This pilot used different fairy tales for the Dialogic Literary Gatherings (DLGs) and mathematics for the Interactive Group (IG). The target group, which involved 15 to 20 children, expressed a keen interest in psychosocial support and educational activities, with children exhibiting strong motivation for educational engagement. Moreover, the parents actively contributed to organising and facilitating […]
This focused on practicing Interactive Groups (IGs) and Dialogic Literary Gatherings (DLGs) by using different fairy tales and mathematics. These initiatives involved 15 to 25 children who actively participated in collaborative learning, focusing on mathematics and dialogic literary analysis in multiple languages. […]
Leer más… from Vänersborg Reception and Identification Centre
There were three types of Successful Educational Actions (SEAs) implemented in different grades: […]
Students aged between 5 and 18; male and female; the majority were Bulgarian students, including Roma children. There was a variable number of students with foreign backgrounds, including refugee children from Ukraine, unaccompanied minors (UAMs) from Afghanistan and Iran, migrant and refugee children from Syria, Iraq, Vietnam, China. There were also approximately 50 students; five […]
Interactive Groups (IGs) have been implemented biweekly in two classes. […]
Interactive Groups (IGs) were implemented biweekly in Italian and English teaching. […]
Every two weeks students participated in Interactive Groups (IGs) in both English and Italian. During each session, some mothers participated in the work group with the students. Each class was organised in two or three groups, and the topics of each session were related to the subject of English language and/or Italian language. The type […]
Students during school hours once per week carried out Dialogical Literally Gatherings (DLG); they read the novel A Christmas Carol. […]
Five Successful Educational Actions (SEAs) training sessions were held with educators of the centre as well as an online MHPSS (Mental Health & Psychosocial Support) training. CEPAIM has an afterschool program during the school year (September to June) and has implemented Interactive Groups (IGs) during these last weeks. In July, CEPAIM offered a summer camp […]
nteractive Groups (IGs), Dialogical Literary Gatherings (DLGs) and the Model of Conflict Prevention and Resolution were implemented weekly in the school. 300 students (aged 5 to 11 years old) and 20 teachers were involved. […]
The main Successful Educational Actions (SEAs) implemented by the school on a weekly basis in each classroom are Dialogical Literary Gatherings (DLGs) and Family Education. 245 students (aged 5 to 11 years old) were involved as well as 12 teachers. […]
The following Successful Educational Actions (SEAs) took place weekly in the school: Interactive Groups (IGs), Dialogical Literary Gatherings (DLGs), Dialogic Model of Conflict Prevention and Resolution, Learning Time Extension. 350 students were involved in the IG and the Dialogic Model (aged 3 to 11 years) and 500 students in the DLG (3 to 17 years […]
The following Successful Educational Actions (SEAs) took place weekly in the school: Interactive Groups (IGs), Dialogic Literary Gatherings (DLGs), Extension of Learning Time, Dialogic Training of Teachers, Family Training, Participation of the Community, Dialogic Model of Conflict Prevention and Resolution. 400 students (3 to 11 years old) and 50 teachers were involved. […]
Since the beginning they worked with Interactive Groups (IGs) in maths, English and literature, Dialogic Literary Gatherings (DLGs), and Learning Time Extension. In the first two cases this was conducted on a weekly basis and for the Extension of Learning Time on a daily basis. 450 students were involved in the IGs and DLGs (3 to […]
Leer más… from CEIP Rep. Venezuela Early Childhood and Primary Education School
The centre worked with Dialogic Literary Gatherings (DLGs), Interactive Groups (IGs), Dialogic Model of Conflict Prevention and Resolution and Dialogic Training of Teachers on a weekly basis. The first were piloted in literature, science, art, films and maths. There were approximately 420 students, 25 teachers and 50 families and volunteers involved in the activities. […]
Leer más… from CEIP Martina García Primary and Secondary School
Dialogic Literary Gatherings (DLGs) were implemented weekly, as well as ad-hoc in the form of prevention and resolution of conflicts if a serious issue arose. A range of classical as well as more modern pieces of literature were used to promote dialogue amongst pupils and serve as an effective tool of preventing and resolving conflict. […]
Dialogic Literary Gatherings (DLGs) were implemented biweekly in literature and art classes, while the methodology of IGs was followed during math classes. Classical literature was utilised, namely Homer’s Iliad and The Odyssey. […]
Dialogic Literary Gatherings (DLGs) were implemented biweekly, as well as ad-hoc if a serious issue occurred, using a range of classical, as well as more modern pieces of literature to promote dialogue among pupils, increase team-bonding and boost creativity. […]
Leer más… from 6th Intercultural Elementary school of Eleftherio-Kordelio
Music and classical art paintings were utilised in Dialogic Literary Gatherings (DLGs) during music and art classes. Kandinsky, Van Gogh, Da Vinci, as well as Beethoven, Bach were the main artists whose work was introduced during DLGs. The practice was implemented bi-weekly and used solely in these classes as the intention of the school was […]
Homer’s Odyssey, Aesop’s Myths and more international books from the school’s international library, which includes books from the students’ country of origin, were utilised. The basic methodology of Interactive Groups (IGs) was implemented in scientific classes, where older and/or more advanced students of migrant/refugee origin were brought in to assist and guide the classroom’s students. […]
Around 50 unique participants involved (teachers, volunteers, families and children) The SEAs and MHPSS tools implemented biweekly in Interactive Groups (IGs), Dialogic Literary Gatherings (DLGs), Participation of the Community, TeamUp and games from the playbook ‘Right to play’. The SEAs were primarily implemented during Maths, English and Arabic classes. The volunteers and teachers were also […]
A needs analysis included interviewing school representatives (children, staff, and caregivers) to identify their support needs. Based on this, it was decided that the focus should be on English language learning, group-working, and parental involvement in schools through interactive groups (IGs). After pre-training evaluations with children and staff, eight staff participated in training and REFUGE-ED […]