2023-1LV01-KA220-SCH-000150669
25-29 NOV 2024
ALCANEDE/PORTUGAL
Teachers from five countries participated in this collaborative activity, which I will soon publish on our website. The meeting focused on developing instructional resources for teaching gender equality in literature.
On the first day, educators from the host school provided training sessions on integrating gender equality into literary lessons. They also presented student-centered teaching strategies designed to foster rich learning experiences. These strategies included the cycle of learning, problem-based instruction, and methodologies such as brain-based learning, constructivism, project-based learning, research-based learning, multiple intelligence theory, and the 4MAT teaching system. These approaches formed the foundation of active learning throughout the program
The second day of the activity was dedicated to specialized training for literature educators, focusing on "Gender Equality in Literature." This training was conducted by the host organization's experts, offering valuable insights and practical approaches.
On the first day, educators from the host school provided training sessions on integrating gender equality into literary lessons. They also presented student-centered teaching strategies designed to foster rich learning experiences. These strategies included the cycle of learning, problem-based instruction, and methodologies such as brain-based learning, constructivism, project-based learning, research-based learning, multiple intelligence theory, and the 4MAT teaching system. These approaches formed the foundation of active learning throughout the program
Over the next three days, the host school mentored participating teachers as they worked on developing a comprehensive template for integrating gender equality into literature lessons. Teachers received guidance on embedding gender equality principles into classroom practices and lesson planning. This mentoring process was supported by Agrupamento de Escolas D. Afonso Henriques, which provided additional expertise to help participants connect the concept of gender equality with literature education effectively.
The teachers, having completed prior online training on gender equality, collaborated in teams to create materials for the educational kit. Their work was informed by their professional experiences and the training they received during the activity. Through teamwork and cooperation, the participants ensured the development of high-quality instructional resources that reflect both their expertise and the knowledge gained during this enriching program
