Dialogic training

In order to be able to develop Successful Educational Actions in schools, following the principles that govern learning communities⁶, an essential aspect is the training of teachers in the scientific and theoretical bases and evidence supported by the international scientific community. It is urgent to move from the occurrences in education to the evidence of improvement of the results of those educational actions that are proposed.
For training material on this topic, click the following links: information is available in English, Spanish, Greek and Maltese.

Module 1 and 9

⁶https://comunidadesdeaprendizaje.net/actuaciones-de-exito/formacion-dialogica-del-profesorado/

Dialogic model for prevention and conflict resolution

This model of conflict prevention and resolution⁵ is based on dialogue as a tool to overcome inequalities. In the treatment of conflict, consensus among all parties involved on the rules of coexistence takes centre stage. This generates a dialogue shared by the entire community throughout the normative process (procedural ethics). This type of model allows a qualitative improvement of coexistence both in the centres and in the whole educational community.
For training material on this topic, click the following links: information is available in English, Spanish, Greek and Maltese.

Module 1 and 10

⁵https://comunidadesdeaprendizaje.net/actuaciones-de-exito/modelo-dialogico-de-conflictos/

Family participation and involvement in schools

It is a form of participation based on the intervention of families and other community members in the formative spaces. Community members are also included in decision making processes that involve aspects that influence the students’ learning.
For training material on this topic, click the following links: information is available in English, Spanish, Greek and Maltese.

Module 1 and 8

Extended learning time

Extended learning time, as the guide on learning communities³ explains, is a form of extension of the learning time that proposes the creation of spaces beyond school hours, in which students carry out activities accompanied by volunteers (teachers, family members and other community members).
For training material on this topic, click the following links: information is available in English, Spanish, Greek and Maltese.

Module 1 and 8

³ https://www.comunidaddeaprendizaje.com.es/uploads/materials/108/07e08039e3e28e7504bad001d00931ea.pdf

Family Education

Family education consists, according to the INLCUD-ED guide⁴, of involving families and other members of the community in various learning activities at school. The learning activities can be very diverse, the only condition is that they are defined (content, organization and timing) by the participants themselves to ensure that the program responds directly to their needs and interests, and that they follow a dialogic orientation. Family education is based on previous theories and research that have already shown that fostering cultural and educational interactions between students and social agents, and more specifically with family members, improves student performance.

For training material on this topic, click the following links: information is available in English, Spanish, Greek and Maltese.

Module 1 and 9

⁴https://www.schooleducationgateway.eu/files/esl/downloads/52_INCLUD-ED_Family_Education.pdf

Dialogic literary gatherings

The dialogic literary gatherings (DLG) are one of the successful educational actions identified in the INCLUD-ED² research project. DLGs are used to improve the education of children and young people in different contexts around the world. DLGs are a dialogic reading activity based on two principles: a piece of classical literature is read (such as Romeo and Juliet, the Odyssey, Don Quixote) and then meanings, interpretations and reflections are shared with a dialogic learning methodology

For training material on this topic, click the following links: information is available in English, Spanish, Greek and Maltese.

Module 1 and 7

²https://www.schooleducationgateway.eu/en/pub/resources/toolkitsforschools/detail.cfm?n=354

Interactive groups

As it is established in the INCLUD-ED¹ guide, interactive groups consist of grouping the students of a class into small heterogeneous groups, with the support of an adult in each one of them. Each of these groups is organized around four or five students, heterogeneously in terms of level, competence, gender, culture, language, and ethnicity. In the learning processes of the IG, there are two profiles of adults: teachers and volunteers. Volunteers are usually family members and members of the community, which may be illiterate people or people with very low educational levels, old students, college students and other adults belonging to community organizations.
For training material on this topic, click the following links: information is available in English, Spanish, Greek and Maltese.

Module 1 and 6

¹ https://www.schooleducationgateway.eu/files/esl/downloads/12_INCLUD-ED_Interactive_Groups.pdf