Some interesting facts from participants: in Poland, most of the students are not interested in learning foreign languages. In Luxembourg, students start learning English at the age of 11 and at 12 they decide where to study next. Alexander from Germany teaches 4 subjects at school.

Ice breaker: count to 5 in a new language (it was German) with some movements both ways.

Then, we discussed what is AI nowadays for teachers. Admitted that AI is evolving and teachers should be encouraged to evolve too.

Worked a lot in groups or in pairs.

At the end, there was a debate on teachers', student's and parents' perspectives of AI integration.

Activity 1 - we were shown a picture, then we were supposed to describe it according to what we SEE, THINK or WONDER.

Activity 2 - we had to create a prompt we would like to ask AI about. Then, we built it using LEGO and our imagination. Next, we discussed it in pairs. In the end, we had to ask about our initial prompt 4 AI tools: DEEP SEEK, GEMINI, COPILOT and CHAT GPT. Results were different.

Activity 3 - we were introduced 6 different AI tools used in TEACHING. Padlet, Gamma, Twee, Diffit, Edgaide and Magic School. Then, we practiced to create some activities using them and discussed our experience at the end.

Activity 1. The topic is a student centered classroom.

First, we were asked to write our own names with a left hand ( or right one if the person is lefthanded). Then, we had to ask AI about the meaning of our names and tell about it to the person next to us. Next, we told our stories of why we were named like this and that. Story behind so to speak. After that we picked our favourite words from our languages and asked participants to read it. This activities can be presented in the class with our students. Just to make them speak. I chose the word jäääär:).

Students have to decide on how/what they will learn. Teachers provide students with the choices so they can choose.

Activity 2

Worked with Google Lens. Made some pictures the other day and tried to find out what/where it was using Google Lens.

Activity 3

Worked in pairs. The 1st one had to describe a picture and the other one tried to imagine it. Then, with Google Lens we trto find information about the picture. This activity involved Reading, Listening, Speaking and Writing.

Activity 4

We created pictures with the help of Adobe Firefly.

Activity 5

First, we had to create a text of a song with the help of ChatGPT. Then, we pasted it to the app SUNO. It helped to create a real song.

Activity 6

We created videos in INVIDEO.AI

The topic for today - 4C's: Critical thinking, Collaboration, Creativity and Communication. Most of the problems in lack of communication.

Activity 1 Work in 2 groups. Each group comes up with real life examples of using 4C's.

Activity 2 Watched a 9 minute video of a lesson at school. From PBL works. Then discussed it.

Came up with a lesson plan. WBS - work breakdown Structure. Intro > Driving questions>Send the paper.

Activity 3 Started doing the final project - make a lesson plan using AI tools.

Interesting fact from Polish participants: starting from this school year it's not obligatory to give homework to students in all schools of Poland.

Conclusion: In teaching it's not all about AI all the time. It's just a tool.

At the beginning, we talked a bit about art therapy and its purpose. Then we had to write some random facts about ourselves and introduce ourselves. After that,we introduced our schools. Half of the group is from Greece, the other half from Portugal, and there is also one person from the Czech Republic.

Today was mainly about introductions and not much about the course itself, probably because it was just a temporary solution. Hopefully, our teacher will be fine tomorrow, and we can start with our original course.

After the workshop, we went on a city tour organized by the school. It was very nice, and we learned some interesting facts about Amsterdam and its history.

After that, we did some exercises that I can definitely use in my class to "wake up" active listening. I really liked one where we had to sit back-to-back, draw some objects on paper, and explain to our partner what we had drawn so they could replicate it.

We discussed how to encourage kids to be creative, how to overcome the fear of a blank page, etc. We used random objects to create meaningful stories. In our team, we used leaves and some peanuts to represent the circle of life, so to speak.

Briefly, we talked about how to engage students and support (motivate) them. We discussed how short kids' attention spans are and how this is a challenge worldwide. The main focus was on how to engage students without losing their attention.

