Centro de Recursos para Docentes

In this guide, there are prompts to support exploration of the content and application to the local context. There are also tips to support educators as they make space and time for professional learning within their busy and, often, stressful lives. Finally, this guide offers some advice regarding online, and/or other technological aspects, of this training.

The Quality Holistic Learning Project (QHL), of which this face-to-face workshop is one element, aims to prepare educators to deliver high-quality lessons which support holistic learning for children and youths of diverse backgrounds (refugee, migrant, and/or citizen) within host country, displacement, and crisis contexts. They define quality holistic learning as that which attends to:

• academic, cognitive, and identity development,
• social and emotional learning, and
• mental/psychosocial and physical well-being and which delivers: positive schooling experiences, ● feelings of belonging and safety, growth and development, and equitable outcomes for all learners.

Este manual ofrece a los docentes el contexto necesario para implementar el aprendizaje socioemocional en el aula. Proporciona una base teórica y se alinea con el currículum nacional chileno. Incluye ejemplos de actividades que pueden desarrollarse en diversas materias y espacios de la vida escolar, abarcando desde la educación primaria hasta la secundaria. El objetivo es facilitar la integración del aprendizaje socioemocional en las prácticas educativas diarias, promoviendo un ambiente escolar más inclusivo y comprensivo. 

Play is an easy, natural and universal practice that builds resilience. Play comes naturally to all children- and is a seemingly simple and light-hearted phenomenon. The power of play as a pathway to building resilience needs to be leveraged to provide children with the opportunity to further explore play in their home and school environments.

This toolkit is therefore premised on the objectives to build the capacity of various stakeholders such as caregivers/teachers, school managers, curriculum planners and policy makers who are key actors in the process of growth and development of children. It is also aimed at equipping these stakeholders with the knowledge and pedagogical skills to translate research, policy and curriculum to practical knowledge and activities for children in the school environment. The toolkit offers directions for facilitators who will be working with caregivers/teachers using the materials and resources provided and other relevant materials available in an environment where it will be used.

Art, music and drama have had a pivotal role in the livelihood of human beings. This is clear by the wealth of literature, architecture, fine art, theater and music that define human past, present and future. The inherent creative ability and a yearning to express ourselves is what gives value to art, music and drama as companion components in human evolution. 

This teacher's guide covers art, music, dance, drama, experiential learning, community engagement, and how to integrate these aspects into curriculum. Additionally, this document provides lesson plans for primary school students in these subject areas. 

This short guide provides teachers with action-based approaches to address waste and trash management for sustainable development. It contains infographics and factsheets, inspiring initiatives taken by youth all around the world and activities that can be implemented in class or outside, over one day or several class sessions.  

The purpose of this teacher guide is to inspire teachers who want to work with climate change and sustainable development with their students. In this guide, you will find examples of teaching activities and teacher reflections on these activities. The activities described should be seen as inspiration. They could be adjusted according to a specific teaching context as preferred, thus aligned with the same objectives and perceived outcomes. The EU-project in which the activities were developed, was carried out with upper secondary students (aged 16-19). With smaller changes by the teachers, younger students can also work with the suggested activities. Beyond the goal of learning about climate change and sustainable development, the activities enable students to practice their critical thinking, and develop their communication and presentation skills. 

This is UNESCO's first resource with a regional focus on teaching to prevent atrocity crimes. It was developed with the United Nations and in partnership with the UNESCO International Institute for Capacity Building in Africa (IICBA). The guide was informed by exchanges with African stakeholders and advisors and tested through a piloting exercise with African teachers and students. It provides principles for teachers to consider in facilitating learning and constructive discussions with their students.

This guide is designed to build the capacity of teachers so that they are informed and empowered in why and how to educate for peace-building. It offers an analysis of conflict, examines the role of ethics, expands on the elements of transformative pedagogy. It also provides practical tools to support learners’ active participation in shaping the world around them and assess learners’ understanding of peacebuilding concepts and skills, all while engaging the community.

This guide is designed to build the capacity of secondary school teachers and teacher educators to integrate a peace and resilience building approach in education for the prevention of violent extremism. It builds on the Transformative Pedagogy for Peace-building guide and it was contextualized to the context the Sahel and surrounding countries.

The guide redefines the role of teachers, inviting them to make a paradigm shift in adopting a transformative pedagogy that allows learners to actively participate in their own learning. Transformative pedagogy builds on active pedagogy and the competencies-based approach. The guide concludes with engaging learning activities to support experiential learning.

This guide is designed to build the capacity of teachers so that they are informed and empowered in why and how to educate for peace-building. It offers an analysis of conflict, examines the role of ethics, expands on the elements of transformative pedagogy and provides practical tools to assess learners’ understanding of peacebuilding concepts and skills. It concludes with 20 engaging activities to support experiential learning.

The guide was developed as part of the "Teacher Training and Development for Peace-building in the Horn of Africa and Surrounding Countries project", which has as a long-term goal to develop a critical mass of teachers able to implement effective teaching and learning essential for preparing peace-loving and productive youth in Eritrea, Ethiopia, Kenya, Somalia, South Sudan and Uganda.