Erasmus +

Mental Health and Well Being

Malaga – 14th February – 18th February 2016

School Participants: Christina Murphy, Patricia Loughnane, Noreen Muldoon, Maude Mahony, Eileen O’Donoghue and Caitriona Linnane

Description of course:

There has been an increased focus on improving education at European level, moving towards a curriculum that believes that all learners have the right to have their individual needs met. A well performing education system supports change through the use of methodologies that allows educators to break down barriers to learning. In response to the increased importance being placed on an understanding of how wellbeing and positive mental health impact on people’s emotional and intellectual growth (at all levels), this intensive short course is designed to equip teaching and non-teaching staff with the relevant skills in promoting effective methods to develop learners’ confidence, interdependence and a general sense of self-worth. The course methodology encourages active participation, sharing of good practice and reflection of approaches used to improve the provision and the quality of education. The course is delivered by experienced facilitators, offering a culturally rich learning experience.

Aims of Course:

Develop and enhance teaching and learning through methodologies to address learners self-confidence, motivation, appreciation of own skills and abilities.
develop understanding of methods to encourage positive friendships and relationships
develop understanding of methods to deal with problems and set backs
develop understanding and impact of mindfulness in education
work collaboratively in developing plans to make change/enhance own practice
Provide an opportunity to share good practice and evaluate personal practice in order to integrate new approaches.

Daily Learning Reflections by each Participant

Participant one:

Sunday 14th February.

When we arrived at Malaga Airport we took the metro to the centre of the city. It was my first time to use the metro system in Spain. However, having two cases proved a burden when we had to quite a distance walk to the hotel. I promised myself that I would do the return journey by taxi. We had dinner with Mary and Emilia, our two facilitators. Emelia went through our itinerary with us and it was clear that everything was organised for us, including the restaurants for our evening meals. I chatted with both of them and discovered that they had a wealth of experience and knowledge about school systems, the needs of pupils and the needs of teachers. They have travelled extensively in the course of their work and were able to discuss the different cultures and their related systems. We shared a lovely meal together in the hotel.

Monday, 15th February.

I thought the exercise we did today on designing ‘A school environment that best reflects welbeing’ was really good. It focused the mind on how a school environment should meet the divergent needs of the various individuals within the school community. We divided the school environment into zones. e.g. The reception area ought to exude ‘welcome/open door/open mind’ and be a bright airy space that displays with pride the workings of the school and encourages people to browse the photographs and the artwork of students; The classrooms, library and computer rooms could form an ‘academic’ area whilst the practical subject rooms should form a separate zone. We felt that there needed to be a large student ‘chill-out’ zone that caters for dining, meeting and chatting, indoor games such as billiards/snooker, board games, listening to music, television, etc. We envisaged an ‘affirmation/ceremonial’ zone with a stage that catered for awards ceremony, public performance for students/community, school graduations, religious services, etc. Allied to these we placed the outdoor-pursuits/sporting-zone. We felt that all of these zones should flow together in a circular movement with a special zone in the centre – the ‘Wellness Centre &Pastoral Care’ section. This should be a quiet place where one could withdraw from the hustle and bustle of school life. We compared it to the Chapel area of the old Convent Schools; hospitals and some of the new airports have established this type of region within their precincts to allow people the space to sit quietly with their thoughts for a while. Emilia told us that our vision was similar to that of the schools in Finland. As an outcome of this exercise we decided to discuss it with our Principal when we got home with a view to implementing it for our forthcoming new school.

Tuesday 16th February.

Today we looked at a video clip by ‘Ted’ on the results of seventy five years of research into what makes a fulfilled life. This research started in the 1930s and tracked men over the course of their lives. The outcome of the research was that the one vital component needed for a long and happy life is good relationships. This weighs more than money, status, fame or success in their job. Having good relationships in our lives scaffolds us and supports us through all of life’s vagaries. It is such a simple thing, it doesn’t cost us anything in monetary terms yet it is vital to our existence. If we translate that knowledge into our school life, we see the importance of putting wellbeing at the core of our environment and our interaction with each other. Following from this, we looked at ‘Attachment Theory’ and how it relates to our students. It was a great exercise, particularly when linked to the video as it developed our awareness of the different types of students and how their behaviours are linked to their needs. It all centres round the relationships in their lives. It made me realise how important it is to build a good relationship with my students first as it has a massive impact on how they approach learning. The research showed that secure relationships lead to fulfilled adults and better lives. This workshop certainly challenged us to think more about how we interact with our students and our colleagues.

Wednesday, 17th February,

Today, we looked at the concept of emotional coaching and G.R.O.W.; Goal setting, Reality, Obstacles/Options, Way forward. This reminded me of Cognitive Behaviour Therapy that I had studied on my counselling course. It was suggested that we approach problem solving using this method and encouraging students to identify goals, look at their own reality and context, explore possibilities and then find a way to achieve their goals. It helps them to stand outside the problem, examine it and verbalise their thoughts through discussion. By putting it out in the open it may not seem so daunting and thus they may find a way forward with a time limit on achieving it. It empowers the individual to find their own solutions whilst still supported by an adult/teacher. We can also use it in our own lives. It is a bit like the old idiom: ‘A problem shared is a problem halved’ - only this way no one is giving advice or making suggestions on what they ‘should’ do. It allows the individual to unravel the problem for themselves.

Thursday, 18th February.

Today we did an evaluation of the whole course and submitted it online. We booked a taxi to bring us to the airport!

Participant Two:

Course Registration -Sunday 14th of February

Introduction to our facilitators for the duration of the course Emelia and Mary

Monday 15th February

Course commenced with Meditation exercise in mindfulness. Good icebreaker for Group Work.
Visual Drawing exercise – this communication exercise used visual /drawings diaries to tell a story e.g. our journey to Malaga, our thoughts and experiences in the form of sketch drawings.
Positive Psychology and key elements of well being – self esteem, optimism, resilience, vitality, positive relationships.
Took an in-depth look at well being in our school using drawing and sketches

Recommendations from this exercise –

What do I do if? – Folder for induction for NQT in our school
Incorporate into a New Entrants folder

Tuesday, 16th February

Meditation
Reflections on areas within our school to promote well being

Recommendations to provide a physical space adjacent to staff room – ideal time to incorporate into plans for our new school in planning stage at present.

Good relationships keep us happier and healthier … Mark Twain
Emotion coaching where a student has a key adult enabling him/her to develop a bond with this person
Video clips used to convey information on this topic

Wednesday 17th February

Coaching in Education using GROW method
G – Goal, R – Reality , O – Obstacles , W – way forward

Key skills for Coaching

Establish a rapport and trust
Listening for meaning
Questions for understanding
Prompting
Developing confidence and celebrating success

Participant Three:

Sunday 14th February 2016

This was a meet and greet session where we got an opportunity to meet the facilitators. We also had a task to complete titled “Lets Talk” where we were asked to match the individuals with certain characteristics. This task could be used at the beginning of the school year.

This was followed by an outline of the course. Afterwards we had dinner in the hotel where the facilitators got to know about our school and we also learnt a lot about their visits to other countries especially Iceland and Finland.

Monday 15th February 2016

The morning commenced with an introduction to Mindfulness and a practical task in mindfulness.

We also completed another task with a box of objects and you picked out one to describe how you were feeling. This task could also be used in the classroom to develop students communication skills.

We then were introduced to the Visual Diary which I feel would be excellent in developing both visual and communication skills. Personally I could use it in Further Education on Induction Day.

It could also be used in SPHE or as a tool to summarise a chapter or class exercise. By using this Visual Diary students will learn communication skills from their peers.