Additionally, we explored some AI tools for creating presentations. The gamma.app is really good for this and should definitely be used in schools. Teachers and students alike could benefit from it—for example, for creative projects: https://gamma.app.

Then, the presenter showed us a variety of AI tools that we can use in our classes. For example, Character.ai, Hume.ai, and Pi.ai these are useful for emotional support and therapy. We had the opportunity to try these tools ourselves.

We also talked about virtual humans like IMMA and how they affect children. The most shocking example for me was an AI Jesus in Switzerland, where you can talk to him and even confess.

Additionally, we discussed ways to increase children's attention spans by playing different memory games, which we also tried ourselves. One of these tools is memozore, an online memory game.

Finally, we talked about presentations and tested Diffit.me as a tool for creating presentations and tests for specific tasks.

Next, we moved on to the topic of STEAM education and how to integrate this method into teaching. The additional letter A in STEAM stands for Arts, meaning we need to incorporate an artistic approach into studies. For example, origami and math (geometry) can be easily combined to enhance learning. Another example is music lessons, where students learn about music history, and with the help of AI, they can create their own music during class.

We were then introduced to new AI tools that can be used in schools. Some useful tools for math include WolframAlpha, Symbolab, and Solvely, while Desmos is great for technical drawing.

After that, we discussed The Six Thinking Hats method by Edward de Bono, which helps improve problem-solving by allowing students to examine situations from different perspectives. Each "hat" represents a unique way of thinking.

Another powerful tool we explored was MagicSchool.ai, which assists in various school-related tasks, such as generating tests from videos and more.

We also talked about the 3-2-1 Bridge routine, a visible thinking strategy that helps students connect their prior knowledge to new learning and deepen their understanding of a concept.

Finally, we discussed the flipped learning approach. In this method, students learn new content at home through videos, readings, or interactive lessons, while classroom time is used for discussions, problem-solving, and hands-on activities. This reverses the traditional model, where teachers lecture in class and assign homework afterward. Flipped learning was my favorite topic of the day—though it requires significant preparation, I would love to try it in my classroom!

The first day went really well — in a positive and friendly atmosphere. There are only nine participants in our group and all of them are from different countries: from Latvia, Croatia, Greece, Bulgaria, Hungary and Germany.

We spent most of the day getting to know each other. Participants gave presentations about their schools, shared stories about their countries, their cities, and their professional backgrounds. Most of them are teachers and many are English language teachers.

We also discovered several useful tools that can be helpful when traveling abroad. For example, Google Lens was a real discovery for me and for other participants. In Portugal, this tool is especially needed, because a lot of signs, café menus, and descriptions  are only written in Portuguese, without English translations. With Google Lens, you can simply scan something you're curious about, and it instantly shows you what it is, with all the explanations.

One of the most interesting aspects of the day that our group is multicultural. This was my first experience communicating with people from different countries all speaking English. It's  an amazing opportunity to improve language skills. I’m really impressed and very happy that I came here.

Starting tomorrow, we’ll begin working on the main topic of our course — classroom discipline and methods for managing it effectively.

Because of the two-hour time difference with Estonia, our day ended fairly late — 9 PM Estonian time, which was 7 PM local time — so we still had some time to explore and enjoy the sights of Lisbon.

Today, as a warm-up activity at the beginning of our day, we were introduced to a tool called the Frienn Diagram. It helps participants get to know each other and build good connections. In groups, we used it to identify what we have in common and how we are different.

In school, the Friend Diagram helps children discover shared interests and get to know one another better. It reduces conflicts, strengthens understanding and encourages respectful relationships. When the classroom atmosphere is warm and friendly, discipline improves naturally—because students feel comfortable and part of a team.

A main topic of this day was Digital Tools for Classroom Management, which optimize organization and enhance student participation. These tools included:

· Group Maker for fair and efficient student groupings.

· Timer to manage classroom time effectively.

· Random Selector for equal participation opportunities.

