Goals & Methods
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Teachers in Europe intervene actively in the organization of learning within school hours in order to promote social inclusion and to allow access to effective learning to all learners.

The All-In Teacher Kit compiled 18 different methods for organising teaching and learning in mainstream schools.


The methods have been selected to comply with 6 goals relevant to inclusive teaching and learning:


to develop learners autonomy and self-determination;


to employ personalised learning approaches;.


to facilitate cooperative learning approaches;


to promote situations where learners help each other;


to implement positive behaviour management approaches;


to use effective inclusive teaching methods.

Teachers from the five EU countries involved in the project pursue several goals in their teaching practice.

A compilation of varied teaching goals and teacher beliefs around inclusive education has been collected in IO1 ‘All-In Identikit’ targeted research. The above-mentioned 6 goals have been selected by the author of this Kit and his contributors. The selection was based on the ability to combine theory and practice by teachers who effectively applied the methods in order to achieve their learning goals.

The All-In Teacher Kit does not provide descriptions and examples to all existing methods. On the other hand, the kit provides a lengthy list of methods and ready-to-use examples of activities provided by experienced teachers from Italy, Belgium, Spain, Germany, and Romania.

Each method includes



A description of the method itself


Teachers Say

Quotations of teachers selected within IO1 ‘All-In Identikit’ targeted research,



A list of possible activities related to the method.

Classifications used in the kit


After each method the related activities are listed, while at the end of the section each activity is fully described and numbered (#) from 1 to 26 according to the age group, from younger to older learners.

Age group per activity is an indication. All activities can be done with learners between 12 and 19 years old (age group defined for the indirect target group of learners for this project) with minor adaptations.


Duration of the activities is classified as follows:

“short (S)”, for activities that can be done within a limit of two hours;
“flexible (F)” for activities reported for longer working time, but are easily adaptable to a two hours’ time limit;
“long (L)” for activities with a longer and fixed working time or difficult to shorten without modifying the activity itself.


Subjects or teaching fields are an open indication. Varied implementations in different subjects are just as effective.

GOAL #1: Learners autonomy and self-determination

In the targeted research of IO1 ‘All-In Identikit’, teachers from 5 EU countries have been asked:

“How do you help develop your learners’ autonomy and self-determination? Do you make use of digital tools/assistive technologies to do this?”

The collected answers show the following situation.

Belgium: most of the teachers work on developing the autonomy and self-determination of their learners. Only few teachers (3 out of 36) finds it difficult to stimulate autonomy among their learners and believe that it has to do with their attitude

Italy: almost all (55 out of 56) of the teachers work on developing the autonomy and self- determination of their learners; and most of them (51 out of 56) make use of digital tools to assist in doing so.

Spain: most of the teachers work on developing the autonomy and self-determination of their learners (21 out of 22).

Germany: most of the teachers work on developing the autonomy and self-determination of their learners. Some teachers do not use digital tools to help stimulate this with their learners.

Romania: all teachers work on developing the autonomy and self-determination of their learners. According to them, the process of teaching-learning, self-esteem and self-determination play an important role in the learner’s personal development.


The methods selected for Goal#1 among all those indicated by the teachers in the IO1 ‘All-In Identikit’ targeted research are:

1. motivate learners to be in charge of their own learning;
2. link materials with real life;
3. encourage communication skills;
4. train learners’ problem solving skills.



When learners feel protagonists in their learning process instead of passive receivers of knowledge, they might employ more attention and motivation in the learning activities.

When learners contribute in the decision process concerning topics to learn and teaching methods, they take more responsibility in their learning process.

This can result in motivated learners.


# Name Age Teaching field  Length
21 Students in charge 16-19 All subjects short


“I develop students’ autonomy and self-determination by empowering them: I let them be themselves by having the opportunity to make their own decisions, and discuss about the educational process through establishing class debates”

“I pay a lot of attention to motivating the pupils to take charge of their learning process. They have to look for a question to which they need to find an answer for. This happens in groups where the pupils coach and support each other. These groups are formed with stronger and less strong pupils.”