This Visual Diary was also expanded into a task we completed titled “Visually describe a school that promotes wellbeing”

This was a very interesting task for us given that we will be moving to a new school and we had a lot of discussion amongst ourselves of what promotes wellbeing in a school. In our presentation we outlined the need for a room in the school where teachers could have time out and maybe engage in mindfulness. This could be discussed immediately with management with regard to the plans for the new school building.

The afternoon session comprised of discussions in positive psychology and an analysis of our own values and ranked in order of importance. We discussed what it would be like to have these values taken away from us in an effort to understand students with personal difficulties.

We then discussed the 9 key elements of wellbeing which are Positive emotions, Engagement and Interest, Meaning and Purpose, Self-Esteem, Optimism, Resilience, Vitality,Self-determination, and positive relationships.

We then discussed a school improvement agenda which would be:

Secure attention, engagement and mutual respect
Raise aspirations
Equip students with skills for the future
Ensure no one fails.

The session ended with us having to rate our school under certain criteria from the Mindfulness Conference in London 2016. We used the traffic lights system and we were very happy with how our school rated.

From this we decided that a staff induction pack was badly needed in the school which would contain answers to questions that new staff members would have. This would make their transition easier and would promote wellbeing. It could also be developed for incoming first years.

The evening comprised of a cultural activity – a treasure hunt around the city. This was followed by a typical Spanish meal.

Tuesday 15th February 2016

The session commenced with another mindfulness exercise which could also be practiced in the classroom. This was followed by a very interesting video clip of research that has been done on the importance of good relationships. “Good relationships protect our body and our brain”. “Good relationships are good for our health and wellbeing”. “A good life is built with good relationships”

From this we explored the skills and qualities we would like our students to have when they leave school and how we could develop these skills and qualities. We look at the holistic development of the student as we can get too caught up in the academic development.

This was followed by a discussion on Attachment Theory – What it is and why it is important.

The facilitator outlined the different types of attachment and how these students can be supported in the classroom. This would help us to know our students better and have a better understanding of them. We also discussed techniques for managing the different attachments in our school.

From this the idea of the KEY ADULT was developed. This could be any adult in the school that the student could talk to. We felt that this could be developed in our school. However training would need to be provided but it would promote positive wellbeing in our school.

Wednesday 16th February 2016

The morning began with a mindfulness exercise. This was followed by a discussion on emotional coaching and its importance. We were introduced to GROW – Goal, Reality, Obstacles, Way Forward.

A very useful tool for dealing with problems that arise both in the classroom and outside the classroom. It focuses on the student analysing the problem and arriving at a realistic solution. It would also help the student to break down the problem into manageable steps. This is something I would use in FE when the students sometimes get overwhelmed with assignments. The five key skills involved are trust, listening for meaning, questioning for understanding, prompting action and developing confidence and celebrating success.

As listening is one of the key skills we completed a task on Attentive Listening. This was very interesting as to our surprise we all felt that it was quite difficult to be the listener. This exercise could also be used in the classroom to highlight what attentive listening is.

We then were introduced to the concept of Skill and Will and the different types in the classroom. If we can identify the different types it makes it easier for emotional coaching.

The session ended with a discussion and information on .b programme which is a mindfulness programme for schools.

In the afternoon we had a guided tour of the Picasso museum where we were introduced to some of his famous works. This was followed by a workshop where we had the opportunity to create our very own print. We tapped on skills we didn’t realise we had!!

Participant Four:

Sunday 14th February 2016

On arrival at the hotel we were greeted by the facilitators. We were briefed an over view of the course and what to expect over the coming days. We had an introduction and ice breaking session, where we got to know each other better. The evening was enjoyable and very relaxed.

Monday, 15th of February 2016

We started with a mindfulness session. The facilitator used ‘light touch’ mindfulness techniques. This was a pleasant and relaxing introduction. We worked on emotions and communication skills. We were introduced to the visual diary. While initially a little reticent using this technique, I quite enjoyed it. This is a tool which would be very useful in school and we outlined when we might use it. I thought it would be very effective in SPHE classes. We worked on our own value systems, and how we might react if they were threatened. We reflected on how students might feel when their value systems are threatened. We looked at our school, using criteria from the mindfulness conference and rated our school under those headings. Some areas were highly rated, and some need improvement. It helped identify areas that we can work on. At the end of the day, I felt we had done a lot of work, but the process was relaxed and enjoyable. We worked in small groups, there was no pressure and I felt comfortable with the process.

We spent the evening on a walking tour of the city, where we learnt a lot about the city of Malaga and it’s culture. It was very busy but enjoyable day overall.

Tuesday, 16th February 2016.

This was a busy day and a bit more intense. We again started with a light touch mindfulness session. We looked at a clip on the importance of healthy relationships to overall health and well-being. Interestingly the study had been based on male not female as the study had gone back 70 years. We discussed the skills and qualities we would like our students to have developed by the time they finish school. School should not just be about academics, we need to consider the holistic development of our students and their wellbeing. We looked at attachment theories and we worked on strategies we can put in place to help students with attachment disorders. This was very interesting, I found myself reflecting on some of my students, while I consider myself to be quite empathetic, there are some students that I understand a little better now.

We discussed the possibility of introducing the ‘key adult’ and the importance of the key adult. This is a strategy that would be good to introduce into school. On reflection, however, the key adult would need to be trained and allocated time to do the work associated with it as it can be quite an onerous role.

We went to the art gallery in the afternoon, where we examined some of Picasso’s paintings and then attended a workshop where we produced our own print. It was an interesting afternoon.

Wednesday, 17th February 2016

Today, we started the day again with a mindfulness session. We worked on the GROW technique, which can be used for conflict resolution, both inside and outside of the classroom. We practised using the technique, which can be used effectively in school. The technique is centred around questioning. It was challenging to stay on track doing the role play, and not interject and make suggestions to help solve the problems.

We assimilated a lot of the work we had done all week and tied all that we had learnt together. We worked on comic strips, which was really enjoyable and did some work on our presentation.

Participant Five:

Sunday 14th February 2016

Monday, 15th of February 2016

We spent the evening on a walking tour of the city, where we learnt a lot about the city of Malaga and it’s culture. It was very busy but enjoyable day overall.

Tuesday, 16th February 2016.

We went to the art gallery in the afternoon, where we examined some of Picasso’s paintings and then attended a workshop where we produced our own print. It was an interesting afternoon.

Wednesday, 17th February 2016

We assimilated a lot of the work we had done all week and tied all that we had learnt together. We worked on comic strips, which was really enjoyable and did some work on our presentation.

Participant Six

Day 1 Sunday 14th February:

We began the course with a getting to know you session where we introduced ourselves to our two course facilitators, Emelia and Mary. We learned a lot about difference; different cultures, different people, different types of schools that Emelia and Mary have worked with. We gave them some background information on Clarin College also.

Day 2 Monday 15th February:

We began with a meditation exercise and then a mindfulness exercise where we each chose a picture and or an object from two boxes. Each person had to say why they chose the picture/ object and what it meant to them. For example, I chose a girl jumping up in the air which meant happiness, freedom, school’s out for me.

This exercise could be an ice-breaker for The Friends for Life course that Margaret and I plan on doing with some second years next term.

Next we looked at other ways of communicating, a visual approach using visual diaries to tell our story. This technique is a useful method for students to summarise, revise etc. especially good for students with SEN who may have the information verbally but find it difficult to put on paper. A great tool for learning support classes, tutor class, SPHE class but can be used in all subject areas.

We also looked at positive psychology and the key elements of wellbeing i.e. self –esteem, optimism, resilience, vitality, self-determination and positive relationships. How can we promote wellbeing in our school? Induction of NQTs, redeployed teachers and substitute teachers in our school need an aid that would make life easier for them. Creating a folder, What do I do if? would communicate all the key things they need to know. A similar folder would make life easier for incoming first years and students who transfer into other year groups in our school.

