ELS (Education Learning Styles)

ELS, Education Learning Styles, was designed to address the growing levels of youth anxiety and disappointment regarding with unpleasant school experiences and grade failure. ELS was designed to raise awareness among European youngsters regarding the learning styles through non-formal activities and arts which offered them new skills
and abilities. The project’s activities not only showed the value of the arts in education but also promoted the differences among the learners, such as personal learning styles, core cognitive and emotional skills, different social and economic background, different opportunities, age, gender, social origin, personal experiences and characteristics.
All these factors affect the way of learning so the educational system should be influenced by them. In parallel with this awareness, we promoted an integration aiming to prevent individualism, discrimination, intolerance and violent radicalization. Bearing these in mind, the succeed objectives of ELS were the following:
- Provided opportunities for young people with fewer opportunities through non-formal educational methods, through diversity, intercultural dialogue, and common values of freedom;
- Raised awareness on the importance of variety in education methods and that from everyone and everything can teach you something new and important;
- Developed skills and competencies on youngsters who became active learners and European citizens;
- Reached out marginalized young people, youngsters from underprivileged backgrounds and people with fewer opportunities with the use of non-formal activities;
- Empowered youth, through communication as a strategic tool to nurture tolerance and respect of human rights, inciting active civic participation against violence, discrimination, and social exclusion.
- Participants are now more self-sufficient, independent, and capable of categorize themselves into the several learning styles in order to adapt their way of learning thus having better educational outcomes and results.
-Spread awareness that failure does not mean disability, but it means wrong teaching or studying method.
-Spread awareness that the role of arts is not only for pleasure but also, they are capable of teaching many things apart from musical notes. Through this example, participants can figure out that knowledge is everywhere around us, and everyone and everything can teach us something new and important.
- Spread awareness about the necessity of a variety of teaching methods due to the variety of learning styles which are existed.
- Be actively involved through social inclusion processes, in non-formal educational activities which are promoting the use and the importance of understanding the differences between the learning styles among youths. These non-formal educational activities were based on the use of arts in education with the help of ICTS. Skills such as patience, focusing, problem- solving, teamwork, adaptability, self-understanding, and self-confidence are some of the skills that participants improved.
- Spread the positive message of inclusion, equality, and self-understanding.
We developed a 7 days youth exchange, where participants got deeper into the topic and easily raised the desired awareness and they got inspired to be open-minded and think out of the box regarding the way of learning as well as the learning tools. After the exchange, participants have enough knowledge to identify their personal learning style, so they use it in their lives in order to have better results. Also, all the participants understood that there are many factors
which affect their learning styles. Everyone is different and everyone has something to teach you, something unique, this was the main aim of the project which was accomplished during ELS. We saw tendencies that there will be long-lasting impact both at a National and European level.
We had 3 different stages of evaluation, involving different scopes and extents before (pre mobility), during (mobility) and after (post mobility) the mobility. Through these evaluation stages we are sure that all the objectives of the project met the initial expectations.All partner organizations as well as TsaMpa had a common goal to inspire other organizations with the ELS’s outcomes, results and activities. So, TsaMpa and partners provided diversified content and opened windows to promote discussions with other organizations, so they would produce ideas find solutions for a more active life of all population as well as they would inspire more people with different backgrounds and opportunities, with educational difficulties, economic or social obstacles and even culturally different to integrate. All the involved organizations shared the ebook of videos with all the learning outcomes from the non-formal activities, which was created by the participants. Also, they shared with other organizations, a list of project ideas for social entrepreneurship endeavors addressing the project’s issues, creating a database to invite participants and partner organizations to reinforce contributes in the field. Finally, articles, newsletters, videos, photos, and leaflets which were made as dissemination and awareness material, were shared with local and non-local organization. The partners involved, did all the above, with μthe intention to keep on collaborating and contribute to new Erasmus+/international projects through enlarged networks and cooperation endeavors to allow young people from local communities to experience and benefit from similar activities. One example of article, which the partners did in order to disseminate the results and share participants’ experiences of ELS is this from the official website of the Italian partner Torre dei Giovani, https://torredeigiovani.eu/els-education-learning-styles/?fbclid=IwAR2xnN1FqesGyhN5Eyf2A-wLlKPLxYv4ndJOlfMkbrNNQ-qVRfhw4BQFi94 .
Also, during the mobility and after TsaMpa uploaded photos and articles related to the project on the blog of TsaMpa https://tsampanfg.blogspot.com