Experiential and hands-on learning places students at the centre of the learning process through active participation, reflection, and real-world application. While widely used in youth work and non-formal education, these approaches are increasingly recognised as powerful tools for VET and academic environments, where they can boost motivation, deepen understanding, and strengthen transversal skills.
This course introduces VET teachers to key non-formal education (NFE) methodologies (experiential learning cycles, simulation games, role-play, problem-solving challenges, outdoor learning, and reflective practices) and demonstrates how they can be meaningfully integrated into formal curricula. Participants explore how experiential methods can support competence-based learning, improve student engagement, and foster inclusion.
Throughout the week, teachers will experience NFE activities first-hand, analyse why they work, and adapt them to their own subjects and classroom realities. By the end of the course, participants will be able to design hands-on learning experiences that are structured curriculum-aligned, and feasible within institutional constraints.

Classroom management is understood in this course as a multidimensional pedagogical process that integrates planning, content organization, promotion of meaningful learning, management of interactions and conflicts, effective communication, and organization of space and time.
This training programme is based on consolidated theoretical models from educational research, which conceive classroom management not only as disciplinary control, but as a set of intentional practices that favour student engagement, quality of learning and a positive relational climate (Arends, 2008; Jones & Jones, 2006; Veiga, 2007; Caldeira & Veiga, 2011).
The course adopts methodologies of non-formal education and experiential learning, promoting active participation, critical reflection and the effective transfer of learning to the professional context of the participants.

Total duration: 6 days (with the 6th day dedicated to an educational excursion)
Daily workload: 5-6 hours per day
Total training hours: approximately 35 hours

Day 0

• Arrival Day

Day 1

•Welcome session and group-building icebreaker

•Content Management (Theoretical framework: Arends, 2008; Veiga, 2007)

•Presentation of course objectives and participants’ expectations;
•Experiential activity: the impact of content organization (or disorganization) in the classroom;
•Theoretical framework on pedagogical planning and content management;
•Defining learning objectives and content sequencing;
•Practical workshop: analysis and redesign of lesson plans;
•Organizations and Initiatives Presentation Session;
•Guided reflection and feedback.

Day 2

• Meaningful Learning (Theoretical framework: Arends, 2008; Jones & Jones, 2006)
• Thematic icebreaker on learning experiences;
• Group activity: factors that promote student motivation and engagement;
• Theoretical framework on meaningful learning and learner-centred methodologies;
• World Cafe: strategies to make content relevant and meaningful;
• Group work: design of active and experiential learning activities;
• Plenary sharing and peer feedback.

Day 3

• Classroom Conflict Management (Theoretical framework: Jones & Jones, 2006; Caldeira & Veiga, 2011)
• Emotional icebreaker: perceptions of conflict and misbehaviour;
• Group activity: identification of the main sources of classroom conflict;
• Theoretical framework on the prevention of misbehaviour and conflict management;
• Case studies based on real-life classroom situations;
• Role-play: simulation of conflicts and analysis of intervention strategies;
• Facilitated discussion and sharing of good practices

Day 4

• Communication (Theoretical framework: Veiga, 2007; Jones & Jones, 2006)
• Icebreaker on verbal and non-verbal communication;
• Experiential activity: barriers to pedagogical communication;
• Theoretical framework on assertive and empathetic communication;
• Practical exercises on active listening and constructive feedback;
• Pair simulations (teacher–student interaction).

Day 5

• Space and Time organization (Theoretical framework: Arends, 2008; Veiga, 2007)
• Creative icebreaker on learning space organisation;
• Group activity: the impact of space and time on behaviour and learning;
• Theoretical framework on time management, routines and transitions;
• Practical workshop: classroom redesign and routine planning;
• Development of individual action plans;
• Participatory course evaluation;
• Closing session and final reflection.

Day 6

• Full-day Trip (experiential outdoor learning activity)

Day 7

• Departure

Programme details may be adjusted based on trainer availability, participant needs, public holidays, or unforeseen circumstances.

• Understand classroom management as an integrated pedagogical process, grounded in well-established theoretical models;
• Explore principles of lesson planning, content organisation, and lesson structuring;
• Analyse strategies to promote meaningful learning and student engagement;
• Become familiar with models for the prevention and management of classroom conflicts;
• Reflect on the role of pedagogical communication in the teacher–student relationship;
• Examine the influence of space and time on classroom management;
• Develop the ability for critical reflection on teaching practice.

• Plan and structure lessons with clear objectives, sequenced content, and strategies adapted to the learner group;
• Apply pedagogical methodologies that promote active engagement and meaningful learning;
• Implement preventive and intervention strategies for managing conflicts and challenging behaviours;
• Use effective pedagogical communication, including constructive feedback, active listening, and assertiveness;
• Organise the physical space and instructional time in a functional and pedagogical way;
• Pedagogically justify their classroom management choices based on theoretical models;
• Develop an individual action plan to improve classroom management within their professional context.

Learning assessment will be continuous and formative, based on participants’ active involvement in the proposed activities, individual and group practical work, critical reflection throughout the course, and the development of an individual action plan. The validation of learning outcomes will be ensured through the analysis of the work developed and the practical application of classroom management strategies. Participants who successfully complete the course will receive a certificate of participation.

VET teachers, trainers, educators, school staff, and anyone interested in integrating experiential and non-formal methodologies into formal education.

English / B1 or more

20

Standard Package (480€):

– Course tuition;
– Training materials;
– Certificate of participation;

– Cultural and social activities.

Full Package (1.480€):
-Course tuition;
-Training materials;
-Accommodation;
-Meals;
-Local transportation;
-Cultural programme;
-Certificate of participation.

*Note: In the case of the training course in August, the full package costs €2.480.