· Noise Regulator to maintain an optimal learning environment.

And other tools available on https://classroomscreen.com/ that provide free resources for teachers.

Similar, but more advanced free digital tools to support teaching and learning—both in-person and online—can also be found on the following websites:

https://ladigitale.dev/digiscreen/

https://ladigitale.dev/

Additionally, we talked about  SWOT Analysis in the Learning Process. SWOT is a strategic planning tool used to assess the educational environment from four key perspectives:

S (Strengths) — internal advantages: effective teaching methods, motivated students, access to digital resources, etc.

W (Weaknesses) — internal limitations: lack of equipment, insufficient training, low motivation, and so on.

O (Opportunities) — external factors that can support improvement: new educational technologies, support programs, online courses, etc.

T (Threats) — external risks: teacher overload, unstable internet connection, changes in education policy, and others.

SWOT analysis helps identify areas for development, strengthen strong points, and minimize weaknesses and risks.

We explored passive, agressive and assertive styles of communication.

In general, the day gave useful ideas on how to manage a classroom by using technology and rewards to make learning more organized and interesting.

This day covered three practices that are essential for respectful and effective communication in the school environment:

Active Listening – a communication approach where the teacher or student truly hears the other person: they don’t interrupt, they ask clarifying questions, and they paraphrase to show understanding. This builds trust and helps reduce conflict in the classroom. https://www.youtube.com/watch?v=aDMtx5ivKK0

Empathy Mapping – a tool that allows us to see a situation through another person's eyes (a student, a parent, or a colleague). It’s especially useful in lesson planning, as it helps consider what students think and feel, as well as their fears, motivations, and interests.

Nonviolent Communication (NVC) – a method that helps express feelings and needs without blame or judgment. In schools, it’s a powerful way to resolve conflicts peacefully, make respectful requests, and support students’ emotional development.

Gamification in education is not only fun, but also meaningful and beneficial for learning. For this goal we used a GooseChase. It is an app used to organize interactive quests. https://goosechase.com/

GooseChase is a platform that allows  to create and run engaging team-based games, challenges, and quests in real time. Participants (usually through a mobile app) complete different tasks — these can be photo, video, or text-based missions related to location, creativity or knowledge. Points are awarded for each completed task and teams compete with each other.

It's great for school because

• It develops teamwork and creativity.

• It makes learning more active and fun.

• It can be adapted to any subject or topic

• Teachers can monitor task completion in real time.

  
  

Today  we explored what conflict is and discussed different methods of conflict resolving. Effective approaches are assertive communication and Nonviolent Communication (NVC).

Assertive Communication:

This is a way of expressing our thoughts, feelings, and needs openly, honestly, and respectfully—both toward yourself and others. An assertive person is neither aggressive nor passive, but communicates clearly and confidently.

Nonviolent Communication (NVC):

Developed by Marshall Rosenberg, this method aims to foster empathy and understanding between people, especially in conflict situations.

NVC is based on 4 main components:

Observation:
Describing what happened without judgment or interpretation.
Example: “When you didn’t reply to my message yesterday...”

Feelings:
Expressing how you felt in that moment.
“...I felt anxious and frustrated...”

Needs:
Identifying which of your needs were not met.
“...because I value engagement and feedback.”

Request:
Making a clear and specific request.
“Could you let me know if you’re unable to respond right away?”

At the end of this day, we practiced to resolve conflicts using real-life situations shared by participants.

Main topics of this day are positive psychology and social and emotional learning.

Positive psychology helps both students and teachers. It develops each person's strengths. An atmosphere of support and trust is created. Students learn to cope with difficulties. The focus is on successes, not mistakes.

Social and emotional learning (SEL) helps students understand and manage their emotions. It teaches skills for building positive relationships. SEL encourages self-awareness and self-regulation. It also focuses on responsible decision-making. This approach supports empathy and social skills. Teachers play a key role in guiding students through these processes. SEL helps students cope with challenges and communicate effectively. It creates a positive and supportive school environment.

