Teacher Resource Centre
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Differentiated Instruction in Displacement Contexts. Workshops Facilitation Guide
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.
Introduction to Asset Based Pedagogies in Displacement Contexts Workshops Facilitation Guide
This manual is intended to support the delivery of one full day workshop on the topic of supporting Quality Holistic Learning in crisis contexts through the implementation of asset-based pedagogical tools and activities and through sustaining safe and secure learning spaces. The workshops are the result of the insightful contributions of a committed team of teachers and educators from Kenya, Lebanon, and Niger.
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. We 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.
Integrating SEL & PSS into Lessons for Quality Holistic Learning
This open, self-paced course, Integrating SEL & PSS into Lessons for Quality Holistic Learning, was designed with a team of teachers working with refugee and vulnerable learners across Lebanon. It is intended to build upon previous learning related to social and emotional learning (SEL) and psychosocial support (PSS) to provide teachers with the confidence to critically evaluate activities, adapt them to their local context, and assess impact on student learning and well-being.
Educators who complete this online course will be able to:
- Define the concepts PSS and SEL.
- Integrate PSS and SEL in lesson plans.
- Create safe spaces for displaced learners, refugees, and other vulnerable students.
- Reflect on tools and teaching pedagogies when implementing PSS and SEL activities.
- Evaluate their adaptation and implementation of PSS and SEL activities.
It will take 8-10 hours, on average, to complete this course. It is entirely self-paced. There is a micro-credential opportunity shared at the end of the course for those interested in demonstrating their competency and earning a digital micro-credential and badge.
Asset (Strength) Based Pedagogies for Quality Holistic Learning
This open, self-paced course, Asset (Strength) Based Pedagogies for Quality Holistic Learning, was designed by teachers for teachers, especially those working with refugee and vulnerable learners around the world. It is intended to provide an overview of key terminology, concepts, and practices related to asset (or strength) based pedagogies.
Educators who complete this short online course will:
- gain a working understanding of what asset-based pedagogies are and why they are important
- be able to identify ways in which asset-based pedagogies can be applied in the classroom
- examine how to apply asset-based pedagogies in the context of their own work
It will take 3-4 hours, on average, to complete this course. A certificate of participation will be issued upon successful completion. Thank you for your interest and for your commitment to your professional learning and to teaching!
A handbook for use offline is currently being developed, as a parallel tool for learning about asset-based pedagogies. Please contact jkasper@ceinternational1892.org to discuss piloting of this additional material.
Introduction to SEL & PSS for Quality Holistic Learning
This open, self-paced course, Introduction to Social-Emotional Learning & Psychosocial Support for Quality Holistic Learning, was designed with a team of teachers working with refugee and vulnerable learners in Niger. It is intended to provide an overview of key terminology, concepts, and practices related to social-emotional learning and psychosocial support.
Educators who complete this online course will:
- understand the importance of creating a safe and inclusive environment for children's well-being and learning in emergency situations
- understand the basic principles of Psychosocial Support (PSS) and Social-Emotional Learning (SEL) and their role in supporting students in displaced contexts, especially considering the educator's unique students and learning context
- integrate simple and applicable PSS interventions and SEL activities into their lesson plans to ensure Quality Holistic Learning
It will take 4-5 hours, on average, to complete this course. A certificate of participation will be issued upon successful completion. Thank you for your interest and for your commitment to your professional learning and to teaching!
An offline, PowerPoint guided workshop series, upon which this course is based, is available for training purposes as well. Please contact jkasper@ceinternational1892.org to discuss piloting of that workshop material.
How to design an electronic lesson in 24 hours
Learning design for smart learning.
Defines the general landscape of instructional design in smart education.
Understand the five steps of lesson planning in Smart Learning.
Explains the requirements for designing a session in smart learning.
Design a smart learning session using Google Classroom.
How to become a remote teacher in 24 hours
Recognize e-learning technology.
Identify the main components of e-learning.
Identify tools for managing the educational process in e-learning.
Uses the tools of the educational process: Moodle Cloud.
Empowering students for just societies: a handbook for secondary school teachers
The aim of this guide is to provide teachers with a selection of relevant and accessible in-classroom and out-of-classroom educational resources (summaries of short activities, lessons, units) that aim to instil the principles of the rule of law among secondary school students.
It can also be used by professionals working in non-formal education or engaging with young people, for example, in sports associations, community organizations, social work and the justice sector.
A guide for primary school teachers is available here.
Empowering students for just societies: a handbook for primary school teachers
The aim of this guide is to provide teachers with a selection of relevant and accessible in-classroom and out-of-classroom educational resources (summaries of short activities, lessons, units) that aim to instil the principles of the rule of law among primary school students.
It can also be used by professionals working in non-formal education or engaging with young people, for example, in sports associations, community organizations, social work and the justice sector.
A guide for secondary school teachers is available here.
