Innovative Approaches to Teaching - Prague, Czech Republic

Rating: 5/512 users

Innovative Approaches to Teaching
KA101 course in Prague, Czech Republic
PIC 94 93 64 512
Organization ID:
E10088318

Course fee:
EUR 350,-/5 days grants till 2020
EUR 400,-/5 days grants from 2021
Our course fee is always in accordance with the official Erasmus+ project guidelines.
No added admin costs.
Course fee includes:
City guided tour
School visit
Assistance with orientation in the city
Wifi
Administrative support: Europass, Mobility agreement, Certificates, Invoices, Invitation letter for the course
Course materials
Catering during the course: Coffee, Cappuccino, tea, biscuits, water

Course Overview:
The course Innovative Approaches to Teaching is a practical guide which helps to improve quality and effectivity of educational process in any classroom. Encouraging creativity, organising projects, integrating minority pupils or using ICT as a tool for developing critical thinking are examples of the course modules that will broaden your teaching potential and motivate your students.

Course Methodology:
Thematic and interdisciplinary content will be introduced in nine modules by several tutors. You will work within a group instructional setting; guidance will be given on current theoretical knowledge without being lecture orientated. From practical examples to designing your own tasks and lesson plans, you will exchange ideas and gain new skills in a positive, “learning by doing” training through various collaborative and reflective activities.

Modules:
Module 01 – Theoretical module – 21st Century Skills
Module 02 – Critical and creative thinking, how can it be developed?
Module 03 – Inquiry Based Learning, Task Based Learning
Module 04 – Gamifying the classroom
Module 05 – Using online applications it the classroom
Module 06 – Blended Learning - Flipped Classroom
Module 07 – Adapting teaching materials to suit the needs of differentiated classes
Module 08 – Metacognition - teaching students to learn
Module 09 – ICT as a tool for development of creativity and critical thinking – Digital Storytelling
Module 10 – Modern trends in Formative assessment
Module 11 – Peer Education
Guided City Tour

Learning outcomes:
-Enhance skills to use various innovative teaching methods and techniques that are learner-centred, encourage solving of meaningful real-world tasks and develop transversal competencies.
-Boost skills in using open and digital resources, support development of digital skills and media literacy, increase capacity to trigger changes in terms of modernization using ICT.
-Generate ready‐to‐use materials and ideas to support school or organisational development in the field of innovative education with regards to interdisciplinary and holistic approach.
-Gain techniques for working with heterogeneous classrooms, support inclusion of various minorities into mainstream education based on democratic values, promote active participation in society.
-Develop relevant, high-level skills such as creativity, critical thinking, metacognition and other key competences through innovative teaching methods, enhance good quality of mainstream education.
-Learn to motivate, guide and effectively assess to reduce low achievement in basic competences, promote peer exchange and active participation within the education.
-Revise and develop personal and professional competences, build confidence in promoting innovative and active pedagogies that are responsive to social and cultural diversity.
-Meet colleagues of different nationalities within the EU, engage in cross-cultural learning experience, exchange ideas and build a network for future international cooperation.
-Gain broader understanding of practices, policies and systems of education of different countries, cultivate mutual respect, intercultural awareness and embed common educational and training values.
-Enrich communication skills, improve foreign language competencies, broaden professional vocabulary and promote EU’s broad linguistic diversity.

General Course Information
Before the course:
You will receive “ITC Guide Document” where you will find all necessary information.
After the Course:
Course evaluation form
Certificates
Course materials in electronical form / Other materials for self-study and dissemination of the techniques.

Additional services in Prague:
Accommodation arrangement
Airport transfer to the hotel
Cultural activities
Trips to other European cities: Vienna, Dresden,…

Join us in Prague for this KA1 course!