Day 3 Tuesday 16th February:

This session began with another breathing exercise using the image of a square, breathing in as you go up the side and out as you cross the top of the square and so on. We reflected on other areas that would promote wellbeing in our school. A physical space for reflection was discussed especially in light of the new school build.

We also talked about attachment disorder and how young people wish for wealth and fame, yet studies show that good relationships keep us happy / help us live longer. Students need to have self-awareness. Emotion Coaching was discussed where the student has a key adult enabling him/her develop a trusting bond with this adult. Emotion Coaching helps the student to understand the different emotions they experience, why they occur and how to handle them. Finally we looked at comic strip, using pictures and captions on the IPad to narrate a story. It is great fun and can be used for reviews, sequencing, summarising, evaluating or what happened this month-like a newsletter on the flat screen for our students. Day 4 Wednesday 17th February:

Today we looked more at Emotion Coaching and also attentive listening. We looked at the GROW method – goals, reality, options, way forward. We got tips on using open questions like; who? what?, when?, where?, how? And were told to avoid closed questions like; Is? Can? If? Do?, Did?

GROW can be used with students, colleagues and management in school.

Candidates Testimonials

Participant One:

For me, this was a fantastic course. Emilia and Mary were superb facilitators. They really know their subject and they lived it to the full in their interactions with us. Everything was done in a professional manner. Our needs were anticipated at every stage along the way – the course activities, the resources, the accommodation, the lunches, the restaurants in the evening, the cultural experiences, etc. I can offer no recommendation for improvement. It was a very positive experience. It was an interactive course and lead to lengthy discussions that helped me reflect on my own work and my interaction with students and colleagues. While there was a lot of valuable work done it was also a very convivial, congenial experience. We had a lot of fun, much mirth and great laughs. My colleagues and I were able to bond on a different level, outside of work and this has carried through since our return to work. Moreover, the fact that we were all from the same school made the experience more personal and addressed our immediate needs. I left Malaga energised, enthused and brimming with ideas. I am delighted to recommend this course and would be willing to partake of other courses offered by these facilitators.

Participant Two:

The whole experience in Malaga was very positive and enjoyable. I learnt a lot about mindfulness, mental health and wellbeing. It has opened my eyes even further to wellbeing of students and staff at school.

The course was very well organised. The accommodation and refreshments were to a high standard. The facilitators were really helpful and went out of their way to make the experience informative and enjoyable.

Most of the tasks involved working in small groups, which helped build our team spirit. The fact the course was tailored specifically for us allowed us to draw on experiences for our own school.

The cultural aspect of the course was interesting and gave an insight into Spanish life.

Participant Three:

Overall the course was most enjoyable. The content was engaging and interactive. I definitely feel that we could implement some of what we learnt in the school i.e. staff induction book, visual diary and the concept of the key adult. The course was very well planned and delivered by the facilitators. It was a great time for us to share thoughts and ideas and a great opportunity to reflect on our school. The cultural aspect was also most enjoyable. Overall a very pleasant experience and would highly recommend it.

Participant Four

Mental Health and Well Being course is run by LEAP for Erasmus + programme. It was they ensured that we all engaged and provided us with excellent resources and information relevant to our professions. We also got an opportunity to experience the culture of Malaga e.g. sightseeing tour, visit to Picasso museum with an additional printing press experience.

We also experienced excellent Spanish tapas cuisine in local restaurants.

Very enjoyable experience would recommend to other participants.

Participant Five

The whole experience in Malaga was very positive and enjoyable. I learned a lot about mindfulness, mental health and wellbeing. It has opened my eyes even further to wellbeing of students and staff at school.

Most of the tasks involved working in small groups, which helped build our team spirit. The fact the course was tailored specifically for us allowed us to draw on experiences for our own school.

The cultural aspect of the course was interesting and gave an insight into Spanish life.

Participant Six

I really enjoyed the Course in Malaga. It was delivered by two very dedicated, interested people, Emilia and Mary and was received by six very enthusiastic, engaged staff from our school. It was very practical and reassuring as we are doing a lot of the work already and it gave us lots of tips and new ideas moving forward. The course was well structured and felt like we were having one long conversation, as it was so natural and enjoyable.

I also acquired knowledge of the culture and cuisine of Malaga through our mystery sight-seeing tour of the city, our visit to Picasso’s Museum and our enjoyable printing experience there.

Emilia did a wonderful job in her choice of restaurants, where we sampled the very best of traditional Spanish fare.

I have learned new skills in dealing with our students and making our school a centre of wellbeing for all.

Empowerment in ICT

Malta August 2016

Trina Duane, Ann Marie Finn, Sile Fahy, Sinead Gunning, Marie Palcic

Description

To enable better skills in technology and ICT. To introduce an awareness of ways of integrating ICT with teaching methodologies, using hands-on & experiential methods. To help teachers reflect on their own teaching methods in relation to technology in the classroom today. To help participants experience hands-on a range of interesting tools, software and programmes which are available as freeware, & set up activities linking methodology and technology today.

Area that it applies to:

ICT

Summary by each participant of daily learning

Trina Duane

Day One

We learned how to create websites using the site Wix. We learned how to create pages, buttons, import pictures and video. We also looked at creating a layout for the website and designing each page with headings, text and pictures. We learned how to link pages and websites on our website. We created our own website and used the knowledge received to create backgrounds, titles, text and pictures.

We also looked at lino.

Lino is a way students can share information with the teacher and the class using a style of post it. Students can post information on a type of board. This could be used in class or at home. We all agreed that this would be a tool we could use in our classrooms for discussions in class and information sharing.

Day Two

We were introduced to a website called ‘Todays meet’. This was a communicating tool. Students can post information and it is almost like a twitter feed. This could be used in class discussions. I also used it on our school website so staff could post up to date information on events happening in the school.

We also looked at linking google documents to your website. This could be useful for sharing information with students and staff and also students and staff could add on information to this. It could also be a communicative tool.

We also created a podcast and an RSS feed. This could be useful in the classroom based assessments in the new Junior Cycle programme where students are invited to engage in a range of different activities for different subjects.

Day Three

On this day we were introduced to hot potatoes. We created clozed tests and quizzes using this. We created a variety of different classroom resources using this tool. This would be very valuable for a classroom as students can use this tool online or you can print out a version of the activity for students. This would be helpful for classes where students don’t have a netbook.

Later in the day we created videos of our computer screens using blueberry flashback express recorder. We could use this tool to explain different aspects of the computer to students or staff.

Day Four

We learned how to share videos that we had created the day before on our website using google drive.

We learned how to use movie maker. We inputted pictures, text and sound and created our own movie.

We also looked at how to download videos from youtube and how to edit those videos.

Day Five

We looked at google blogger. We learned how to create a blog, put up posts, put up pictures and videos. I also linked my blog with my website. We also showcased one resource we created during our week. I created a website showcasing all the information I learned throughout the week.

Ann Marie Finn

Day 1:

We were introduced to the web developing site; wix.com. We learnt how to layout our websites, create pages, add buttons and import documents, images and videos. We were also shown how to link pages and other sites to our websites.

I learned how to add a useful tool called ‘lino’ onto a website. The tool acts as a noticeboard where students can add sticky notes that can be used in a multitude of ways e.g. getting lesson feedback from students, brainstorming ideas, K.W.L. activity or for short homework assignments.

Lino boards can be edited to make private or public at any time. Sticky notes can be made visible to everyone without being allowed to edit or add sticky notes. To allow students to add sticky notes to the noticeboard they will need to be added to the group via their email addresses.

