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Cette vidéo présente deux enfants réfugiés, Malak et Takwa. Les enseignants peuvent également utiliser un plan de cours d'accompagnement en plus de la vidéo.

This case study was created by Teach For Uganda alumnus Solomon Kamukama for the Inclusive Education fellowship. He explored how metacognitive strategies can be used to improve classroom culture, comprehension, and socio-emotional learning.

An activity booklet for children in which they can join Wrigley the dog as she helps her family prepare for extreme cold by staying informed, packing emergency supplies, and making a family communication plan.

This PDF guide draws from the firsthand experience of the authors on how to declare a climate emergency in a school. Teachers can use this guide to learn from a real-life case study and adapt the strategies to create similar initiatives in their own ...

Explore this video from 2022, as part 1 of a series that shows how Anseye Pou Ayiti grounds their work in culture, community, and customs and is working to build a collective movement for educational equity in Haiti.

This research study aims to map child and youth inclusion in the climate policy landscape in the region, and to identify concrete entry points to make young people’s participation in climate action more meaningful.

This game is a fun way to introduce children to the carbon cycle, carbon emissions, and the need for action against the climate crisis. It can be used as a good classroom activity with students.

This article provides guidelines and best practices for measuring student social-emotional learning (SEL). It offers methodologies and examples beyond the typical self-reporting measurement style which is limited by accuracy, bias, and ceiling effect...

En este ejercicio reflexivo, reflexionamos acerca de dónde nos encontramos dentro de un espectro completo de perspectivas relacionadas con esta lente de Docentes como Aprendices. Y consideramos qué otros espectros de perspectivas se relacionan con es...

Cet outil a pour but de vous aider à réfléchir à votre vision de la réussite des élèves. Il n'y a pas de bonnes ni de mauvaises réponses, il est uniquement destiné à votre propre réflexion et à votre développement.