“I create conditions for reflection that allow them to develop their own thought without any formal commitment, but based on the interest…”

“Motivation is a central element…”




Make classroom work as real as possible, in a sense to imply real life situations reflecting real life working environments, helps to increase learners’ awareness.

By providing learners with specific roles in a practical way, they gain ownership of their learning which indirectly leads to increased responsibility towards their learning, to improve their self-determination and autonomy. Hence, it boosts their motivation to learn. This kind of learning activity allows learners to become active participants in their own educational process in an interesting way, instead of being passive receivers of knowledge in a regular classroom within a specific subject/discipline.

 This method can be very useful in practical subjects as well as theoretical ones. In addition to that, this method of teaching enhances the soft skills of learners through group work activities, communication skills, respect of rules and deadlines, etc.

“I try as much as possible to make the link to later social life, so that they can see the importance of it”

“I think it is very important, among other things, to devote sufficient efforts in motivating the pupils
intrinsically and that they can the usefulness of certain learning contents (the reason for learning). This increases their motivation and also their autonomy.”

“I try to challenge every student to get to work. I pay a lot of attention to making them understand why they need these skills in their future lives.”



# Name Age Teaching field  Length
16 Business simulation 14-19 Social Sciences Flexible (F)




Teachers from the above mentioned 5 EU countries highlight communication skills as essential, taking into account the current changes of the 21 st century in regards to the economic developments,
fluctuations in social structures, and the cultural richness brought about with globalization and immigration.

The main purpose of communication is to transfer ideas, thoughts and beliefs to another person in a way that communication leads to a mutually accepted decision.

For this reason, communication skills are basic building blocks that pave the way for learners to become autonomous, feel confident, and be more self-aware of themselves and their environment.

“I encourage communication skills through negotiation.”



# Name Age Teaching field  Length
1 Blind negotiation 16-19 all subjects short (S)


# Name Age Teaching field  Length
2 A donkey’s story 16-19 all subjects short (S)


# Name Age Teaching field  Length
3 Numbers conflict 11-15 All subjects short (S)




Teachers help develop autonomy and self-determination of their learners. Although problem solving skills are critical to success in school and the community, as well as to promote learners’ self-determination, problem solving remains a neglected curriculum area for learners with disabilities.

According to the data collected from the teachers, one way to enhance this is to create situations where learners are compelled to work with each other under pressure. This could be done by simulating situations of crises on the environmental and/or emotional levels.

These conditions of confusion are created to be as realistic as possible with the aim for the learners to work collaboratively in order to reach a certain desired output.

“Role plays help pupils to defend their opinion, but also to cede to others’ point of view. And that’very helpful when they have a problem in real life.”



# Name Age Teaching field  Length
4 Building bricks 11-15 all subjects short (S)


# Name Age Teaching field  Length
10 Silence 14-15 all subjects short (S)


# Name Age Teaching field  Length
17 Role play problem solving 14-19 humanities,
social sciences,
practical subjects
short (S)


Goal #2: Personalised learning approaches

In the targeted research of IO1 ‘All-In Identikit’, teachers from 5 EU countries have been asked:

“Can you provide an example of personalized learning approaches for learners that support and help develop autonomy in the learning?”

The collected answers show the following situation.

Belgium: almost all of the teachers in the sample use personalized learning approaches to help develop the autonomy in the learning of their learners. These approaches fall under the category of differentiated instruction strategies.

Italy: all teachers in the sample use personalized learning approaches to help develop the autonomy in the learning of their learners. These approaches fall under the category of differentiated instruction strategies.

Spain: 20 teachers out of 22 provided an answer to this question. The teachers did provide varied examples on personalized learning approaches; most of them cannot be categorized under differentiated instruction strategies even though some could be assimilated to one of the three categories of differentiated instruction. In other words, to the content, process and product.

Germany: almost all teachers in the sample use personalized learning approaches to help develop the autonomy in the learning of their learners. 5 teachers did not provide an answer to this question. These approaches fall under the category of differentiated instruction strategies.

