3. Support to learners

3.5. Learning and assessment

Teachers should be allowed the flexibility to adapt and personilise teaching to meet learners' diverse needs. Learner-centred approaches, including more active and interactive techniques, such as enquiry- and project-based teaching and learning and cooperative learning have proven to be beneficial. School and class organisation, including the use of space and time, should support the variety of student needs and teaching methods.

Show more

Resources ( Search all resources )

Please note that for the moment the content on the resource pages is available in English only.

INCLUD-ED Interactive Groups

Interactive Groups is one of the Successful Educational Actions (SEAs) identified in the research project INCLUD-ED. INCLUD-ED analysed educational strategies that contribute to overcoming inequalities and promote social cohesion, and those generating social exclusion, particularly focusing on vulnerable and marginalised groups. Interactive Groups are used to improve the education of children and youth in different contexts. They consist of grouping students in a class into small heterogeneous groups, each of them supported by an adult. Each of these groups is organised around four or five students, in a heterogeneous way regarding ability level, gender, culture, language and ethnicity. This example provides an understanding of IG and the results of their practice.

Areas: 2. Teachers; 3. Support to learners; 4. Parental involvement

Subareas: 2.1. Teacher skills and competences; 3.5. Learning and assessment; 3.9. Targeted support: Migrants, Roma; 3.10. Targeted support - special educational needs and learning difficulties; 4.3. Spaces for parents and involvement in educational activities

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Albania; Austria; Belgium; Bulgaria; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; North Macedonia; Norway; Poland; Portugal; Romania; Serbia; Slovakia; Slovenia; Spain; Sweden; Turkey; United Kingdom

ProsocialLearn

ProsocialLearn is creating fun educational games for children to learn social and emotional well-being skills. By working together, teachers and game developers are creating new learning opportunities for inclusive education. The project wants to create a prosocial game development and distribution platform in order to distribute prosocial digital games from game companies to the educational sector and work with communities of teachers in Europe to evaluate their approach. Digital games can be tailored to teach the benefits of cooperation, as well as the ability to recognise the emotions of others and express trustworthiness – prosocial skills – helping children to appreciate team-work, recognise the value of understanding other people’s needs and achieve academically.
The games are targeted in particular at children at risk of social exclusion, who find it difficult to show empathy, and include hidden indicators that measure the development of a child’s skills. ProsocialLearn also developed a platform where teachers can track their pupils’ progress and plan lessons that incorporate the games.

Areas: 2. Teachers; 3. Support to learners

Subareas: 3.4. Curriculum and learning paths; 3.5. Learning and assessment

Language: EN

Country: Finland; Germany; Greece; Italy; Romania; Spain; Sweden; United Kingdom

School innovation in Europe: promoting students’ social competences and teachers’ collaboration through informal learning practices at the 4th Primary School of Thiva

The school has been developing innovative practices of informal learning for six years (since 2011). The main aims of these innovative approaches were to improve the educational level of pupils and school performance, to promote their social competences and sensitivity to the surrounding community and to enhance cooperation between teachers. As the first step of the informal learning approach, the school aimed to create informal learning environments by renovating the school yard and make it suitable for the learning purposes. As a second step, the school designed various learning approaches connected to the yard and broader school community (e.g., focusing on environmental education, natural sciences, reading). In this process the school cooperated with external stakeholders (scientists, artists, craftworkers, museums, etc.).   

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 2.1. Teacher skills and competences; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 3.5. Learning and assessment; Communication and information; 5.2. Stakeholders' networks; 5.3. Partnerships - employers and businesses; 5.4. Partnerships: Community organisations and civic society

Language: EN

Country: Greece