Empowering Educators to Prevent Early School Leaving: Innovative Strategies for Inclusive Learning
Course overview
This immersive 5-day course aims to provide educators with the knowledge, skills, and strategies to prevent early school leaving (ESL) and promote inclusive learning environments. Recognizing the risks and socio-economic disadvantages associated with early school leaving, this course offers a hands-on experience in identifying students at risk and implementing innovative teaching methodologies that cater to the diverse needs of today’s learners.
The course will delve into various practices, approaches, and school strategies across Europe, fostering discussions and sharing of ideas within an international group setting. Participants will learn how to build an effective, collaborative learning environment that promotes engagement and success for all students, regardless of their backgrounds or abilities.
Emphasis will be placed on developing communication strategies for conflict prevention, as well as exploring innovative teaching methods such as Task-Based Learning, Peer Education, and Creative Thinking. Collaborative teaching approaches, including Cross-Curricular Projects, Project-Based Learning, Active and Cooperative Teaching, will be explored to foster a sense of community and shared responsibility among students.
The course will also address the importance of student assessment, mindfulness, emotional and social learning, and effective use of ICT in creating inclusive and engaging learning environments. Participants will gain insights into working with heterogeneous classrooms and communities, supporting the inclusion of various minorities into mainstream education, and promoting peer exchange and active participation.
To enhance the learning experience and provide a cultural context, the course will incorporate a guided cultural visit, allowing participants to explore local heritage and sustainable practices. This visit will further enrich their understanding of inclusive and environmentally conscious approaches to education.
Tentative schedule:
Day 1: Understanding early school leaving and inclusive education
Day 2: Identifying and supporting students at risk
Day 3: Innovative teaching methodologies for inclusive learning
Day 4: Promoting inclusive learning environments
Day 5: Implementing inclusive strategies and course wrap-up
The classes typically run from 9 in the morning to 2 in the afternoon, with the afternoon and evening reserved for self-reflection and individual study. However, the course schedule may be adjusted to accommodate the preferences of the participants and the availability of instructors or external learning locations. Participants will receive the finalized schedule well in advance, allowing ample time for preparation and planning.
Learning outcomes:
The participants will be able to: