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Danube Bridge Breakfast on the Herdbridge in Ulm/Neu-Ulm

ILEU

Margaret Bridge in Budapest

Pixabay

Cobblers' Bridge or Shoemakers' Bridge (Slovenia)

Vida Vilhar Pobegajlo

Methods

On this page, you will find descriptions for proven and tested pedagogical methods that can be applied in various contexts. The partners of BBE have applied these methods in European projects with the aim of fostering and supporting European awareness, critical thinking and the reduction of prejudices.

Name
Type
Keywords
Applied in projects

Gender Switch

Woman or man - how do young and old see the gender roles? Pupils slip into the role of the opposite sex and play with the stereotypes and prejudices of the times when the grandfather or grandmothers were their age. For this purpose, the students aged 16 and 17 interviewed their grandmother or grandfather. For the photographs that were being taken, they changed into the opposite sex and were styled in the way their grandparents looked when they were their age.

Rayna Koleva, Ruse, Bulgaria

Panel Discussion

The Panel Discussions stimulate analytical thinking, receiving feedback from the participants in the project, and allow all participants to express themselves. The aim is to provoke a conversation in which to present different points of view. The Panel Discussion is used to boost European identity, to develop and apply key competences and to evaluate the different aspects of active social inclusion. It helped in establishing cooperation with other organisations on local level (NGOs providing education for seniors, decision-makers of municipalities, associations representing older citizens, experts, national EU representatives and representatives of the European Commission).

Rayna Koleva, Ruse, Bulgaria

Impulse Lecture

Impulse lecture is slightly different from a standard lecture. Its focus is to motivate older citizens for active participation in the civil society on EU-matters and in actively shaping the environment they live in and to present some thematic areas on national and international levels as impulses for the national citizens’ panel sessions.

Nunzia Maria Giancaspro

Role-play

The main objective is to live real life situations that happen at personal level in people’s everyday life. Classes were created to teach the foreign language to the participants using the teaching framework defined I. the Discussion Groups. The target group of the project was formed by adult students, part of U3A Italy, Lithuania, France, Finland.

Isabella Gaudiuso, Tulcea – Romania

Lecture

A used form of communication among the partners to establish various steps of development of project and the cooperation with the senior volunteering associations of each country. The target group were adult students who are part of U3A Italy, Lithuania, France, Finland. Information about volunteering in all partner countries was conducted to share and exchange good practices and activities in which each organization have experiences in the context of volunteering in their country. To transmit knowledge in each participating institution in order to develop guidelines for volunteers and volunteer organizations.

Giuseppe Passeri

Discussion

The aim of the method is to make the participants aware of the problems related to the concept of citizenship and democracy. The discussion group was formed by students of the Third Age Universities of the Province of Vicenza and the students of Third Age Universities of the Province of Bari. The participants discussed and examined the questionnaire produced by the University of Padua.

Emiliya Velikova, Ruse, Bulgaria

Simulation

In the simulation the participants perform a certain activity in conditions, as closely as possible to the real situation. The method is useful, where practice is required for the performance of certain tasks, and it is not possible to practice the activity concerned. The method allows participants to apply directly the learning outcomes.

Emiliya Velikova, Ruse, Bulgaria

Seminar

The method helps organizations from different countries and different spheres of activity to work together and exchange best practices in areas such as adult social inclusion and the acquisition of new cultural and / or linguistic skills through formal and non-formal education and training. The creative process of the seminar encourages creative expression of thoughts and feelings in thematic areas related to the living environment, history and cultural identity of the participants.

Emil Kyustenbekov, Ruse, Bulgaria

Mobility

As a method, mobility allows the exchange of experience, practice and methods to better understand the diverse cultural, social and economic trends in Europe as well as areas of common interest. It helps to enhance the opportunities for adults to study and work with students in other countries to promote their self-esteem and to increase their adaptability.

Emiliya Velikova, Ruse, Bulgaria

Survey

The application of the method contributed to the development of an educational program with themes, subtopics, methods and educational tools enhancing the role of third-age people in the civil dialogue process at all levels. It helped the exchange of ideas and knowledge between generations, nations and cultures. The method contributed to improving the social environment in the Danube countries through the organization of continuing education.

Yordan Kazakov, Ruse, Bulgaria

Drama Game

Drama Game is a basic learning activity. This is how students are stimulated to think and experience their individual or social problems. Older learners could learn to explore, explore, and experiment with their problems, events and relationships. Drawn by the drama, they draw their knowledge and experience of the real world.

Emiliya Velikova, Ruse, Bulgaria

Practical Training in Computer and Internet Usage

Lifelong learning of people of every age group, also old adults, is not a luxury but a social necessity. The method serves to consolidate or apply knowledge, skills and competencies in practice. It consists of deliberately carrying out certain actions and repeating them in order to form and improve one or other skills and habits. The character and the methodology of their application depend on the specific curriculum, as well as on the level of preparation and development of elderly learners.

Emiliya Velikova, Ruse, Bulgaria

Festival

The main purpose of these festivals is to improve the quality of training by enabling participants to exchange experiences, information and promote among them the contemporary understanding of European awareness, and dialogue between cultures and the generations.

Milena Popova, Ruse, Bulgaria

Story-Telling Cafés

Lifelong learning is the key to assuring that experience and competences of older people are not lost to society. The method was used to enhance the participation of older learners, intercultural and intergenerational dialogue, and to increase the participants’ creativity on the topic of the river Danube and Danube countries through telling personal stories.

Emil Kyustenbekov, Ruse, Bulgaria

Cross-national Meeting

The Cross-national Meetings (Theoretical-practical conference) are an important final organizational form in adult learning. They are of great importance for activating learners, generalizing and systematizing the mastered knowledge, skills and habits. It provides a public view of the learning outcomes. A Cross-national Meeting was used to promote European values, tolerance towards other cultures, and diversity, as well as the unity of Europe and the Danube Region during the DANET project.

Panel Discussion

Panel discussion was used to boost European identity, to develop and apply key competences and to evaluate the different aspects of active social inclusion. It helped in establishing cooperation with other organisations on local level (NGOs providing education for seniors, decision-makers of municipalities, associations representing older citizens, experts, national EU representatives and representatives of the European Commission).

Learning by doing

Just showing some concepts and explain how to do something is not enough. Seniors were asked, for example, to create a Google account by themselves or to adapt the existing code and colour an existing background from blue to yellow.

Exploratory research learning

Exploratory learning means learning through exploring environments, reality, and lived and virtual experiences with tutorial and peer-based support. Exploratory learning was the basic method in the project Personal town tours. All partners applied the same method based on setting up research answers and interviewing inhabitants as well as in some cases the intellectual outputs and further small scale projects as well scientific articles were added though not planned initially. The project and its contents became an integrated part of the more permanent U3A’s educational programme Squares, streets and buildings around us.

Slovenian Third Age University, Robert Mlakar

Online – distance learning supported by Moodle platform

The course was in fact a blended course most of it was online. Face-to-face consultations were organised and the audience was introduced to the use of Moodle. The participants were issued certificates following their successful completion of the course.

In-company training

80 hours of in-company training, enables participants to apply newly acquired knowledge in order to help them have better social integration and integration to countries labour market. This part of the project is important because of integration into the labour market. In-company training is regular part of continuing vocational education and training and this method is very important for work experience of participants, improvement of their practical skills (vocational, social, language). In this project this is also part of social inclusion process and improvement of employer’s awareness about their social responsibilities and opportunities for working with immigrants.

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