Romania: all teachers in the sample use personalized learning approaches to help develop the autonomy in the learning of their learners. These approaches fall under the category of differentiated instruction strategies.


Teachers that use differentiated instructions tailor their teaching approach to match their learners’ learning styles. All learners have the same learning goal, but the teaching approach varies depending on how learners prefer to learn. Instead of using one uniform approach, a teacher uses a variety of methods to teach.

There are three areas or levels where teachers can differentiate instructions:

Content: figuring out what the learners need to learn and which resources will help them;
Process: activities that help learners make sense of what they learn;
Product: a way for learners to show what they know.

The methods selected for Goal#2 among all those indicated by the teachers in the IO1 ‘All-In Identikit’ targeted research are:

1. Variable Outcomes;
2. Reflection and Goal Setting;
3. Digital Resources.



Rather than setting a task with a single outcome or ‘right’ answer, taking a more interpretive approach to an exercise gives learners the flexibility to reach a more personalized result.

Learners with different abilities will reach outcomes that match their level of understanding and learning. If a clear direction and a set of rules are formalized prior to setting the task, the risk of lower ability learners aiming too low can be avoided.


# Name Age Teaching field  Length
11 Documenting my progresses 14-15 practical
subjects, support
flexible (F)


“The pupils with special educational needs choose which exercises they are going to do among higher learning objectives.”

“…the individual goals can be different for each pupil, I have a number of common group goals that I want to achieve with my pupils too”

“Work with individual and class objectives and implement evaluation phase in each lesson, action-oriented learning with older pupils on topics related to life: career orientation, future, etc.”




 It is fundamental to let learners reflect on important lessons and set goals for further learning at predetermined points of the year.

 During these steps, teachers should ask learners to write about their favourite topics, as well as the most interesting concepts and information they have learned.

They should also identify skills to be improved and topics to explore.

Based on the results, teachers can target lessons to help meet these goals. For example, if the bulk of learners discuss a certain aspect of the science curriculum, teachers can design more activities around it.



# Name Age Teaching field  Length
22 Career mind map 16-19 All subjects, support short (S)



“I have a pupil with serious social and emotional problems; I tend to make in advance agreements with her concerning what she likes to do in a group and what not.”

“A certified girl in my class was following a differentiated programme in all the subjects, English language included. I was leveraging the fact that one of her parents is an English native and thus that the girl has good language skills, I decided to modify her programme in my subject – English. Now that the girl follows a programme with minimal objectives, she is much more motivated and she interacts more with the rest of the class. She is also more autonomous in learning because she is more curious by the subject and she became an example to follow also for her mates.”

“I had a pupil with several learning deficits but with great music skills. In that case, we set a learning path almost completely focusing on music. Starting from that, he could later develop other competencies.”

“I had a disabled kid with a cognitive deficit and a very serious opposing-provocative behaviour. In that case, we activated a personalized kitchen lab that allows working in several fields:
– Weekly search for a recipe in order to develop writing and reading skills;
– Autonomously organization of the grocery for a recipe;
– Realization of a recipe;
– Final confrontation with a teacher and an educator on the emerging difficulties and problems.”


digital resources


By using interactive tools and digital applications, mixed ability classes get the opportunity to approach a topic or subject from different points of views.

In some cases, the use of digital resources can also highlight a skill or passion in learners with less academic ability, while others might work more effectively with non-traditional resources and tools.

This method of differentiation allows the usage of different materials, platforms and tools to bring about the same learning outcomes, and give
learners confidence in their digital skills.



# Name Age Teaching field  Length
18 Science games 14-19 scientific
short (S)


“…digital portfolio; pupils formulate their own learning question where they look for answers throughout the lessons. They can choose their learning question which increases their motivation”

“Using digital tools like Kahoot we help pupils make their own decisions in the learning process while they are having fun.”

“The web-site Phet.colorado offers a series of simulations and serious games on different subjects, in which teachers or pupils have to interact through modifying, moving, adding, and changing some elements of the situation…”

“I use different text apps via platform Moodle.”