Day 2:

I learned how to create a chatroom called ‘TodaysMeet’. This is designed for short feedback (i.e. short Q & A. The chatroom has a limited lifespan and a 140 character limit.

We then looked at google drive documents and their use in sharing information with a select group of people via their email addresses. Those who the document is shared with are allowed to edit the document. But will be unable to delete all information as there is always a record of the revision history.

That evening we looked at podcasting using Audacity to record. It was also shown how to create and add a newsfeed using Feedmikle.

Day 3:

On Wednesday we looked at Hot Potatoes 6.3 Installer. This website showed us how to create Gap Fill exercises, quizzes of multiple choice/short answer/hybrid/multi-select, matching exercises, re-ordering exercises and cross-words. These would be very useful for assessments and class exercises.

That evening we learnt how to screen record using blueberry flashback express recorder. I would find this very useful in maths for creating videos of worked out examples. I could screen record a word document while I talk the students through each step.

Day 4:

On day 4 we learnt how to share our screen recordings on our websites. We were also introduced to movie maker and how to add YouTube clips to our website. We looked at converting YouTube music to MP3 files.

Day 5:

On the final day we created a blog and learnt how to add posts, pictures and videos. We were allotted time to work on our chosen pieces from the week that we would potentially find useful as a teaching resource. These were then showcased among our group. I put the information we had learnt throughout the week on a website;

http://finnannmarie.wixsite.com/malta2016

Síle Fahy

Day One

On day one of the course we were introduced to Wix, this tool was used to enable us to create our own website. We were instructed on how to layout our websites, create pages, add buttons and import documents, images and videos. We spent some time experimenting with backgrounds, titles, pictures and adding text. In the later session we worked on ‘lino’ a tool which allows the teacher and students to share information in a noticeboard format.

Day Two

‘Todays meet’ was the focus of the morning session. It is similar to a twitter feed where information can be posted. We also learned how to link google documents to our website, which will obviously prove to be quite useful. Finally for today we also created a podcast and examined embeddable RSS feeds.

Day Three

‘Hot Potatoes’ was the focus of today’s morning session. I found this very useful as we were shown how to create exercises, quizzes of multiple choice/short answer/hybrid/multi-select, matching exercises, re-ordering exercises and cross-words. I intend to use this for creating assignments and assessment exercises.

Day Four

On Thursday we were taught how to share our screen recordings on our websites. We also examined a tool called ‘Movie maker’ and how to add YouTube clips to our website. I found this a very useful session.

Day Five

On Friday we worked on designing a blog. Once we had created the blog we were taught how to link it to our website. Also, we were given time to work on our chosen project that we had been working on over the duration of the week. These were then presented and shared among the participants in our group.

Sinead Gunning

Day 1

Today was my introduction to WIX. This tool allowed me to create pages, import a variety of images and create links in a website. This was a great introduction to creating a website which I thought would be useful for my two childcare groups.

Lino allows a noticeboard to be used in the website. We were introduced to this tool which gave us options to have a variety of communication settings both private and public. I could use this tool to share information amongst students such as articles, legislative developments and general information as well as group discussion, word/idea storming and feedback.

Day 2

We learned how to create a chatroom using ‘Todaysmeet’. This is a useful tool for students to use. We created a podcast using Audacity. We were able to experiment with embedded RSS feeds also.

We linked Google Drive documents to the website which is useful for me with adult learners. This could save on photocopying and also make items available for students who were absent for a lecture.

Day 3

Hot Potatoes showed us how to create activities and exercises for students for assessment. This included exercises such as gap filling with a variety of options including clues for student’s assistance in the exercise. Crosswords and Quiz options were demonstrated with variety in their design including short answers or multiple choice. There were also re-ordering exercises. I found this learning very useful as a tutor.

We learned how to create videos which is also a useful tool.

Day 4

We worked on our website again by adding our recording from the previous day onto our site. Movie Maker allowed us to add YouTube clips also to the website. This could be used with the adult learners such as TedTalks etc.

Day 5

We created a blog and linked this to our website. We worked on projects on the website and shared ideas with the other participants in the group.

Description of cultural/educational/networking experiences

ETI Malta had a social club in the evenings and students could avail of the excursions on offer. We went to places including Medina, Gozo and Valletta.

We also got the opportunity to meet other teachers from countries such as Poland, Italy and Spain. We found it very interesting to discuss the educational system with other teachers and note the differences in educational systems.

Testimonial

Trina Duane

I found the week in Malta hugely beneficial. I have some experience in IT and found that I developed my IT skills hugely throughout the week. I added new features to the school website, as I learned new methods and aspects of the website I did not have prior knowledge of. I also learned about resources I could use in the classroom such as hot potatoes and lino. These are tools I can use in my classroom every day. Overall, I felt my knowledge of the workings of IT and programmes improved and I can use these skills to develop the teaching and learning in my classroom in the future. The school has benefited from my participation in the programme as I can use these skills to aid the staff to develop their own ICT skills and I can also use these skills for the school’s website.

Ann Marie Finn

I thoroughly enjoyed the course in Malta and plan to put many of the resources we encountered to work in my own classroom. I have begun designing a maths website whereby students can watch videos of step-by-step worked examples. I will make most use of the website developer (wix.com) and the flashback screen-recorder for this purpose. Even though I would have regarded myself as quite competent in IT, I gained hugely from this training course. I plan to continue to put many of the resources we learnt about into practice throughout the coming year.

Síle Fahy

I found the course hugely beneficial. It equipped me with many skills in ICT which will greatly aid my future planning and teaching. Furthermore, I became familiar with many very useful resources that I can use in my classroom. I now have a greater competency in relation to the use of ICT in the classroom and will using many of the resources in a very practical way in my teaching. The level of instruction given was of a very high standard and the facilities at ETI Malta were excellent. Overall the course was a very worthwhile experience.

Sinead Gunning

I thoroughly enjoyed learning about these useful IT tools with my fellow colleagues. I could put so much of what I was learning into use in the classroom. I was not very experienced in IT but feel much more confident now in my new knowledge. My students will benefit from this training with variety in my delivery and interesting assessment techniques as well as more methods of communication. The training was set at different levels to accommodate all participants and their abilities. Overall this was a very beneficial training course.

Title of Course: NON-FORMAL LEARNING METHODS FOR SUPPORTIVE LEARNING ENVIRONMENT

Organisers: Adult Learning Centre “Vestifex” (www.vestifex.com) and Non-Formal Learning Centre VitaTiim (www.vitatiim.ee)

Location - Slovenia: Dates: 8th August – 12th August 2016

Course Attendants:

Clare Conneely

Dympna Donoghue

Bernie Mc Gonagle

Ann Lynn

Jeanette McGuire

Description:

The main objective of the course is to introduce the resources of non-formal learning methods for supporting teacher's work, students' development and learning process at schools and educational institutions.

Through experiential learning and practical experience participants will become skilled in variety of non-formal methods, games and tools aimed at creating and sustaining functional, favourable and inclusive learning environment. By the end of the course every participant will create a personal “Toolbox of non-formal methods”.

Content- Aims of the course:

Competencies that will be developed by participants of the course:

- Understanding principles, values and characteristics of non-formal learning;
- Understanding how needs and interests of young people (including young people with special needs) could be better addressed by non-formal learning methods;
- Practicing facilitation of non-formal learning for young people;
- Choosing adequate non-formal methods for supporting learning process at school: icebreakers, energizers, team-building games, forming group activities, feedback techniques etc.;
- Acquiring mindfulness techniques for reducing stress and anxiety;
- Developing of personal reflective practice and learning how to use it for fostering positive students' development;
- Developing communication skills in multicultural and multilingual context.

