-being

Policies for device use and digital well-being support structures;

Teacher-parent partnership for coordinated action at school and at home;

Tech timeout challenges and re-assessing technology use;

Creative projects and campaigns for digital well-being.

Day 6 - Course closure and cultural activities

Course evaluation: round up of acquired competences, feedback, and discussion;

Awarding of the course Certificate of Attendance;

Excursion and other external cultural activities.

Specifics

Course program: The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.

If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer's discretion.

The trainer will send you the definitive course schedule approximately two weeks before the course.

Got questions? Visit our FAQ

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Digital Wellbeing > Erasmus Plus Course for Teachers

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The role of technology in our daily lives can be complicated, even challenging. Apps and platforms are often designed to grab our attention and lure us to stay on longer, targeting their users with ads and paid content, and collecting data from every click.

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Multiple Intelligences_aktivnost s učenicima (Terezija i Lea)

# data[].attributes.subject
Multiple Intelligences_aktivnost s učenicima (Terezija i Lea)

# data[].attributes.headline
Multiple Intelligences_aktivnost s roditeljima (Terezija i Lea)

# data[].attributes.subject
Multiple Intelligences_aktivnost s roditeljima (Terezija i Lea)

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(primjenjivo i kao radionica s ostalim članovima učiteljskog vjieća, uz manje promjene)

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Digital Wellbeing primjeri aktivnosti s učenicima

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Budžet ukupno (unosom destinacije i kilometara app sama računa iznose)

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Budžet ukupno (unosom destinacije i kilometara app sama računa iznose)

# data[].attributes.body
sugestije, primjedbe....sadržajno, pravopisno...

# data[].attributes.headline
sažetak koji ide javno ako prođe, sve po 500 znakova

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sažetak koji ide javno ako prođe, sve po 500 znakova

# data[].attributes.body
primjedbe...

# data[].attributes.body
Posebno obratite pažnju ako sam previše ponavljala unutar istog odgovora, ili ako treba preformulirati rečenice. A sadržajno me posebno zanima zadnji odgovor o evaluaciji u sva 3 cilja.

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ACTIVITY - opis aktivnosti(tečajeva) i profil sudionika, evaluacija

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ACTIVITY - opis aktivnosti(tečajeva) i profil sudionika, evaluacija

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UGOVOR - Projekt 2025-1-HR01-KA122-SCH-000322043 – Jednaki u različitosti 

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UGOVOR - Projekt 2025-1-HR01-KA122-SCH-000322043 – Jednaki u različitosti 

# data[].attributes.attachment_link.title
AE SE VET Grant Agreement with participants 2025 (3)

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Kratkoročni projekti mobilnosti (KA122) u odgoju i općem obrazovanju

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Na ovom mjestu možete pronaći sve dostupne materijale namijenjene uspješnoj provedbi kratkoročnih projekata mobilnosti u području odgoja i općeg…

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2

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Kako uspjesno provoditi Erasmus  projekte - diseminacija_pdf (1)

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LEARNING AGREEMENT - UGOVOR O UČENJU primjer

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LEARNING AGREEMENT - UGOVOR O UČENJU primjer

# data[].attributes.headline
EUROPASS, LEARNING AGREEMENT I CERTIFIKATI

# data[].attributes.subject
EUROPASS, LEARNING AGREEMENT I CERTIFIKATI