Teacher Resource Centre
Displaying 1 - 4 of 4
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.
Cognitive load theory: Research that teachers really need to understand
To improve student performance, teachers need to understand the evidence base that informs and helps improve their practice. An area of research with significant implications for teaching practice is cognitive load theory.
This paper describes the research on cognitive load theory and what it means for more effective teaching practice. The first part of the paper explains how human brains learn according to cognitive load theory, and outlines the evidence base for the theory. The second part of the paper examines the implications of cognitive load theory for teaching practice, and describes some recommendations that are directly transferable to the classroom.