Goal #3: cooperative learning approaches

In the targeted research of IO1 ‘All-In Identikit’, teachers from 5 EU countries have been asked:

“Can you provide some examples on how you facilitate cooperative learning approaches?”.

The collected answers show the following situation.

Belgium: according to the collected data, it appears that teachers do not use many cooperative learning approaches in their classes, few teachers do invest time in that either. The approaches mentioned in the questionnaires are limited to six.

Italy: most of the teachers facilitate cooperative learning approaches with their learners. Only 4 teachers out of 56 did not reflect motivation to this type of learning approach.

Spain: almost all teachers who took part in this questionnaire do facilitate cooperative learning approaches with their learners.

Germany: the interviewed teachers use several cooperative learning approaches in their classes. The mentioned approaches can be organized in seven categories.

Romania: according to the data, four approaches for facilitating cooperative learning were identified in the teachers’ answers.


The methods selected for Goal#3 among all those indicated by the teachers in the IO1 ‘All-In Identikit’ targeted research are:

1. Group Work
2. Project Work
3. Flipped Classroom
4. Assigned Tasks & Roles
5. Provide Space

Group work


Cooperative learning is a broad term that encompasses a number of different teaching and learning methodologies.

In general, working in groups gives teachers the possibility to evaluate social skills in addition to the learning of notions or skills specific to a certain subject.
One of the most prominent features of cooperative learning is the composition of groups by means of set criteria and the specific definition of roles assigned to learners.

A necessary condition for a structured work is, in fact, the positive interdependence that does not require only the attitude of the learners – which is the object of evaluation – but the previous work of the teacher-director as well.


# Name Age Teaching field  Length
5 Acting against bullies 11-15 humanities,
social sciences
long (L)



# Name Age Teaching field  Length
12 Cooperation at work 14-15 scientific
long (L)


“…group work. The pupils have to tell each other what they have read (so they don’t have to read both texts, but one of them and then hear the information from the other pupil) or when researching information on a city, they all research different things and then explain it to one another”

“I use think-pair-share method and group puzzle.”

“Once I find the correct division of the class in heterogeneous groups (but not hostile ones), I try to make them stable for all the development of the lecture or when the didactic goal is reached. Based on the competencies to stimulate participation, each pupil has a role that is complementary and interconnected with others, so that each one feels that he/she is essential to reach the goal. No one must feel marginalized.”

“It is important to establish the grouping criteria taking into account gender, friendships, skill level in a given area, different games, etc. and the size of the group (between 2 and 6 children).”




Project work is a method that fosters new ideas and possibilities. By means of it, learners can get faster results, develop more creativity, and deeper critical thinking.

Project work done in groups stirs curiosity and develops a competitive spirit among the learners. Learning is an active process of investigation and creation based on the learners’ interest, curiosity and experience and should result in expanded insights, knowledge and skills. The most important innovative aspect of project based learning is shifting the emphasis from teaching to learning.

Consequently the task of the teacher is altered from transferring of knowledge into facilitating to learn.


# Name Age Teaching field  Length
23 My class at the Biennale 16-19 practical subjects long (L)


“…pupils often work on projects in groups. They are supposed to present the results of their work via various ways which they are free to choose”

“Usually the contests are about ideas concerning the redevelopment of urban areas: pupils can use the presentation methodology they prefer (drawing boards, posters, videos, etc …). In the ‘construction site’ workshops groups of pupils are invited to create small products (from design to practical realization), using various recycled materials or, if necessary, to produce concrete for the construction of sideways or other simple building elements inside of the school area.

“An example is the elaboration of videos to explain how they have manufactured a small electric car in the subject of technology.”

“E.g.: “Divina Commedia” Project. Given a simplified text, a small group has to recreate the scene that has been described by images, using web search engines.”




Flipped classroom is a pedagogical approach in which the conventional notion of classroom-based learning is inverted, so that learners are introduced to the learning material before class, with classroom time then being used to deepen understanding through discussion among peers and problem-solving activities facilitated by the teachers.