We had an interesting  practice with the "Trash Talkers and Treasure Talkers" exercise. As teachers, we learned not to take negative words to heart, but to replace them with supportive and positive ones. This exercise showed us how important it is to focus on words that inspire and motivate, rather than those that discourage.

At the end of the day, we received our certificates of completion for the course.

The training was truly amazing, and it was really hard to say goodbye to everyone. We had all grown so close during this time. It’s such a special feeling — when you meet wonderful people who become close to your heart, and then you have to part ways too soon. But the good thing is that we have all exchanged contacts, and knowing that we can stay in touch makes it a little easier. The memories and the connection we built will stay with us for a long time.

Õppe esimene päev möödus väga soojas õhkkonnas. Grupis on kokku 6 inimest viiest erinevast riigist. Peamiselt on kõik kehalise kasvatuse õpetajad ja üks füüsikaõpetaja. Toimusid erinevad tutvumismängud, kus igaüks tutvustas oma riiki ja linna. Selgus, et kõik grupi liikmed on juba varem osalenud sarnastes projektides ja õppinud näiteks jooga tehnikaid Hiinas. Täna räägiti meile, kuidas aikido erineb teistest võitluskunstidest. Samuti tutvustati meile organisatsiooni Europass

It’s not what the world holds for me.

It’s what you bring you.

Märksõnadeks olid :

- Natural

- Biodegradable

- Organic

- Compostable

- Offsetting

- 5 RS-reduce,recule,re-use,repaire,reporpouse

PBL-mida loodus vajab?

Tuleb leida viise, kuidas õpilastele muuta igasugune materjal huvitavaks, olgu see siis diskussioon,loeng jne.

Bbc.co.uk/programmes/p04d42vf/clips

Sellelt saidilt võib leida erinevaid huvitavaid materjale aruteluks paljudes tundides.

Samuti võib läbi viia küsitluse loodusküsimustealastel teemadel.

/New ecological Paradigm Scale/

Seejärel saab arutleda, miks nii arvati.(iga rühm põhjendab oma valikut ja hindamist)

Peale vaheaega hakkasime tutvuma Park Phoenixiga, sest pärast lõunat seisis ees õppekäik parki.

Iga grupp valmistas ette tutvustuse pargist.

Mina tegin esitluse Power Pointis.

Päev lõppes õppekäiguga parki, mille külastus osutus huvitavaks ja õpetlikuks.

Kokkuvõtteks võin öelda, et päeva esimene pool oli teoreetiline ja teine pool kinnitas praktikas seda, mida olime õppinud.

Projekti esimene päev möödus soojas ja sõbralikus õhkkonnas ning jättis kõikidele osalejatele positiivse mulje. Kursusel osaleb 12 õpetajat erinevatest riikidest: Kreekast, Saksamaalt, Prantsusmaalt, Réunioni saarelt ja Eestist (sh kolm Eesti esindajat, sealhulgas mina ka). Kõik osalejad on erinevate ainete õpetajad, välja arvatud üks osaleja, kes töötab koolijuhina.

Kursuse koolitajaks on karismaatiline ja kogenud koolitaja , kes on pärit Colombiast. Ta on elanud pikka aega Ameerika Ühendriikides ja Hawaiil ning töötab praegu täiskasvanute koolitajana Hispaanias. Samuti õpetab ta ülikoolis vahetusõpilasi, peamiselt USA-st, kes tulid Hispaaniasse üheks aastaks.

Kursuse sissejuhatav osa oli pühendatud koolitajaga tutvumisele, tema töökogemusele ja tegevusele, samuti andis ta ülevaate Barcelonast ja linna kultuurilistest vaatamisväärsustest.

Päeva teises pooles tutvustasid osalejad oma riike, haridusasutusi ning riiklikke haridussüsteeme. Suurt huvi äratasid esitlused Prantsusmaa, Kreeka ja Réunioni saare kolleegidelt, kes avaldasid imetlust Eesti koolide tehnoloogilise arengu ja kaasaegsuse üle.