We organise also this course in the following locations:
Helsinki, Finland
Barcelona, Spain
Karlshamn, Sweden
London, UK
Catania. Italy

http://www.itc-international.eu/erasmusplus/innovative-approaches-to-teaching

Course organiser
ITC International
Location
Prague, Czech Republic


Contact organisation

Upcoming sessions

26.09.2022 > 30.09.2022
24.10.2022 > 28.10.2022

Show past sessions

Rate & review

Reviews only come from verified course participants via the European Commission's Mobility Tool+. If you participated in this course, use the Mobility Tool+ to submit a review. If the course is not listed in the Mobility Tool+ yet, please provide to your project coordinator the following course ID: 730.

The trainers/ instructors gave us the theoretical information that we needed to effectively create and implement lessons appropriate for 21st-century learning styles. Much of the information presented were demonstrated with a practical, hands-on approach that were engaged the attendees and gave them an idea what it was like to participate in collaborative and creative activities. Each module was attempt to incorporate the existing knowledge and experience of the trainees in an effort to create a helpful learning environment. As part of an individual project each trainee produced several of their own lesson materials according to their backgrounds and needs. The trainer/ instructor presented information, guided us- the trainees through the practical components, and offer feedback and suggestions. An interactive communicative approach was applied, which provided participants with experiential learning. Participants developed their fluency through discussion about current affairs and topics of general interest. Input sessions were in the form of hands-on workshops or discussions for fluency work, and involve brainstorming, analysis, problem-solving, and roleplay, both in pair-work & group work. Participants were actively involved in the sessions to maximize their learning and to experience activities from their learners’ point of view.

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The trainers/ instructors gave us the theoretical information that we needed to effectively create and implement lessons appropriate for 21st-century learning styles. Much of the information presented were demonstrated with a practical, hands-on approach that were engaged the attendees and gave them an idea what it was like to participate in collaborative and creative activities. Each module was attempt to incorporate the existing knowledge and experience of the trainees in an effort to create a helpful learning environment. As part of an individual project each trainee produced several of their own lesson materials according to their backgrounds and needs. The trainer/ instructor presented information, guided us- the trainees through the practical components and offer feedback and suggestions. An interactive communicative approach was applied, which provided participants with experiential learning. Participants developed their fluency through discussion about current affairs and topics of general interest. Input sessions were in the form of hands-on workshops or discussions for fluency work, and involve brainstorming, analysis, problem-solving, and roleplay, both in pair-work & group work. Participants were actively involved in the sessions to maximize their learning and to experience activities from their learners’ point of view.

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The trainers/ instructors gave us the theoretical information that we needed to effectively create and implement lessons appropriate for 21st-century learning styles. Much of the information presented were demonstrated with a practical, hands-on approach that were engaged the attendees and gave them an idea what it was like to participate in collaborative and creative activities. Each module was attempt to incorporate the existing knowledge and experience of the trainees in an effort to create a helpful learning environment. As part of an individual project each trainee produced several of their own lesson materials according to their backgrounds and needs. The trainer/ instructor presented information, guided us- the trainees through the practical components, and offer feedback and suggestions. An interactive communicative approach was applied, which provided participants with experiential learning. Participants developed their fluency through discussion about current affairs and topics of general interest. Input sessions were in the form of hands-on workshops or discussions for fluency work, and involve brainstorming, analysis, problem-solving, and roleplay, both in pair-work & group work. Participants were actively involved in the sessions to maximize their learning and to experience activities from their learners’ point of view.

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The trainers/ instructors gave us the theoretical information that we needed to effectively create and implement lessons appropriate for 21st-century learning styles. Much of the information presented were demonstrated with a practical, hands-on approach that were engaged the attendees and gave them an idea what it was like to participate in collaborative and creative activities. Each module was attempt to incorporate the existing knowledge and experience of the trainees in an effort to create a helpful learning environment. As part of an individual project each trainee produced several of their own lesson materials according to their backgrounds and needs. The trainer/ instructor presented information, guided us- the trainees through the practical components, and offer feedback and suggestions. An interactive communicative approach was applied, which provided participants with experiential learning. Participants developed their fluency through discussion about current affairs and topics of general interest. Input sessions were in the form of hands-on workshops or discussions for fluency work, and involve brainstorming, analysis, problem-solving, and roleplay, both in pair-work & group work. Participants were actively involved in the sessions to maximize their learning and to experience activities from their learners’ point of view.