In the flipped classroom model, what is normally done in class and what is normally done as homework is switched or flipped. Instead of learners listening to a lecture on, for example, gravity in class and then going home to work on a set of assigned problems, they read material and view videos on gravity before coming to class and then engage in class in active learning using case studies, games, simulations, or experiments.

When engaging in this method, teachers have to structure the study topic in order to prevent learners losing focus on what they need to look for/study. Preliminary activities such as a discussion on what it means to be responsible about one’s own learning is needed in coordination with parents, especially for younger learners, in order to avoid influence and unrequested help at home.

When implementing the flipped classroom method, it is useful to divide the topic into subtopics and distribute the research work among small groups. In doing the work learners have to be aware that they are responsible for the information they search for, hence, they are responsible for their own learning process.

“We experimented situations of cooperative learning and flipped classrooms. Students were divided in groups of 4, and worked at home on different topics which were not explained before by the teacher (they had to expose them for the first time to the rest of the class).”

“I use flipped learning. I give the pupils certain assignments in advance to do at home. For example: watch a movie, go through a piece of the subject matter in advance, this way there is more time to go deeper in the lesson. You notice that the pupils start asking questions in a much more focused way and
really come to learn.”

“Work in small groups and make use of flipped techniques.”



# Name Age Teaching field  Length
 13 Flipped EU 14-15 social sciences flexible (F)




Assigning tasks and roles is very important when cooperative learning is being practiced. Cooperative learning is similar to the cast and crew of a theatre production, because cooperation entails interdependence: roles and responsibilities are clearly defined but open for negotiation. This method of collaboration brings with it a strong sense of accountability.

A typical cooperative learning structure includes:

  1. activities that are structured with each learner assigned a specific role (teacher-structured);
  2. teachers supply information for learners to read and analyse (or let them know where this information could be found);
  3. teachers observe, listen and intervene where necessary;
  4. learners submit work at the end of the lesson for evaluation/assessment;
  5. the success of the group depends upon the efforts of everyone involved.

Because of this, it is important to have clearly assigned tasks and roles. Furthermore, teachers need to keep in mind a number of method-specific features. Learners actively participate and can learn various skills such as resolving conflict, negotiating their opinion, and respecting the assigned roles.

The project/question/problem should be challenging enough and of interest to the learners. Goals need to be clearly defined and used as a guide; access to internet and research tools such as the WWW need to be available.

In this learning process, the teacher intervenes when necessary.

“Clear agreements on the role and tasks that each pupil has in the group work. They are not only assessed on the assignments, but also on the cooperation and process.”

“Teamwork where each one has a function. The team has to self-regulate. The teacher intervenes as little as possible. The groups are created randomly so they learn to work with other classmates rather than choosing their friends. This allowed me to observe an improvement in classmate relations.”

“I try to set the tasks for the group so that everyone has to participate in order to achieve the group result.”

“Group work with meaningful goals. Tasks that require a lot of work, clear roles and schedules. Station work, agreements in the team with specialist colleagues.”



# Name Age Teaching field  Length
 19 Roles in class 14-19 all subjects short (S)


# Name Age Teaching field  Length
 20 Inclusive helper systems 14-19 all subjects short (S)


# Name Age Teaching field  Length
 24 Joint evaluation 16-19 all subjects short (S)




 Learning through cooperation is based on the principles of positive interdependence, individual responsibility, training and development of social capacities.

The social aspect of cooperative learning entails that space, as a structure of personal relationship, plays an important role in the learning process.
Teachers can promote face-to-face interaction involving direct contact with the working partner by rearranging the classroom or other school areas. In this sense, small groups of interaction can be created where learners encourage and help each other. Tasks are divided among the group member and reflection on how tasks need to be resolved by each individual member and by the collective group are agreed upon.

The teacher observes, listens, takes part in the activity and assists when needed.

“Different working rooms, different materials.”

“Spatial differentiation plays an important role as it facilitates group and partner learning.”

“The interior design and appropriate classroom management can encourage cooperative learning, expert cards for waiting people (for example at the bus stop).”



