Good Practices Collection of Didactical Methods

Ensuring that all students succeed in achieving their learning objectives, albeit with some difficulties related to attention, comprehension problems, etc.

Teaching methodologies used in the adult context require a blended approach, combining theory and practice. This approach is particularly effective in engaging students and fostering learning. Diverse tools, such as slide shows, videos, films, images, and emulators, are used, making lessons dynamic and engaging.

This multimedia approach captures the students' attention and helps them better understand abstract concepts. It also uses a "hands-on" method that encourages memorisation and deep understanding of concepts.

The course comprises 4 phases:

1. Individual assessment
2. Clear and concise communication
3. Diversified teaching activities
4. Formative and continuous assessment

Functional teaching room with projector/LIM internet connection sufficient space for group work movable chairs and tables.

The practice needs an adequate time frame of at least four hours to be effective. Otherwise, it becomes ineffective or impossible to apply. A classroom without multimedia supports does not allow the practice to take place.

Classroom devices and internet connection, computers, materials to enable hands- on practice and a teacher with active teaching skills.

To reach all learners in their different learning capacities/possibilities.

The teacher must wisely choose the pair of student 'players', starting, for example, with the most fluent, without language barriers, so that the more fragile or more difficult students have time to become familiar with the mode.

Group work

Group work is done in the logic of future 'teamwork' because working as a group, and not as a single part, is fundamental in health care.

Depending on the subject, group work deals with clinical cases or situations of specific competence pertaining to the role, which they may face daily in their future work.

The teacher carefully handles the composition of each group, favouring heterogeneity and integration between the different members who must work together. For example, the group may consist of a 'good' student, one with difficulties of various kinds, one with a language barrier, one who is younger, one who is older, etc., as the teacher sees fit.

Each group is given a task to develop and an appropriate amount of time to carry out the required activity. Each group must appoint a spokesperson to present the work's result in plenary. Each group presents its work to the class so that everyone can benefit from everyone's work.

The spaces must contain multimedia and computer tools, and the classroom must have sufficient capacity for students working in groups.

In the absence of IT tools, part of the mode can only be used partially.

Classroom devices and internet connection, computers, and materials to enable hands-on practice and a teacher with active teaching skills.

Effective teaching so students can master the subject not by memorisation but through action/doing; Maintaining a light atmosphere; promoting inclusion through personalised methods.

In adult education, adopting a methodology that combines theory and practice is essential, facilitating engaging and meaningful learning. The approach aims to develop practical skills through an interactive and personalised learning environment. An IT educator who teaches computer science-based subjects in courses for adults organised by Cramars uses this practice.

The process:

The requirements for the transferability of the practice are:

The physical equipment and display of the classroom: The room is equipped with computers and an interactive whiteboard, with adequate space for the teacher to provide individual support. This configuration allows direct and immediate interaction with each student, fostering a deep understanding of the concepts covered.

The teacher's disposition who needs to be prepared to listen, adapt, and dialogue to help students achieve their educational goals.

A computer-equipped classroom with an interactive whiteboard. Sufficient space for the teacher to assist individual users.

This practice is not easily implementable in online courses.

• Computer, Software Licenses
• Multimedia Whiteboard
• Listening, Relational Skills

Ensuring that all students achieve their learning objectives, albeit with some difficulties related to attention, comprehension problems, etc.

The training approach emphasises personal growth, not only in terms of knowledge, but also in the development of skills, including interpersonal skills, teamwork, and creativity. It incorporates differentiated instruction, lecture-based learning, technology- based learning, group, and collaborative learning, learning by doing, game-based and project-based learning.

The teacher's experience in the subject, practical application and problem-solving skills are crucial to the success of the training module.

Functional teaching room with projector/LIM internet connection, sufficient space for group work, movable chairs, and tables.

The practice needs an adequate time frame of at least four hours to be effective. Otherwise, it becomes ineffective or impossible to apply. A classroom without multimedia supports does not allow the practice to take place.

Classroom devices and internet connection, computers, and materials to enable hands-on practice and a teacher with active teaching skills.

Related curricula in the SL courses conforming to EU-wide standards in primary and HE.

A community should adopt and support the related technology and motivate further developments using open standards.

The process includes:

The course has been designed for use as part of a university curriculum and will be part of the ECTS system. It includes 36 units and 13 lectures that cover topics ranging from foundational elements to more complex aspects of sign language. Lectures 6 and 13 are rehearsal lectures based on the material already presented.

Lecture 1: Sign alphabet, handshapes, basic communication vocabulary, family vocabulary.

Lecture 2: Number vocabulary, time/hour vocabulary, colour vocabulary.

Lecture 3: Calendar/days vocabulary, time-seasons-months vocabulary, time-time line vocabulary.

