Empowering educators in the digital age

Description:

The English Language Development & Irish Culture course provides an enriching blend of English language learning and cultural exploration. Tailored for learners with at least an A2 level of English, this course aims to enhance communication skills while offering a deep dive into Ireland’s rich cultural heritage. Morning sessions focus on developing essential language skills, including speaking, listening, reading, and writing, in a supportive and engaging classroom environment. Afternoons are dedicated to discovering the many facets of Irish culture, with interactive modules and activities that delve into local traditions, from lively festivals and traditional Irish music to the country’s historical background and sporting life.

Learning objectives:

1. Improve English language skills in speaking, listening, reading, and writing. 
2. Enhance communication skills through cultural immersion and interactive learning experiences. 
3. Gain a deeper understanding of Irish culture, including its language, festivals, and history.

Description:

The training course is tailored explicitly for principals, teachers, and educators who aspire to enhance the effectiveness of their lectures through research-based learning approaches. The program is designed to guide participants in deepening their knowledge and skills, enabling them to assist students in conducting research inside and outside the classroom. Additionally, participants will be empowered with technological tools and innovative methodologies, including design thinking.

This will allow the participants to facilitate their students’ internalisation and familiarisation with research methods, such as formulating precise questions and processing and monitoring research activities. By incorporating these elements, the training aims to foster an environment that nurtures students’ abilities to engage in thoughtful, motivated, collaborative, and innovative learning experiences.

Learning objectives:

1. Research-based learning and teaching approach
2. Guiding the inquiry process
3. Integration of design thinking in research-based learning
4. Promoting understanding through discovery
5. Facilitating students’ reasoning process and thinking
6. Guidance for research project preparation

Description:

The course addresses the challenges of digital technology in daily life, highlighting its impact on time, focus, and well-being, especially for adolescents who are more vulnerable due to their developing cognitive control. Participants will explore classroom activities and school initiatives to promote awareness of digital well-being, helping students manage technology use effectively.

Through hands-on activities, participants will evaluate their own digital habits, share insights, and reflect on strategies to foster open, non-judgmental discussions about technology use in schools. The course focuses on critical threats such as compulsive overuse, its effects on sleep, physical activity, and concentration, as well as the negative impact of social media on identity, body image, and mental health.

By the end, participants will be equipped to engage adolescents on digital habits, understand the attention economy’s influence, and create a balanced, enriching digital environment for students.

Learning objectives:

1. Understand how the attention economy shapes the design of digital technology in ways that threaten well-being
2. Develop students’ awareness of the potential harms of technology use
3. Create conditions for discussing both the positive and the negative aspects of technology use safely, openly and non-judgmentally in the classroom
4. Reduce students’ defensiveness around examining their digital habits
5. Guide students to recognize digital habits that have a negative impact on their well-being
6. Promote students’ agency to be in control of their on-screen time and to use technology responsibly
7. Lead initiatives and create support structures in their schools to foster digital wellbeing.

Description:

The course addresses the pervasive issue of bullying, both in schools and online, highlighting its detrimental effects on mental health, academic performance, and school retention. It aims to equip parents, teachers, students, and school leaders with effective strategies for preventing and addressing aggression.

Participants will engage in diverse activities such as planning school campaigns, designing prevention programs, role-playing, creating videos, and analyzing bullying scenarios to understand participant roles and conflict management techniques.

By the course’s end, attendees will be prepared to handle aggressive behavior, support victims, manage bullies, and foster a calm and inclusive school environment, with knowledge of effective prevention and intervention programs.

Learning objectives:

1. Raise and maintain awareness of bullying
2. Increase pupils’ interest and motivation towards activities with a preventive character
3. Develop pupils’ communication skills
4. Encourage pupils to face problems
5. Develop pupils’ team spirit
6. To get the parents involved in its prevention
7. Use educational platforms to promote its prevention
8. Reduce the frequency and extent of school aggression
9. Encourage students to take a stand against bullying
10. Behave properly online

Description:

The course focuses on fostering a supportive school culture by equipping experienced teachers, department heads, and school leaders with mentoring skills. It emphasizes collaboration, professional development, and mutual learning through classroom observation and feedback.

Participants will learn the principles and techniques of mentoring, including active listening, professional communication, formative feedback, and coaching strategies. The sessions involve practical activities like role plays, video analysis, and group discussions, helping mentors build rapport and support teachers at different career stages.

By the end, participants will have a mentoring toolkit, a deeper understanding of their roles, and improved skills to guide mentees in achieving their professional goals, ultimately enriching the school environment for both mentors and teachers.

Learning objectives:

1. Differentiate between mentoring and other forms of teacher support and supervision
2. Distinguish between class visits for support and observations for assessment
3. Design the structure of a post-lesson discussion
4. Formulate questions that help self-reflection professional discussions and self-assessment
5. Demonstrate skills in active listening
6. Act out a mentorial from the perspective of a mentor, a mentee, or an observer
7. Differentiate between constructive, formative feedback and evaluative, summative feedback
8. Plan a mentoring process for a peer in their own school context

L’objectiu de la mobilitat és que els participants coneguin les pràctiques i investigacions sobre
pensament crític aplicat a la intel·ligència artificial i el benestar digital desenvolupades a la
Universitat Friedrich-Alexander (FAU) i l’Institut per a l’Aprenentatge i Innovació (ILI) de
Nuremberg, així com conèixer el procés de formació digital contínua del professorat i el
desenvolupament de projectes #DigComp en la regió de Baviera. Amb aquesta mobilitat, es
pretén que els assessors d’IBSTEAM adquireixin una visió transversal en aquestes àrees, que
podrà integrar-se en els cursos de formació que oferim als docents de les Illes Balears, amb
l’objectiu de potenciar una educació digital ètica i responsable.