# Name Age Teaching field  Length
 6 Class boroughs 11-15 humanities short (S)


Goal #4: learners helping each other

In the targeted research of IO1 ‘All-In Identikit’, teachers from 5 EU countries have been asked:

“Do you use cooperative learning where learners help each other in different ways, including peer tutoring, within flexible learner groupings?”.

The collected answers show the following situation.

Belgium: almost two third of the 36 involved teachers use cooperative learning where learners help each other within flexible learner groupings.

Italy: most of the 56 involved teachers use cooperative learning where learners help each other within flexible learner groupings.

Spain: more than two third of the 22 involved teachers use cooperative learning where learners help each other within flexible learner groupings.

Germany: almost all teachers who took part in this questionnaire use cooperative learning including peer tutoring within learner groupings.

Romania: the majority of the 34 involved teachers use cooperative learning where learners help each other within flexible learner groupings.


The method selected for Goal#4 among all those indicated by the teachers in the IO1 ‘All-In Identikit’ targeted research is:

1. Peer Tutoring & Coaching



Peers play multiple roles in supporting and teaching each other – a ‘natural’ social relationship that teachers should capitalize on.

Peer tutoring are situations in which one learner (the ‘tutor’) provides a learning experience to another learner (the ‘tutee’), under teacher’s supervision.

It is sometimes referred to as peer-mediated instruction, peer-assisted learning strategies (PALS), class wide peer tutoring, paired reading and peer mentoring.

As a strategy, it is closely related to Cooperative Group Teaching.


# Name Age Teaching field  Length
25 Peer tutoring and coaching in group 16-19 Practical subjects short (S)


“I have variable levels of language proficiency. So I make sure I have good pupils with the weaker ones to help each other.”

“…let pupils work together, let them learn from each other, see each other’s talents and name them in order to achieve a better end result. Even if the collaboration process is difficult, pupils can learn a lot from it…”

“When one of the group members does not understand something, before asking me, they need to ask their group mates.”

“Explanation of calculation methods in the written calculation procedures by classmates.”


Goal #5: positive behaviour management approaches

In the targeted research of IO1 ‘All-In Identikit’, teachers from 5 EU countries have been asked:

“Do you implement positive behaviour management approaches that support learner’s social development and interactions?”


The majority of teachers who filled the questionnaire across the 5 partner countries do implement positive behaviour management approaches that support their learners’ social development and interactions: in Belgium the percentage is 64.9%, in Italy 75%, in Germany 95%, in Spain 86.4% and in Romania 92%.

The most prominent approaches are:

  • Reflection Moments;
  • Positive Class Atmosphere;
  • Encouragement;
  • Feedback;
  • Class Agreements/Rules;
  • Reward System;
  • Communication Techniques;
  • Team Building Activities.



 The methods selected for Goal#5 among all those indicated by the teachers in the IO1 ‘All-In Identikit’ targeted research are:

1. Communication Techniques
2. Team Building Activities



Communication is an important skill for every learner to master.

The role of the teacher is essential in helping and guiding the learners to enhance this skill.

Improving learner communication skills through challenging them to think critically, listen actively, and work together can lead to building better speakers and writers in the future.

Communication techniques used by teachers in general include:

  • promote group/individual presentations, debates and conversation classes,
  • ask open-ended questions,
  • use tasks and activities that foster critical thinking,
  • offer reflective learning opportunities, etc.


# Name Age Teaching field  Length
26 Specimen for a chessboard 16-19 practical subjects long (L)


“In class we experience some communication techniques: listening, empathy, comprehension, judgement suspension, giving value to personal thoughts.”

“At lunch, I invite a girl to sit at her classmates’ table: lunch is an educational moment, highly stimulating communicative skills. I suggest topics to discuss, such as how the meals are prepared or asking further questions on the just ended lab activities.”

“Please comment on your classmate’s work by starting with comments aimed at giving value to your classmate’s work: “In your work I really appreciated…” (courtesy expression).”

“I try to favour interactive communication among pupils, so that they do not have passive roles but can be proactive in their learning.”




Team building allows learners to work together in social situations just as they would do in their daily lives, or in the future at the workplace.