Furthermore, collaborative and experiential learning will promote interaction among participants in the whole programme and create favourable preconditions for further cooperation.

Day-by-day programme

DAY 1
- Traditional welcoming
- Getting to know each other in friendly and playful way
- Introduction to the course and presentation of the timetable
- Explanation of practical arrangements and information about the course venue

- Teambuilding

- Personal learning & action plan (learning agreement)

- Chill out evening at the Muzikafe

DAY 2
- Icebreakers as a method
- Teambuilding games

- Formal, non-formal, informal learning: where is the difference? Principles of non-formal learning
- Ladder of participation

- Reflective practice, guidelines how to use the learning diary for reflection and self-evaluation
- Learning process and key competencies of life-long learning
- Individual and group reflection
- Excursion to Ptujska Gora and vineyard

DAY 3
- Energizers as a method (warming up and cooling down)
- Non-formal learning indoor and outdoor
- Connecting with the Nature
- Fostering active learning environment with non-formal learning methods
- Individual and group reflection
- Including non-formal learning methods in formal settings
- Choosing the right method, adjusting to different groups of students (including students with special needs)

DAY 4

- Open space for the participants to share their ideas and experience

- Preparation of personal tool-box of non-formal learning methods

- Individual and group reflection

- Cultural evening out. Dinner at the Ribic Restaurant.

DAY 5
- Mindfullness exercises for reducing stress and anxiety
- Individual and group reflection

- Fostering active learning environment with NFL methods.
- Key learning points, action plan, summarizing and conclusion
- Planning follow up activities, dissemination and implementation of learning outcomes
- Discussing and planning possibilities for future cooperation among participants
- Feedback as a method
- Evaluation
- Farewell evening

Daily Learning by each Participant:

Clare Conneely:

Daily Learning ( Clare):

Day1:

The first day of the course was basically ‘Getting to know each other’. Everyone had to introduce themselves to a ‘Doll’ and say a few words about themselves. It was our first introduction to an ‘ice-breaker’. We also did ‘3 statement/secrets about ourselves’, People Bingo, Clock-date we also had to write down our expectations, fears and contributions on a ‘clothes line’ with coloured sticky notes . We also did an artist game, where you have 1 controller, 2 connectors and an artist. This was a team-building skill. During the morning I thought that this exercise would be suitable for transitioning students from Primary to Post- Primary .I was also mindful that of my ASD students and I could teach them some coping skills.

Reflection:

This was my first introduction to Non-Formal Learning and as I had no previous knowledge of this I felt it was a very worthwhile experience. My first impression of Non-Formal learning was that the ‘energisers’, ‘ice breakers and ‘team-building skills’ would be something I could use in my classroom. The games we played were fun and I firmly believe that learning should be fun.
I learned that the aim of an ‘energiser’ is to lighten sessions and to boost energy in the morning or wherever a slump is felt learned that it is good to tie energisers into the theme or style of the session. I learned that I need to be creative in my teaching.
I learned that when a new group or team start working together, there is often a feeling of uncertainty and discomfort. If people don’t know each other well, the atmosphere within a group is even more insecure. An icebreaker is a facilitation exercise intended to help a group overcome fears and feelings of uncertainty. The help group members in orientating into a new situation and getting to know their team-mates. Icebreakers support a group on its way to become a proper team. The transition from Primary to post-primary school can be a very traumatic experience for some students. These games can most definitely be used to help students settle in, make new friends and feel at ease.
I learned that team bonding is a very important process in forming a well-functioning group. Team building games help unite groups. Encouragement and motivation are key factors in team building. I can envisage using this strategy in my ASD classroom.
I learned that ‘ice breakers’, energisers and team-building games can be used to break down barriers, to bring a group together, as a tool for learning and of course, for some light relief when needed.
Again this is something I will most definitely use in my classroom.
I am now more mindful that students need strategies to help them settle into school, enjoy their time in school, make friends and enjoy learning.

My favourite was the Art game.

Day2:

We learned the difference between ‘Formal Learning, Non-Formal Learning, and Informal Learning.

We had more ‘energisers games – musical chairs-fruit salad, move/walk/crawl (warm up). Trust/challenge games/feelings/brainstorm/discussion /debate/presentation and reflection.

We discussed the ladder of participation. For participation children would need challenge, capacity and connection. Children needed to be connected and supported in order to fulfil their potential.

In the afternoon we went on a cultural/education trip to Ptujska Gora . We visited a famous church and a vineyard on top of a mountain.

Reflection:

I enjoyed this day immensely. We always ended our day with reflective practice. I now have heightened awareness of the difference between Non-formal and informal practice. I was under the illusion that they were the same.
I learned that it is important to reflect on our day. We need to transfer the learning to our students. I need to take responsibility for my own learning and reflect on my lesson. I need to assess if my students have learned from the experience and if not pose the question “Why Not”
I never realised how the practice of reflection can make me understand how change can be effective. I also learned that change begins with the teacher. It is important for me as an educator to make time and to set aside a short while to reflect on my practice and learn from experience.
I learned that Slovinia is a beautiful country steeped in culture. It is unspoilt, scenic and very different to anywhere I have been before.
As a result of our team-building exercises. I now feel I have got to know my class mates better. I feel ‘part of a team’. I have learned so much already and its only day 2! I have learned what it’s like to be a team player. Feeling part of a team can make such a difference to a child’s life in school. Sometimes we are so caught up in delivering a curriculum and forget that there are some students that are isolated and have no friends. We as practitioners need to put strategies in place to help them enjoy their learning and develop them holistically.

I never used these skills in my classroom before, but I endeavour to use them every day as part of my teaching.

I also remember Galina and Julia who demonstrated these games. They were inspirational and empowering. I learned that how we are taught (from a student’s perspective) has a profound effect on our learning. Our tone of voice, our language and our creativity are so important. We want our students to look back on their schooldays as a good experience.
I learned that student voice is so important. It is pertinent that we involve them in decision making.
My favourite was the Art game.

Day3

We started our day with an energiser game. We played ‘fruit salad’, which is very similar to musical chairs, ‘shark attack’, we followed people around dancing , a connecting game, blindfold game, challenge exercise., ‘123 game, King ball, topic methods, brainstorm. We completed the blob tree. We debated Formal and Non-Formal methods. We had team building skills.

Reflection:

My favourite game was ‘123’ , because it was such fun. We concluded that ‘Non-formal methods were the way to go ! They are student-centred, flexible.
I learned that it is good to have a debate/discussion. It is important to share ideas/experience /opinions and come to a conclusion. As a group we concluded that everyone could use these methods.
I have learned not to be afraid to believe in my ability to work with new methods. Every day presents its own challenges and how I deal with them is very important to the development of teaching and learning and my student’s performance both academically and holistically.
I learned that the key to success in presenting non-formal methods .

Day4:

Today each member of our group had to share their ideas and experience. We were also taught how to prepare a personal tool-box of Non-Formal methods.

Phillippe: ‘Bat (blindfolded) and butterfly game! Project on nature and scientific investigation

Jeanette – Social story cards and skittle game.

Dympna: Toilet roll game and Dodge Ball game

Silvia: Presentation on her school.

Clare: Meditation

Bernie : object art and an exercise –to observe each other for 2 mins.

Ann : demonstrated ‘Heads up’ app.