Lecture 4: Clothes vocabulary, food and drinks 1 vocabulary, personal pronouns vocabulary.

Lecture 5: Feelings vocabulary, home vocabulary, possessive pronouns vocabulary. Lecture 6: Rehearsal unit.

Lecture 7: Directions vocabulary, time-24hours vocabulary, interrogative pronouns vocabulary.

Lecture 8: Traffic vocabulary, professions/career 1 vocabulary, negation vocabulary. Lecture 9: Weather season vocabulary, Time review vocabulary,

Lecture 10: Food and drinks 2 vocabulary, professions/career 2 vocabulary, verbs vocabulary

Lecture 11: Animals vocabulary, geography-landscape vocabulary. Lecture 12: School/study vocabulary.

Lecture 13: Rehearsal unit.

The requirements for the transferability of the practice are:

Given the course's dual design to serve both adults and younger learners, the target proficiency levels are somewhat adapted to the learners' age and educational context. For adult learners and higher education students, the A1 level encompasses a more comprehensive curriculum that dives into theoretical aspects of sign language, its grammar, and an introduction to Deaf culture.

The space should definitely have access to a computer with adequate specifications (e.g., access to the Internet, camera, and updated drivers).

Inadequacies of publicly available sign language datasets restrict the strength and generalizability of systems trained on them

Understanding portrayal necessitates experience to Deaf culture and languages, which is typically lacking in the populations driving advancement in computer vision

Simple applications of Machine Translation (MT) and Natural Language Processing (NLP) methodologies either fail to capture some parts of sign languages or simply do not function

Similarly to the special characteristics/functions needed, the required resources consist of access to a computer with adequate specifications.

Non-directive coaching aims to help people develop the confidence and strategies they need to take charge of their own learning and development.

This practice can be very effective among adult education and VET, and it could be particularly helpful for work-based learning environments.

In more formal contexts, its implementation would require specific staff, additional to the traditional instruction, especially within institutions where instructors must work with large numbers of learners/students.

Apart from that, the process is straightforward, with reporting being one of the most helpful aspects to be considered by the educators/coaches.

Since the learner needs only an objective, a willingness to act and a willingness to reflect on their learning, it might be more difficult to implement with learners/trainees who do not have a clear objective in their participation.

The only requirement is that the coach has expertise in helping people to reflect and problem-solve for themselves.

The specific goals of the described Good Practice are for learners to:

1. Develop language and communication skills;
2. Enhance comprehension and analytical abilities;
3. Foster social and collaborative skills.

The goals of the GP are for learners to develop language and communication skills, enhance comprehension and analytical abilities and foster social and collaborative skills.

The educator shapes the classroom into different activity areas according to the interests and needs of the learners.

The central object of study is the literary work of “The Little Prince”. Each learning station presents the book, but also a different narrative way of presenting it. In total, there are five learning stations as many as there are groups of students.

Through this model, students are given the opportunity, either individually or in groups, to read and listen to a passage from the book in order to study it, understand it, and note some phrases that made an impression on them. The gradation of the teaching content and materials is intended to increase the active participation of all students.

The steps to be followed include:

1. Teaching the Little Prince book through differentiated instruction and learning stations, discussion around the theme of friendship, and brainstorming.
2. Listening to the text, handout with comprehension questions, group discussion and presentation to the class.
3. Reading comprehension questions, vocabulary comprehension activities, use of an electronic dictionary, use of new technologies to understand the use of relevant vocabulary.
4. Role-playing game and assessment.

The described GP can be transferred to different settings.

General guidelines for transferability include Methodology Adaptations: use learning stations with multimodal narrative techniques suitable for adult learners or different educational contents by selecting appropriate texts.

Environment Adaptations: modify for non-formal or digital environments by adjusting materials, schedules, and engagement strategies, giving participants more choice and autonomy.

The classroom in which the teaching scenario will take place should have an interactive whiteboard, PCs or laptops, speakers, a projector, the possibility to connect to the e-classroom (e-class) via the internet and a whiteboard.

Several obstacles and constraints may arise during the implementation process of the educational scenario.

Some of them are the availability of the resources (materials and equipment, technology access), time management (classroom time and preparation time), student diversity (different learning paces and special needs), the expertise of the educator (special training and skills, the requirement to collaborate with other educators), the curriculum constraints (curriculum alignment and any assessment requirements), the engagement of the students (their interest levels and any behaviour management issues) and the parental involvement (the support required at home and any communication issues).

The resources needed for implementing the proposed Good Practice are a suitable classroom for using the method of different learning stations, the literature book "The Little Prince", an interactive whiteboard, a computer or laptop, speakers, a projector, connectivity to e-class and the internet, worksheets, a whiteboard and paper materials.

