We made it together – iso kiitos!
Iso kiitos kaikille Bright Education for All! INEPS-kongressin osallistujille Tampereella – saimme vieraita kaikkiaan 11 eri maasta! Kongressi onnistui erinomaisesti ja palaute on ollut huikean hyvää. Kiitos yhteistyökumppaneillemme, vapaaehtoisille avustajille, puhujille, workshoppien pitäjille sekä tietysti upealle osallistujajoukolle – ilman teitä kongressi ei olisi ollut yhtä onnistunut! Ilo palvella teitä nyt ja jatkossa 🙂 Thank you…
Read MoreWarm thank you – we made it together!
Thank you Germany, Greece, Spain, France, Lithuania, The Netherlands, Czech Republic, India, USA, Brasil, Finland for making this congress such a unique experience! On behalf of Congress Organising Committee we at Learning Scoop would like to thank each and every one of you for participation, active contribution and great atmosphere during the INEPS Congress 2016…
Read MoreProductive Learning (PL) for Newcomers
Productive Learning is an educational form that combines learning in school and learning at self-chosen practice sites. It was inspired by the City-As-School New York and developed in the framework of a developmental project with partners from ten countries starting in the 1990th. In Germany the model is used in about 100 schools in seven…
Read MoreSpinning Ideas in Activate Learning
As Vocational Brazilian Teachers members of the 3rd edition of the Vocational Education Training Program (VET) at Tampere Applied Sciences University (TAMK) we bring our cultural and background knowledge to share and learn more from this workshop participant. Therefore, this workshop will draw on our recent activate learning experiences at TAMK and throw some practical…
Read MoreUnderlying Phenomena of Productive Learning
Today, “teach doesn`t touch” has become a political refrain for teachers. In many schools, teachers teach their student’s heads but don’t touch their hearts. In Productive Learning, the situation is quite opposite, where “to teach” means “to touch”. Teachers touch pedagogically their students as such, with his or her being and mind, and teach them…
Read MoreActivating and practical methods in vocational education and training in Vilafranca, Spain
In the frame of the workshop it will be introduced four vocational educational training programmes, those in which participants are young people and practical and innovative methodologies are applied, on one side, and, on the other side, in which are developed the integrated projects, a powerful activity for the empowerment of the students. Find out…
Read MoreActivating and practical methods in vocational education and training in Vilafranca, Spain
In the frame of the workshop it will be introduced four vocational educational training programmes, those in which participants are young people and practical and innovative methodologies are applied, on one side, and, on the other side, in which are developed the integrated projects, a powerful activity for the empowerment of the students. Find out…
Read MoreTools for promoting psychosocial skills in education
Psychosocial skills are the ability of a person to answer with efficiency daily life demands and trials. The psychosocial skills have an important role in promoting health, physical, mental and social wellness. Psychosocial skills allow us to interact with, perceive, influence and relate to others. Researches have confirmed the interest to reinforce psychosocial skills to…
Read MoreTools for promoting psychosocial skills in education
Psychosocial skills are the ability of a person to answer with efficiency daily life demands and trials. The psychosocial skills have an important role in promoting health, physical, mental and social wellness. Psychosocial skills allow us to interact with, perceive, influence and relate to others. Researches have confirmed the interest to reinforce psychosocial skills to…
Read MoreTeam learning (TBL) in the upper secondary school – focus changes from teaching to learning
Team-Based Learning implementation is based on four underlying principles (Michaelsen & Richards 2005): •Groups should be properly formed (e.g. Intellectual talent should be equally distributed among the groups). These teams are fixed for the whole course. •Students are accountable for their pre-learning and for working in teams. •Team assignments must promote both learning and team…
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