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.
Peace Education Manual. Lesson plans for Peace Clubs
This Peace Education Manual has been developed in collaboration with Finn Church Aid (FCA) Uganda, local partner Uganda Muslim Youth Development Forum (UMYDF) and Teachers Without Borders (TWB) Network Finland.
The manual was developed to strengthen the pedagogical and methodological quality of local peace clubs during the spring and summer of 2022. The contents of the manual were successfully piloted with more than 480 young people in eight lower secondary school peace clubs established and run by UMYDF with the support of FCA in Uganda. Two of the peace clubs are located in the Bidibidi Refugee Settlement, one of the largest refugee settlements in the world.
The material consists of 34 lessons plans and is primarily aimed for young people. The different sections and activities of the material can be used flexibly in training, clubs, or, for example, as individual lessons on peace building, socio-emotional skills, conflict resolution or cooperation skills. The exercises are functional, learner-centered and emphasize active participation of youth. The material is adaptable for use anywhere in the world.
FCA and UMYDF have been working together since 2016 in Uganda to promote the positive role of youth in conflict prevention and peacebuilding. In our work, peace education is defined as a holistic, multidisciplinary and transformative process that seeks to develop capacities that promote non-violent conflict resolution, respect for human rights and active participation.
Mathematics lesson starters for Grade 3 learners
A set of teacher guides containing each 6 Mental Mathematics Lesson Starter units for Grade 3 learners, in alignment with the South African curriculum. A different calculation strategy is in focus in each unit. These calculation strategies are taken from the curriculum. Each unit covers a particular group of connected skills, and the aim is to move learners on from counting in ones on their fingers or with tally marks on paper.
Each unit is three weeks long; it begins and ends with a short test for the learners. Marking these tests provides information for the teacher and the learners about how much they have improved in using that particular set of skills during the three weeks. Within each unit, the focus is on three types of calculations: fluency, strategic calculating and strategic thinking.
Working through the Lesson Starters in each unit should lead to improvements in learners’ performance from the pre to post-tests. These improvements show progress in mental mathematics skills and number sense.
The guide is available in 11 official languages of South Africa.
