Teacher Resource Centre
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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.
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.
Teaching and Learning with Living Heritage: A Resource Kit for Teachers
This resource kit includes several components that provide teachers with information on why and how to incorporate living heritage into their school based activities. It was developed as a result of the UNESCO–EU initiative on cultural heritage and education, under the European Year of Cultural Heritage in 2018, and it builds on projects across a variety of subjects developed by teacher from 10 countries.
Transformative pedagogy: a teachers’ guide for peace and resilience building in North Africa
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.