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During this Erasmus mobility, I came across experiences based on critical thinking, communication and collaboration. There have also been presented various concepts on psychopedagogy and the theory perfectly matched the relaxation exercises. Moreover, there were discussed concepts such as digital storytelling, peer education, blended learning, flipped classroom, gamification. The trainers gave us the theoretical information that we needed to create lessons appropriate for 21st-century learning styles. Each module was attempt to incorporate the existing knowledge and experience of the trainees in an effort to create a helpful learning environment. The instructor presented information, guided us with practical components, and offered feedback and suggestions. An interactive communicative approach was applied, which provided participans with experiential learning.As part of an individual project each trainee produced several of their own lesson materials according to their backgrounds and needs. Participans developed their fluency through discussion about topics of general interest and about education and learning. The sessions were workshops or discussions and involved brainstorming, analysis, problem-solving, roleplay, both in pair-work or group work. All the participans were actively involved in the activities to maximize their learning

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The trainers/ instructors gave us the theoretical information that we needed to effectively create and implement lessons appropriate for 21st-century learning styles. Much of the information presented were demonstrated with a practical, hands-on approach that were engaged the attendees and gave them an idea what it was like to participate in collaborative and creative activities. Each module was attempt to incorporate the existing knowledge and experience of the trainees in an effort to create a helpful learning environment. As part of an individual project each trainee produced several of their own lesson materials according to their backgrounds and needs. The trainer/ instructor presented information, guided us- the trainees through the practical components, and offer feedback and suggestions. An interactive communicative approach was applied, which provided participants with experiential learning. Participants developed their fluency through discussion about current affairs and topics of general interest. Input sessions were in the form of hands-on workshops or discussions for fluency work, and involve brainstorming, analysis, problem-solving, and roleplay, both in pair-work & group work. Participants were actively involved in the sessions to maximize their learning and to experience activities from their learners’ point of view.

Translate (Registered users only)

The trainers/ instructors gave us the theoretical information that we needed to effectively create and implement lessons appropriate for 21st-century learning styles. Much of the information presented were demonstrated with a practical, hands-on approach that were engaged the attendees and gave them an idea what it was like to participate in collaborative and creative activities. Each module was attempt to incorporate the existing knowledge and experience of the trainees in an effort to create a helpful learning environment. As part of an individual project each trainee produced several of their own lesson materials according to their backgrounds and needs. The trainer/ instructor presented information, guided us- the trainees through the practical components, and offer feedback and suggestions. An interactive communicative approach was applied, which provided participants with experiential learning. Participants developed their fluency through discussion about current affairs and topics of general interest. Input sessions were in the form of hands-on workshops or discussions for fluency work, and involve brainstorming, analysis, problem-solving, and roleplay, both in pair-work & group work. Participants were actively involved in the sessions to maximize their learning and to experience activities from their learners’ point of view.

Translate (Registered users only)

The trainers/ instructors gave us the theoretical information that we needed to effectively create and implement lessons appropriate for 21st-century learning styles. Much of the information presented were demonstrated with a practical, hands-on approach that were engaged the attendees and gave them an idea what it was like to participate in collaborative and creative activities. Each module was attempt to incorporate the existing knowledge and experience of the trainees in an effort to create a helpful learning environment. As part of an individual project each trainee produced several of their own lesson materials according to their backgrounds and needs. The trainer/ instructor presented information, guided us- the trainees through the practical components, and offer feedback and suggestions. An interactive communicative approach was applied, which provided participants with experiential learning. Participants developed their fluency through discussion about current affairs and topics of general interest. Input sessions were in the form of hands-on workshops or discussions for fluency work, and involve brainstorming, analysis, problem-solving, and roleplay, both in pair-work & group work. Participants were actively involved in the sessions to maximize their learning and to experience activities from their learners’ point of view.

