The second staff training and project meeting took place from 25 September to 28 September 2021 at IES Poeta García Gutiérrez in Chiclana de la Frontera, Spain. In this mobility, the travelling teachers shared and developed their teaching skills in the fields of bilingual or CLIL, cooperative learning, and SOLE environments. The teachers from GaR, IES PGG, and CAE offered a collaborative workshop on CLIL or bilingual methodology based on their expertise. The workshop consisted of input phases about the methodology and planning phases in which support structures for the students (e.g. Scaffolding for words, phrases, structures) were designed by the teachers.
The other training aspect was on cooperative learning and SOLE environments. The schools discussed the different possibilities to enhance positive and efficient learning atmospheres in which the students work mostly in transnational groups on their own with the teachers only acting as mediators or moderators. The workshop phase during the following activity on these two aspects was prepared.
The GaR, the IES PGG, and the CAE already teach classes bilingually. This workshop was an incentive for the other participating schools to either teach bilingual modules in the subjects which are not languages or at least to design their lessons in a way that puts more emphasis on the language used in class. The language used in class does not necessarily have to be a foreign language. CLIL or bilingual methodology can also help to teach ordinary lessons with more awareness or sensitivity to language, i.e. more focus on how students can communicate the content of the lesson in the respective language.
Cooperative learning arrangements or SOLE can be used in almost every classroom. To exchange experiences and methods helps the teachers to improve the quality of learning for students in such environments.
Additionally, the three student workshop phases were planned in detail as the second one had to be cancelled and the third and fourth had to be postponed because of the pandemic.

CLIL or bilingual methodology is very important in this project, as almost all students will talk about STEM topics in a foreign language. Thus, they need to be supported by the teachers in how to deal with this situation. The same goes for cooperative learning and SOLE, as the students are supposed to work that way during the transnational meetings. Training the teachers in these methodologies prepared them to support and train the students to apply these methodologies. Furthermore, not only the teachers present in this training mobility and the students participating in the project benefit from this training session. As the teachers will on the one hand teach more with these methodologies and on the other hand multiply these methodologies at meetings in the departments of their schools, other teachers and students also benefit from this mobility.