Team building challenges learners to solve problems and execute activities with others. It teaches learners how to be accountable, responsible and confident.
Team building often consists of two parts for each challenge or activity: there is the initial activity and then afterwards is time for reflection.



# Name Age Teaching field  Length
7 Unstoppable creativity 11-15 All subjects short (S)


“I involve students in team building activities that favour the interaction among all the students. In my opinion, knowing how to work and behave in a group represents a fundamental social skill that students are going to deploy in every part of their professional and day-to-day routine”.

“I propose team-building activities to encourage the interactions between pupils. To know how to work in a group is a fundamental basic skill which one can use in any field of personal and professional life.”


Goal #6: inclusive teaching

In the targeted research of IO1 ‘All-In Identikit’, teachers from 5 EU countries have been asked:

“What are some effective inclusive teaching methods that you use with your learners? Can you elaborate on one or two methods?”.

 The collected answers show that all teachers in the 5 involved countries provide several inclusive teaching methods that they use with their learners in class.


The methods selected for Goal#6 among all those indicated by the teachers in the IO1 ‘All-In Identikit’ targeted research are:

1. Cooperative Group Teaching

2. Gallery Tour

3. Think – pair – share



This method can be summarized as “Help learners to learn from each other”.

Cooperative group teaching, sometimes referred to as cooperative learning, involves learners working together in small learning groups, helping each other to carry out individual and group tasks.

It is a particularly effective strategy for teaching learners with special educational needs, especially in mixed-ability groups.


# Name Age Teaching field  Length
8 Reading-writing and audio books 11-15 Humanities flexible (F)


# Name Age Teaching field  Length
14 Problem based learning in groups 14-15 Scientific subjects short (S)


“Pupils learn from each other and support each other.”

“I think that cooperative learning is particularly efficient because it has an impact on motivation, on relational skills and on citizenship. Moreover, making use of different communication channels favours different learning styles.”

“I try to transmit to my pupils the importance of respecting the work rhythm of each one. Give them different activities adapted to their skills.”

“Ball bearings: everyone exchange ideas, learning together. Cooperative learning, pupils speak out.”


“Discuss with participants: it was easy or difficult for them to transmit or to receive the message, which were the factors that prevented or facilitated the transmission of the message, what efficient methods are for transmitting a message, etc.”



# Name Age Teaching field  Length
9 Photography contest 11-19 Humanities short (S)




 Learners work in small groups (3 or 4 people) on a problem, an issue or a task that has to result in a final product. The product is presented on a piece of paper or using another format that can be exposed in the class, as if it were an art gallery.

After the exposure, each group carefully examines the products of the other groups. This can be done in two ways: one group receives feedback from the rest of the class; or, every group exchanges its products with another one.

The different groups provide their feedback, comments, and can ask for clarifications when needed by writing them down on post-it or orally.
At the end of the gallery tour, the groups can provide answers and clarifications or include new ideas in their products.



This is a cooperative discussion strategy that includes three stages of action, in which learners talk about content and discuss ideas before sharing them with the whole group. The method features the elements of “thinking time” and “interaction with the colleague”, two important characteristics of cooperative learning.

The purpose of the Think – Pair – Share method is to help learners process information and develop their communication skills and thinking processes.

By this strategy, the teacher:
1. Asks an open question or raises an issue;
2. Gives learners a minute or two to think about the answer;
3. Groups the learners in pairs to discuss the answers and share their ideas;
4. Gives learners the opportunity to share their answers with a small group or with the whole class.

Because learners have time to think about the answer, then communicate it to a classmate and have a different perspective, they may be more willing and less anxious to share their answer with a larger group.

This method also gives them time to change their answer if necessary and reduces the fear of giving a “wrong” answer.

“All students have to think and reflect on a topic on their own. They are asked to wonder about several possibilities and to look for new information about it. Eventually, they have to share their thoughts/reflections in pairs with the other, this helps developing their communication skills.”



# Name Age Teaching field  Length
15 Communication corners 14-15 All subjects short (S)