Reflection/Learning experience:

Personally the events of this day will stay with me for a long time. It was an unforgettable experience for me. One in particular touched me deeply and I was very emotional after the experience. Bernie’s presentation was uplifting, truly memorable and amazing. It had a lasting effect on me and the exercise we practiced is definitely one I will want to practice on my students and on my colleagues. The theme was pushing the boundaries. We learned how powerful it is to be looking at somebody- we have so many distractions. We had to sit in front of someone for 2 mins to see what would happen. We all lead such busy lives and we need to make time for people.
I learned that we learn from each other by sharing our experiences. I now realise that this applies all over the world. We all have something worthwhile to offer to our colleagues. It is important to listen to each other and listen to our students too. It is important to provide the opportunities to students and fellow practitioners to learn from each other in the classroom and other peer to peer opportunities.
I learned that excellent listening and communication skills are key to success.
I learned the Education is the most powerful weapon you have to change the world.
Student council get involved in patrolling the school yard- to detect certain situations or loneliness.
I would have no hesitation in sharing my presentation with colleagues or indeed students.

Having shared personal details with the group including the leaders I feel I have a network of friends that I can call on to share resources and ideas. I would feel confident in presenting Non-formal methods to colleagues in my school.

Day5

The aim of the day was to foster active learning environment with NFL methods, there was discussion around planning possibilities for future cooperation among the participants. There was dissemination and implementation of learning outcomes. We had time for feedback and evaluation.

Reflection:

This was the last day and I was feeling ‘tired and emotional’. I had learned so much about non-formal learning in the last 5 days. I feel I am now armed with a ‘tool-box’ that I can now take back and share /practice with my students and colleagues. I know I can call on the network of friends I made in Slovenia – this includes the amazing Leaders that delivered. I had such fun and I am eager to transfer the learning to my students and colleagues.
I am aware that I can use what I learned in many situations – students, teachers, youth groups.
I feel I have grown personally and I am eager to introduce and implement what I learned in Slovenia to both students and colleagues. As I am involved in my community I am excited about sharing the knowledge to different groups too.

Dympna Donoghue

Day 1

This was the first day of our course; introduction was initiated by an ice-breaker. A doll was used to encourage the group to feel comfortable with each other and to introduce themselves to the group. We held the doll in our hand and instead of talking to the group as such, we spoke to the doll. Visual reporting – sketching/drawing alongside group work was used as a team building exercise, this proved to be a fun way to learn and something that I will use again. We had to write down our expectations, fears and contributions using sticky notes on a “clothes line" this method is a very good visual aid.

Reflection: I felt the doll was like a comfort blanket and I would definitely use this with a group of students or an individual depending on their abilities. This would be excellent to use with students on the Autism Spectrum that do not like eye contact. I learned that learning can be transferred through many strategies and that fun is a very important factor in order to build a good working environment.

Day 2

Formal, non-formal and informal learning methods where identified through group work. A Ladder of participation was shown to highlight how children have a voice “The right to play and children’s participation”. A learning agreement was carried out with all participants. We played an Energiser game, “Energy Ball”, which is a great activity to use if you feel that a group are getting tired or not focused. In the afternoon we had a Culture visit to Ptujska Gora.

Reflection: I found Day 2 very beneficial and was amazed that a lot of the group found it difficult to identify the 3 different learning methods, all of which we are now familiar with. Also Energisers are fun. I learned to be comfortable in my own learning environment. The culture visit was a day we will all remember.

Day 3

We connected with nature by doing an Energiser outside on the grass in our bare feet. We used Energisers to warm up, cool down and focus. We got to know each other better through various games such as “Fruit Salad”. Team building was done through various games - 1)Group Feeling 2)Trust – Formed 2 lines – 1 person stood directly in front of the other person and they had to fall and trust the other person to catch them this was done in a sequence where you moved on to the next person 3) Challenge – Worked in teams divided into i)Artist ii) Conductor iii) 2 x Connectors. Brain storming rules were also highlighted alongside adapting the 3 methods of learning to suit mixed abilities and also non-verbal approaches.

Reflection: I learnt that Energisers can be used to lighten sessions and to boost energy in the mornings or whenever a slump is felt. Also trust is gained through good relationships.

Day 4

Today was a little bit of a challenge it was “Open Space” day, each participant had to present their personal ideas and experiences. This was very enjoyable and a great success we all learned from this and developed a lot of new skills. We also learned to prepare a personal tool-box of “NFL” methods.

Reflection: Today was the highlight of the course for me, I really enjoyed the “Open Space” session it was enjoyable and interesting and a reflection of each individual. I felt we were all comfortable in our learning environment. I feel that as a group we helped one another overcome our fears and anxieties and this only strengthened our friendships.

Day 5

Today we reflected and evaluated the course content. We had an open talking session to discuss active learning environments and how to plan and adapt the strategies which were covered throughout the week. We went back to the” clothes line”, that we had done on Day 1and compared or views to that of Day 5, we eliminated some and changed others, we also agreed on creating and effective Dissemination strategy.

Reflection: Overall I thoroughly enjoyed this wonderful experience and learned that sharing and working together is very rewarding and a lot of fun. I feel I have acquired an understanding of “NFL”, and well-being and mindfulness is something that we should all nurture. I feel I am now equipped with the skills and knowledge that I learnt in Slovenia to share and practice with my students and colleagues.

Icebreaker games - When a new group or team of people starts working together, there is often a feeling of uncertainty and discomfort. If people don’t know each other well, the atmosphere within a group is even more insecure. An icebreaker is a facilitation exercise intended to help a group overcome fears and feelings of uncertainty. Icebreakers help group members in orientating into a new situation and getting to know their team mates. Icebreakers support a group on its way to become a proper team

Team bonding is a very important process in forming a well-functioning group. Team spirit is not always self-evident. Often people that are strangers to each other must be encouraged to work together as a team. Team building games that are meant for this, unite groups effectively. Encouragement and motivation are key factors in team building. Team building takes time but the end results are well worth the time that has been spent.

Energizer games

Energizer games are often used to spice up and give energy into either a new and insecure group or a group which has become tired or in which concentration is lacking, for example due to having been working for a long period of time. Rising up the energy levels is very much needed when groups´ concentration is lost. Energizers are true energy injections which relieve tensions and make the pulse beat fast. Even serious thematic wholes can be chopped into smaller pieces and a team stays energetic and alert the rest of the day. Some energizers can also be used as icebreaking games, and icebreaking games can be used as energizers.

Bernie McGonagle

MONDAY 8TH AUGUST 2016

HAD A VERY BEAUTIFUL AND CREATIVE INTRODUCTION TO THE COURSE .EVERYONE WAS INVITED TO INTRODUCE THEMSELVES TO A DOLL THAT WAS PASSED AROUND THE CIRCLE .
PLAYED GAME WHERE EVERYONE WROTE DOWN SOMETHING ABOUT THEMSELVES THAT NO ONE ELSE KNEW.WE PUT ALL INFORMATION INTO A BOX AND RANDOMLY DISTRIBUTED TO EACH PERSON. THE GAME INVOLVED GUESSING WHO WAS LIKELY TO HAVE WRITTEN THE INFORMATION
ALSO WROTE DOWN LEARNING AGREEMENT FOR COURSE
SUCH A POSITIVE FEELING AMONG GROUP
LOVING THIS ALREADY. NEW PEOPLE ARE LOVELY

TUESDAY 9TH AUGUST

INTRODUCED TO DIFFERENCES BETWEEN FORMAL AND NON FORMAL LEARNING. EG NON FORM,AL LEARNING IS LEARNING BY DOING , LEARNER CENTRED, PRACTICAL AND FLEXIBLE
ASKED TO REFLECT ON OUR OWN PRACTICE, IF ANY OF NON FORMAL METHODS. REALISED THAT THERE WAS A LOT OF THIS TYPE OF LEARNING GOING ON IN MY ART ROOM. IE LEARNING BY DOING.
ALSO EXTRA CURRICULAR ACTIVITIES LIKE THE MUSICAL WAS ABSOLUTELY THIS TYPE OF LEARNING IN ACTION.
WE ALSO WERE INTRODUCED TO THE IDEA OF ENERGIZERS. THESE CAN BE USED IN CLASS WHEN STUDENT ENERGY LEVEL IS LOW.
FANTASTIC FUN. WILL DEFINITELY USE THIS WHEN I GET BACK TO SCHOOL.