Eriti tähelepanuväärne oli Saksamaa koolijuhi kogemuse jagamine, kus alates 10. klassist jaguneb õpilaste aeg võrdselt kooliõppe ja ettevõtetes või asutustes praktika vahel. Selline lähenemine aitab õpilastel teha teadlikumaid valikuid oma tulevase elukutse osas.

Teine päev algas aruteluga service learning (kogukonnapõhise õppe) kontseptsiooni üle — see on meetod, mis ühendab akadeemiliste ainete õppimise ja ühiskondlikult kasulike oskuste arendamise. See lähenemine võimaldab integreerida õppeprotsessi ja sotsiaalse praktika, andes õpilastele võimaluse arendada nii teoreetilisi teadmisi kui ka praktilisi oskusi.

Rääkisime ka sellest, kui oluline on muuta kooliharidus elulähedasemaks: sageli õpitakse koolis asju, mis hilisemas elus kasutust ei leia. Õpetajad peaksid mõtlema, kuidas teha õppimine selliseks, et lapsed oleksid paremini valmis eluks.

Seejärel jagasid osalejad oma kogemusi paindliku klassiruumi loomisel ning tutvustasid haridussüsteeme oma riikides.

Huvitava meetodiga tuli välja kolleeg Prantsusmaalt. Nende koolis on igal lapsel oma „vöö“, mis näitab ainevaldamise taset:

• Valge vöö — õpilane on „professionaal“ selles aines, ei tee teste ja aitab õpetajat.

• Must vöö — keskmine teadmiste tase.

Prantsusmaal on lastel igapäevaselt võimalus valida, kus nad soovivad istuda — täna akna all, homme ukse juures. Kõik klassitoolid on erinevad: kellel on tugitool, kellel taburet. Lastele antakse alati valikuvõimalus, nagu ka päriselus peaks olema.

Päeva lõpus töötasime rühmades, koostasime lühikesi skeeme nüüdisaegsest klassiruumist ja arutasime, kuidas muuta õpikeskkond atraktiivsemaks ja õppimist toetavamaks.

Kolmandal õppepäeval toimus praktiline õppetund värskes õhus. Selle eesmärgiks oli mõtestada, kuidas luua mugav ja tõhus õpikeskkond väljaspool klassiruumi. Koolitaja Toni viis grupi lähedal asuvasse parki , mida ta nimetas sümboolselt "metsaks" (tegelikkuses oli see hooldatud park, mida ümbritsesid mitmed algkoolid , põhikoolid ja lasteaed).

Tunni käigus tutvustati osalejatele mobiilirakendust Wikiloc (Trails of the World), mis on mõeldud marsruutide koostamiseks, orienteerimiseks ja navigeerimiseks maastikul. Koolitaja sõnul on rakendus eriti kasulik lõimitud tundide ning liikumisega seotud tegevuste läbiviimisel värskes õhus.

Praktilise tegevuse raames koostasid osalejad iseseisvalt marsruudi, mida saavad tulevikus kasutada piirkonna kooliõpilased. Kõik grupi liikmed osalesid ülesandes aktiivselt, näidates suurt kaasatust ja koostöövalmidust. Ühine töö aitas tugevdada meeskonnavaimu ja arendada suhtlemisoskusi.

Seejärel vaatasime videot ja arutasime nähtut.

Schools for the 21st century: Teaching a generation of expert designers | Nick Kelly | TEDxQUT

LEGO on suurepärane võimalus oma ideede ja mõtete väljendamiseks. Just sellega me ka tunni lõpus tegelesime: töötasime rühmades ja lõime 21. sajandi klassiruumi ning kooliruumi mudeleid. Arutasime, mis peaks asuma klassiruumis sees, sellest väljaspool ja kooli ümbruses.