Teaching Resources

In this video from 2020, Teach For Uganda alumnus Charles Obore shares his reflections on the colonial roots of inequity, the need for culturally relevant education, and community-centered leadership.

Cool (formerly Cool Australia) was founded by Jason Kimberley with the goal to turn a passion for equitable, real-world education into tangible global impact. Cool has created a range of resources to contextualise the Intergovernmental Panel on Clima...

In this video, Katherine from Enseña Chile's Leadership Program discusses the impact of using differentiation and personalized learning with her students.

This resource pack offers educators a collection of activity ideas, sample lesson plans, and valuable tips on teaching weather and climate change topics. It includes interactive data sets featuring the latest global and national climate predictions p...

The resources on this site promote art and creativity for climate education. The resources are in video and PDF format. They have been designed to describe activities and use materials in ways that are accessible to everyone. They are based on worksh...

This chapter explores a transformative approach where teachers, students, families, and communities co-create a locally rooted, globally informed vision for student learning and real-world problem solving.

This is a short animation video by UNHCR that defines the term "refugee." This video can be useful preparation for a lesson and also be used within lessons to bring this topic to life for students.

This resource has 13 lesson plans on exploring who is a refugee, refugee journeys, and refugee settlement. Lessons cover terminology, myths and facts, persecution, countries of origin, why people flee, where people seek asylum, durable solutions, res...

In this reflective exercise, we reflect on where we are on a full spectrum of perspectives related to the lens of Teachers as Learners and we consider what other “spectra” of perspectives are related to this lens.

An article debunking myths that boys and girls start out with different cognitive abilities in mathematics. The finding challenges the idea that more boys end up in STEM fields because they are inherently better at the sort of thinking they require.