Topic/ theme: Inclusion, promoting equality and non discrimination, Pedagogy and didactics, Tackling geographical remoteness and involving rural areas, Disabilities.
At your request, the courses can be structured for a different schedule (5 or 7 training days).
Sending partners: educational organizations involved in formal, non-formal and informal learning: kindergartens, schools, adult training centers, resource centers and other relevant organization active in the adult education field established in Erasmus+ program countries.
Participants: 20-25 adults involved in education
Course fee: According to the Erasmus+ guide, 80 euros / training day, including course preparation, training, training materials, administration costs, organizational costs, 24 hours emergency support.
Trainers: A multinational team of trainers – Portuguese, Romanian, Spanish, Greek, Cypriot, Italian,Polish, SALTO affiliated, with training in more than 15 European countries.
Languages used: English, Portuguese, Spanish, French. The training materials will be provided in English. On request, Spanish and French.
Profile of the participants:
The participants are teachers (working in kindergartens, primary schools, secondary schools etc.) or adult trainers active in the sending organization interested in learning about emotional intelligence in order to empower their disadvantaged learners, with or without previous experience, willing to develop themselves professionally not only through the course, but by involving themselves in preparatory and follow up activities. They must be interested in other cultures and in developing the institution’s European dimension.
Objectives:
– Understand the nature and function of emotions and emotional intelligence
– Identify practical tools for managing inner states effectively.
– Explore the role of self-awareness in emotional intelligence.
– Recognize and label one’s own emotions through pair and group work activities.
– Develop skills in recognizing emotions of others through calibration exercises.
– Identify different communication styles (assertive, aggressive, passive) and their impact on emotional intelligence.
– Practice empathy, mirroring, rapport-building, and active listening techniques.
– Learn strategies for anchoring resourceful inner states.
– Understand how emotional responses are learned and how new supportive patterns can be developed.
– Apply emotional intelligence in problem-solving and creative thinking scenarios.
– Explore the neuroscience behind emotional intelligence, including Daniel Goleman’s findings.
– Understand the role of the limbic brain and the neocortex in emotional intelligence.
– Consider the implications of emotional intelligence for disadvantaged learners and forging new pathways in the brain.
– Reflect on how emotional intelligence can be used in professional and personal life through case studies and practical application exercises.
– Learn coaching tools for supporting young people with fewer opportunities.
– Explore strategies for fostering students’ motivation, participation, and creativity through non-formal, informal, and experiential learning activities.
Learning outcomes:
– Understand the nature and function of emotions and emotional intelligence
– Acquire practical tools for managing inner states effectively.
– Develop skills in recognizing and labeling one’s own emotions.
– Learn techniques for recognizing emotions of others through calibration exercises.
– Identify different communication styles (assertive, aggressive, passive) and their impact on emotional intelligence.
– Develop skills in empathy, mirroring, rapport-building, and active listening.
– Understand the balance between assertiveness, empathy, and objectivity in interpersonal interactions.
– Learn strategies for anchoring resourceful inner states.
– Understand how emotional responses are learned and how new supportive patterns can be developed.
– Apply emotional intelligence in problem-solving and creative thinking scenarios.
– Explore the neuroscience behind emotional intelligence, including Daniel Goleman’s findings.
– Understand the role of the limbic brain and the neocortex in emotional intelligence.
– Consider the implications of emotional intelligence for disadvantaged learners and forging new pathways in the brain.
– Reflect on how emotional intelligence can be used in professional and personal life through case studies and practical application exercises.
– Understand the importance of inclusion in educational contexts.
– Learn coaching tools for supporting young people with fewer opportunities.
– Explore strategies for fostering students’ motivation, participation, and creativity through non-formal, informal, and experiential learning activities.
| Days | Module | Details of activities and methodology |
| Days 1,2 | Culture and interculturality | Course introduction Needs and expectations evaluation. Intercultural games. Working in an international project – how to communicate and connect. Connection between culture and inclusion. Team building. Stereotypes and prejudices in learning environments. Cultural and group values. Cultural project tour exploring exterior manifestations of culture |
| Day 3,4 | Emotional intelligence | What is emotional intelligence? – presentation, pair work, individual work The nature and function of emotions Practical tools for effective inner state management The role of self-awareness – presentation and discussion Recognizing own emotions – pair work, group work, role play Recognising emotions of others through calibration – presentation and pair work, the study of examples that help participants identify their own emotions in different situations The relation between thoughts and emotions – case studies, short films, exercises on how to recognise emotions |
| Day 5 | Communication skills for EI | Communication (assertive, aggressive, passive)..Games for improving communication. Empathy and mirroring. Rapport – presentation and pair exercises Active listening – discussion, case studies Understanding interpersonal diversity – pair and group work, followed by discussion and self reflection The balance between assertiveness, empathy and objectivity |
| Days 6 | EI Resources | Anchoring resourceful inner states How do we learn emotional responses and how can we learn new more supportive patterns- presentation, discussion, pair work, role play Emotional intelligence in service of problem solving and creative thinking Self-acceptance – presentation, case studies |
| Days 7 | Neuroscience & Emotional intelligence | Neuroscience behind emotional intelligence. Daniel Goleman findings. Neurobics. The limbic brain and emotional intelligence. Engaging the neocortex. Emotional intelligence and disadvantaged learners. Forging new pathways in the brain How will I use Emotional Intelligence in my professional and personal life; case studies, practical application of the knowledge. |
| Day 8 | Good practices for inclusion | What is inclusion? The inclusive school and the inclusive society. Coaching tools for young people with fewer opportunities: zone of fulfillment, values, wheel of life, comfort zone. How to foster students’ motivation, participation and creativity through non-formal, informal and experiential learning activities. Study visit to a local inclusive institution applying non formal and inclusive education methods. Dissemination of previous European projects applying non-formal and informal methods made by all partners. |
| Day 9 | Evaluation, dissemination and certification | Dissemination and valorization activities planning. Using European certification tools: Europass Mobility certificate, upgrading the Europass Language Passport and Europass Skills Passport. Project evaluation.Certification ceremony. |
Edu2grow 