WED. 10 TH AUGUST.

FILLED IN A REALLY WONDERFUL BLOB TREE PICTURE. THE GROUP ARE SO LOVING THIS COURSE. MOST PEOPLE FILLED IN A BLOB THAT LOOKED AS IF IT WAS ON TOP OF THE WORLD, OR HAD ANOTHER BLOB AS A FRIEND .
DID MORE ENERGIZERS.
TEAM BUILDING EXERCISES.
DEBATING FOR AND AGAINST FORMAL AND NON FORMAL METHODS.
HOW TO CHOOSE YOUR OWN NON FORMAL METHODS TO SUIT AGE GROUP AND LEVEL.
FINISHED THE DAY MAKING A STORY BOARD FOR A MOVIE BASED ON HOW WE WERE FEELING. REALLY GOOD FUN. ANOTHER BRILLIANT DAY IN SLOVENIA.

THURSDAY 11 AUGUST.

GROUP HAS BEEN ASKED TO MAKE A PRESENTATION WHERE WE COULD SHARE OUR IDEAS.
MY PRESENTATION WAS CALLED DARK NIGHT BRIGHT DAY. I EXPLAINED A PERFORMANCE ART PIECE BY MARINA ABRAMOVIC CALLED RHYTHM 0. THAT SHE DID WHEN SHE WAS 25 YEARS OLD. IT WAS VERY NEGATIVE EXPERENCE FOR HER AND HER AUDIENCE.
MORE RECENTLY SHE DID A PERFORMANCE IN NEW YORK THAT WAS LIFE GIVING TRANSFORMATION, AND VERY SIMPLE. SHE MEARLY SAT AT A TABLE IN THE GALLERY AND LOOKED AT THE PERSON ACROSS FROM HER AS LONG AS THE WISHED TO STAY IN HER GAZE. THOUSANDS OF PEOPLE CAME AND WERE EFFECTED BY THIS PERFORMANCE.
I FOLLOWED THE PRESENTATION BY ASKING MY FRIENDS TO LOOK EACH OTHER NONE JUDGEMENTALLY. IT WAS A VERY MEANINGFUL EXPERENCE FOR EACH PERSON.

FRIDAY 12 AUGUST.

LAST DAY. DON’T WANT THIS TO END.
ENERGISERS.
WE ALL CONTRIBUTED TO MAKING A SOUP OF NON FORMAL LEARNING METHODS.
PLANS TO PUT WHAT WE LEARNED INTO ACTION WHEN WE RETURNED TO SCHOOL.
HOW TO CONVEY THESE IDEAS TO OTHER STAFF MEMBERS.
PUTTING WHAT WE LEARNED INTO PRACTICE WITH OUR STUDENTS.

Ann Lynn

Day 1

Traditional welcoming

Got to know each other through ice breakers

Introduced to the course and the timetable was presented

Action Plan created

Designed our personal goals and set out our fears

Day 2

Icebreakers as a method - indoor and out door

Team Building Exercises

Reflective practice

Intercultral Evening – Trip

Day 3

Energizers as a method – Warming Up and Cooling Down

Formal, non formal, informal learning: where is the difference

Principles of non formal learning

Ladder of participation

Day 4

Each person made a presentation – open space for the participants to share their ideas and experiences

I made a presentation on Technology and the use of the IPad and Apps in non formal learning.

Preparation of personal tool box of non formal learning methods

Day 5

Recap

Conclusion

Planning follow up activities, dissemination and implementation of learning outcomes

Feedback

Evaluation

Jeanette McGuire

Day 1

Introduction

Getting to know one another

Learning through games:- Ice breakers and energisers

We used a doll to introduce ourselves to and tell a bit about ourselves and our hopes for the course.
3 statements about yourself,
people bingo,
birthday month non-verbal line up,
Group counting 1 -15 without interruption.
Clock – making appointments
We made a clothes line with our fears, expectations and contributions.
We played a game where we had an artist, a controller and 2 connectors the object of this was for someone to look at a painting, the other to receive a message on what the details of the painting were and to pass on the information accurately for someone to draw it, very limited communication.

As a group we made a learning agreement.

The ladder of participation – the play and involvement of children through learning.

Decision making.

Reflection

Day 1 - I really enjoyed the first day. It highlighted that learning can be fun. It showed me that we can make assumptions about people that are not true. It taught me that communication is a big part of our lives and sometimes we miss signs that someone may be struggling/unhappy. We may need to slow down to pick up on those signals. I saw my colleagues in a new light and it will benefit our working relationship.

Day 2

Energiser games.

The energy ball making sounds throwing and catching an invisible ball.

Oh James

The difference between formal, informal and non-formal learning – split into groups to sort out and match statements to the relevant heading.

Learning zone, comfort zone, panic zone – pulling learners from the comfort zone and bringing them into the learning zone.

3 pillars – challenge, capacity (existing knowledge), connection (feel connection) participation.

Cultural visit to Ptujska Gora.

Reflection

Day 2 - I went into day 2 with a new found enthusiasm ‘learning really is fun’ bring it on! I wasn’t disappointed!! I can’t wait to use what I have learnt in my school. Hopefully it will help break down barriers that some students/teachers have and help form a good working relationship built from a solid foundation. I learnt the advantages of team work and how working together can benefit of the student and assist them in their learning. Sometimes we need to encourage the students out of their comfort zone and challenge them to learn.

We experienced a wonderful outing to Ptujska Gora. Slovenia is a beautiful country, a place I would love to take time to see in the future.

Day 3

Energisers:

Fruit salad
Cool down
Focus
2 people – clap, nod, wink – 123

Google drive

Team building skills

Getting to know one another

Trust

Challenges

Feelings

Brainstorming

Discussion / debate

Presentation

Reflection and evaluation

Non-verbal uses of signs – thumbs up/thumbs down.

The blob tree

Reflection

Day 3 - I am feeling very content, this course has definitely enriched the mood of all involved. The atmosphere amongst everyone is fantastic, very upbeat, a great bunch of people to be around. I have learnt that a good team, positive thinking, fun and friendship go along way and can really benefit the learning environment. The comradery is at an all-time high. It is bursting out of everyone!! Feelings are very important and it is essential that all involved are aware of their own and other people’s feelings.

Day 4

Open space this was a presentation/demonstration/game by each learner, tools they use or have used in their work.

Skittle game

Social cards

Toilet roll game

Dodgeball

Books/projects/gardening

Place I live/work

Heads up

You tube – Marina Abramovic

The Erasmus youth exchange

Evolution game

Rock, paper, scissors

Young people will organise themselves they need one adult to guide them.

Preparation of our personal toolbox and NFL methods.

Cultural evening in Ptuj Dinner in the Ribic Restaurant.

Reflection

Day 4 – I had a challenging morning! I introduced the group to an icebreaker, using skittles – each colour represented something that the person had to tell us about themselves i.e. family, favourite food etc. Also social cards that have different scenarios I use these a lot in work they are very good in helping students with ASD. I also got a great insight into the tools other professionals use. I found it most useful and highly beneficial and hope to put some of them into use in the future.

On a personal note today was my birthday, I was made feel special by everyone I was shown great warmth, generosity and friendship from my colleagues and also from people whom I had only known a short time. It was truly memorable.