Translate (Registered users only)

The trainers / instructors gave us the theoretical information that we needed to effectively create and implement lessons appropriate for 21st-century learning styles. Much of the information presented were demonstrated with a practical, hands-on approach that were engaged the attendees and gave them an idea what it was like to participate in collaborative and creative activities. Each module was attempt to incorporate the existing knowledge and experience of the trainees in an effort to create a helpful learning environment. As part of an individual project each trainee produced several of their own lesson materials according to their backgrounds and needs. The trainer/ instructor presented information, guided us- the trainees through the practical components, and offer feedback and suggestions. An interactive communicative approach was applied, which provided participants with experiential learning. Participants developed their fluency through discussion about current affairs and topics of general interest. Input sessions were in the form of hands-on workshops or discussions for fluency work, and involve brainstorming, analysis, problem-solving, and roleplay, both in pair-work & group work. Participants were actively involved in the sessions to maximize their learning and to experience activities from their learners’ point of view.

Translate (Registered users only)

The trainers/instructors gave us the theoretical information that we needed to effectively create and implement lessons appropriate for 21st-century learning styles. Much of information presented were demonstrated with a practical, hands-on approach that were engaged the attendees and gave them an idea what it was like to participate in collaborative and creative activities. Each module was attempt to incorporate the existing knowledge and experience of the trainees in an effort to create a helpful learning environment. As part of an individual project each trainee produced several of their own lesson materials according to their backgrounds and needs. The trainer/instructor presented informations, guided us - the trainees through the practical components, and offer feedback and suggestions. An interactive communicative approach was applied, which provided participants with experiential learning. Participants developed their fluency through discussion about current affairs and topics of general interest. Input sessions were in the form of hands-on workshops or discussions for fluency work, and involve brainstorming, analysis, problem-solving, and roleplay, both in pair-work & group work . Participants were actively involved in the sessions to maximize their learning and to experience activities from their learners' point of view.

Translate (Registered users only)

Trainers gave us theoretical information that we needed to effectively create and implement lessons appropriate for 21st-century learning styles. Much of the information presented were demonstrated with a practical, hands-on approach that were engaged the attendees and gave them an idea what wass like to participate in collaborative and creative activities. Each module was attempt to incorporate the existing knowledge and experience of the trainees in an effort to create a helpful learning environment. As part of an individual project each participant was produce several of their own lesson materials according to their backgrounds and needs. The trainer was present information, guided us- the trainees through the practical components, and offer feedback and suggestions. An interactive communicative approach was applied, which provided participants with experiential learning. Participants developed their fluency through discussion about current affairs and topics of general interest. Input sessions were in the form of hands-on workshops or discussions for fluency work, and involved brainstorming, analysis, problem-solving, and roleplay, both in pair-work & group work. Participants were actively involved in the sessions to maximize their learning and to experience activities from their learners’ point of view.

Translate (Registered users only)

The trainers/ instructors gave us the theoretical information that we needed to effectively create and implement lessons appropriate for 21st-century learning styles. Much of the information presented were demonstrated with a practical, hands-on approach that were engaged the attendees and gave them an idea what it was like to participate in collaborative and creative activities. Each module was attempt to incorporate the existing knowledge and experience of the trainees in an effort to create a helpful learning environment. As part of an individual project each trainee produced several of their own lesson materials according to their backgrounds and needs. The trainer/ instructor presented information, guided us- the trainees through the practical components, and offer feedback and suggestions. An interactive communicative approach was applied, which provided participants with experiential learning. Participants developed their fluency through discussion about current affairs and topics of general interest. Input sessions were in the form of hands-on workshops or discussions for fluency work, and involve brainstorming, analysis, problem-solving, and roleplay, both in pair-work & group work. Participants were actively involved in the sessions to maximize their learning and to experience activities from their learners’ point of view.

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Organiser

ITC International
ITC International
Rating: 5/547 users

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