For the implementation of the scenario, it is necessary to ensure that the classroom can use the necessary electronic infrastructure (computers, projector) and the internet connection.

Teaching practices such as group work, differentiated assignments, interdisciplinary teaching, and collaboration between teachers and outside the classroom are used.

The present teaching proposal aims to make it clear that the subject of Greek Literature provides the opportunity for many skills, such as critical thinking, creativity, cooperation, communication, initiative, organisational skills, empathy, problem-solving and digital literacy, the so-called 21st-century skills that the curriculum dictates.

This subject can raise awareness of the ecological problem and help students to understand it holistically. In addition, through the guidance of teachers, adolescents take action to tackle the problem and produce a variety of texts (narrative, descriptive, argumentative, multimodal, and digital).

The process includes:

9 activities with a suggested duration of 45 minutes:

1. Contact with the written literary text
2. Watching and creating videos
3. Creating thematic presentations
4. Creating multimodal texts
5. Visualisation using pictures and paintings
6. Production of audio texts
7. Literary reading
8. Creation of a short film
9. Creative writing

The requirements for the transferability of the practice are:

Use of literature originated from the diverse cultural backgrounds that coexist in learning environments.

Adapting literary texts to be relevant to adult learners in formal or non-formal educational settings.

Use of the methodology proposed in Good Practice for different educational subjects.

For the implementation of the scenario, it is necessary to ensure that the classroom can use the necessary electronic infrastructure (computers, projector) and the internet connection. The required logistical infrastructure of the scenario is that which is available in each school unit and relates to the possibilities of using computers and internet connection.

Students should have good computer literacy, basic skills in internet use and familiarity with e-learning platforms, e-learning platforms, and digital tools. Alternatively, familiarity with search engines and digital tools to produce audio, audiovisual material, etc.

There is no need for professionals for the implementation of the GP. For the implementation of the scenario, it is necessary to ensure that the classroom can use the necessary electronic infrastructure (computers, projector) and the internet connection. The required logistical infrastructure of the scenario is that which is available in each school unit and relates to the possibilities of using computers and internet connection.

• Summarise the proposed methodology's process and content.
• Guide adult professionals in their effective use, also considering testimonials and experiences of actual participants ´
• Provide necessary orientation and support for the  implementation of the different sessions foreseen.

The motivation for this practice was the need for low-skilled individuals to adapt to a demanding job market.

The process:

Summary of the sessions and the content of the proposed methodology.

Guidance for adult professionals in their effective use, considering also testimonials and experiences of actual participants.

Provision of necessary orientation and support for the implementation of the different activities

The requirements for the transferability of the practice are:

The transferability of this process is well documented by the accompanying materials of the project and overall, the methodology has been designed with it in mind.

There are no requirements, and the future users can adapt any part of the process to the needs of their target group.

The recommended group size is no more than 5 participants for the effective implementation of each circle, but apart from this the process is developed in a way to be non-directive and learner focused. The guide itself (as well as the accompanying material) offer the necessary tools for the implementation of the project.

The process might be challenging to implement without adequate training by the facilitator, for the fact that methods used for some sessions (i.e. SMART goal technique) and the effective use of the accompanying materials, might be difficult to grasp by the participants in the circles.

• All project materials and resources
• Learning agreements with the participants/learners and setting up ground rules
• A way to facilitate discussion (ie chairs in circle in physical contexts, ability to create dedicated digital rooms for online context, etc)
• Some stationary for the implementation of some activities

To introduce high quality Romani teaching at primary, secondary and tertiary level as well as in lifelong learning, including the preparation of well-qualify ed teachers of Romani.

This project addresses the varied educational needs of Roma children and native Romani language teachers across Europe. Recognizing the differences in Romani language proficiency and cultural backgrounds, the project uses the Common Framework of Reference (CFR) to develop learning materials and teacher training for Romani language education.

No specifics mentioned, but it goes without saying that the space should welcome and include in equal terms Roma students.

The obstacles to learning will most often exist due to issues of language and identity, as well as concerning the mechanisms of stigmatisation and denial. However, the curriculum tries to counter these issues by equiping prospective teachers with skills to describe e a plurilingual and pluricultural identity and how to support students to develop their own personality and identity in a plurilingual and pluricultural environment and value the languages that are connected with this environment.

In order to implement the specific curriculum, knowledge of Romani at the B2 level is required to attend the teacher-training course. Language proficiency in Romani is tested by placement tests prior to entering the module. A course on Romani may be offered as an elective module.

In case you want to be inspired by the approach and process, the requirements shall be adapted to the specific needs and languages you intend to teach to prospective teachers.