Day 5

The final day of the course was spent reflecting and evaluating on all that we had learnt during the week, a time for us all to share and come together as a group for the final time. We went back to the clothes line from day 1 and reviewed what we had written about our fears, expectations and contributions and removed what had become irrelevant.

We spoke about sharing our experiences with others.

We chose cards that appealed to us through sight and discussed there true meanings.

Reflection

Day 5 – A sad day, no one wanted to see coming. It’s amazing how much each and everyone has grown inside and out. A truly wonderful learning experience was shared by us all. Learning was so much fun, from icebreakers to energisers, timing, environment, teambuilding, adapting for the learner, sharing, plans, ideas, reflecting and so much more!.

‘Adding FUN to learning creates the best educational experience possible’ Tamara .L. Chilver

Energisers

Aim: Used to lighten sessions and to boost energy in the mornings or whenever a slump is felt. Breakdown barriers.

Tip: Where possible it’s good to tie energisers into the theme or style of session. Be creative on this.

Icebreakers

Aim: To encourage the group to feel comfortable with each other (through physical contact) and to create an atmosphere where people can do silly things. Usually icebreakers come at the beginning of the event but some of these can be better saved for later otherwise they could have the opposite effect and make people uncomfortable.

Description of cultural/educational/networking experiences:

We as a group experienced working and learning with people from different European countries. We had a teacher from Spain, A Primary school Principal from France, two facilitators one from Estonia and another from the Ukraine. We exchanged emails and set up a ‘whatsapp’ group. Our tutors uploaded the course contents from each day on google drive. Which upon our return we put up the resources on Teacher Public within our school network. This is now available for staff members to access and use in their practice.

Testimonial:

Clare Conneely

TESTIMONIAL:

I have to say the Non-Formal Learning course that I attended in Slovenia has to be one of the best professional development courses /life experience I have attended in my career. I felt totally smitten both during and after the experience.

Slovenia was a wonderful venue and I for one had an unforgettable educational and cultural experience. It most definitely broadened my perspective on educational methods/strategies. I enjoyed every last moment of Non-Formal learning. It brought home to me that learning should be fun. The strategies/methods that I learned can be easily transferred to my students and colleagues. I feel I am now equipped with a toolbox of methods /knowledge. I have a network of friends that I can call on to share their experiences and knowledge. I have made friends for life.

It was indeed a truly memorable experience in my career and I endeavour to implement it in my practice. The leaders that delivered the course were charismatic, inspirational and consequently we as a group were highly motivated. The course heightened my awareness of Non- Formal methods of learning and I would highly recommend it to my colleagues. I learned that we do not work in isolation – we are part of a team. It is so important that we implement a “Whole School “approach to student learning. We are all equally important stakeholders.

I am now more aware of strategies that will help me to provide learning opportunities for children with “Autism “and indeed other children with special needs. All my students with special needs are entitled to an education that is designed to meet their specific needs. They need teachers with commitment and enthusiasm who can develop effective relationships and engage students in a meaningful and purposeful way.

I would like to take this opportunity to thank the Erasmus + committee in Clarin College for affording me the opportunity to participate in this amazing course.

Clare Conneely

Dympna Donoghue

Testimonial

I feel I have developed personally, socially and most of all I have gained an insight to new methods of Non-formal learning (NFL), from my participation in the training course, “Non-formal learning methods for supportive learning” in Slovenia. Our course coordinators Galina and Julia were inspirational and delivered the course with great enthusiasm.

I learnt teambuilding skills and the importance of reflective practice, by participating in activities as part of our daily routine. I personally feel that mindfulness and good relationships between both students and staff are paramount if effective teaching and learning is to reach its full potential.

As communication is a key to everyone’s daily life it is very important to be able to communicate effectively. It is necessary to develop a skill and to understand that sometimes we have to go out of our comfort zone to reach this goal. From the training I received I will endeavour to use “NFL” by introducing icebreakers, energisers and open-space to create positive learning. Also I would encourage my colleagues to take part in a training course which supports “NFL” methods.

From a presentation to our staff I hope to involve, encourage and motivate my colleagues to practice “NFL” alongside the Erasmus+ team that I had the pleasure of sharing this life changing experience with.

I would like to take this opportunity to thank Clarin College and the Erasmus+ Committee for the privilege of attending this inspirational training course, and to extend my gratitude to all other participants who made this journey memorable.

Dympna Donoghue

Bernie McGonagle

TESTIMONIAL.

IN SUMMARY THE NON FORMAL LEARNING METHODS FOR SUPPORTIVE LEARNING ENVIRONMENT WAS ONE OF THE BEST COURSES I HAVE EVER ATTENDED. IT’S IMPOSSIBLE TO DESCRIBE THE BREADTH AND DEPTH OF IT, THE FRIENDSHIPS I HAVE MADE, WHAT I HAVE LEARNED ABOUT MYSELF AND OF COURSE THE FUN WE HAD LEARNING. I AM ALREADY PUTTING WHAT I HAVE LEARNED INTO PRACTICE IN THE CLASS ROOM AND THAT SAYS EVERYTHING.

Ann Lynn

Testimonial:

The course was very helpful, fun and I learned a lot. The co-ordinators and participants were fantastic people that made the stay in Slovenia so much more amazing. The skills I learned during the course have helped me go further as a teacher. My participation in this non formal learning experience was extremely important regarding my professional enrichment through the significant context in which we worked: the discovery of new working non formal methods and ice breakers, the possibility of experimenting with new ideas and to use non formal learning in the classroom, the contact with teachers from other countries that allowed the sharing of practical and professional knowledge, by finding out about other education systems , curricula and forms of school organization.

The actual content of the training corresponded to the published description of the program and there was still space for sharing experiences, professional knowledge, and resources. .

The event was very well organized and the participants followed at all times.

Overall, the event was held in an excellent manner.

Jeanette McGuire

My Testimonial:

When deciding what course I wanted to do, I wanted to choose something I thought would be the biggest benefit to me in my role as an SNA. Much of my work involves working with students with ASD, sometimes we need to adapt our normal approach to something more suitable to their needs. So I believed that a non-formal learning course would be my best approach I choose what I thought was the more appropriate course. I doubt I will never truly be able to put into words all I learnt from my experience even now six weeks after coming back I am still in such a great place.

Slovenia is a beautiful country and a wonderful setting for this course. It is a place I hope to visit again one day. Everything about this trip from the location to the hotel to our teachers was perfect.

From the personal hand written note on the day of our arrival to the personal hand written card we received on our last day it was an amazing chapter in my life’s story.

Galina and Julia our two course instructors are two beautiful people, I think they enjoyed it as much as us and they said they too had learnt much. They were very professional, they passed on a lot of interesting, worthwhile facts and experiences. We couldn’t have been in safer hands. They brought the FUN into learning.

On a personal level I made many friends not only the colleagues whom I work with in Clarin College Athenry that I got to know so much better and share this experience with but also Silvia a teacher from Spain and Philippe a Principal from France and of course not forgetting Galina and Julia.

On a professional level I gained a lot of knowledge which I hope to introduce in to my role as an SNA. I found many new ways from icebreakers to energisers, teambuilding and other strategies that I can use to help me in my approach and adapt to the needs of the student that I am working with. I hope to pass on the knowledge I gained to my colleagues.

I would most definitely recommend this course. What I gained from Non-Formal learning was immeasurable and I believe it has made me a better person. I can’t thank the Erasmus+ committee enough for affording me the opportunity to do this course.

Clarin College Athenry

Coláiste an Chláirín

formerly Vocational School Athenry

Erasmus +

Title of Course: NON-FORMAL LEARNING METHODS FOR SUPPORTIVE LEARNING ENVIRONMENT

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