Topic: Education in Displacement

Getting to Know Refugee and Immigrant Students and Families

Photo of a smiling woman holding a smiling child

This short course is designed to help educators, in various roles, connect with the students and families they serve.

Members of this learning community will have the opportunity to work through the course module at their own pace between October 28th and November 19th. They will meet with their course facilitator, colleagues enrolled in their cohort, and community members and experts during one synchronous online workshop to be held on Saturday, November 19th from 10am-1pm Pacific / 1pm-4pm Eastern.

Participants will walk away with knowledge, skills, a resource book, an enriched network of colleagues, and increased confidence to connect with the global learners in their community.

Course objectives include:

  • developing the ability to distinguish between common labels associated with immigrant and refugee students and make intentional use of those labels within specific educational, political, and social contexts.
  • deepening understanding of the refugee resettlement process and the U.S. refugee resettlement program.
  • increasing the ability to describe, with nuance, learners in one’s classroom or school, including their assets, talents, aspirations, needs, cultures, languages, and more.
  • creating (or revising existing) surveys or other tools for getting to know students that are age appropriate, culturally sensitive, comprehensive and able to offer new and critical insight and learners and their families.

12 clock hours/CEUs* are available upon successful completion of the course and workshop.

* Check with your local district or education authority about clock hour/CEU policies.


This courses is part of the Refugee Educator Foundations of Practice series. Other related courses can be found here.

Designing for Learning: Developing Lessons that Engage and Support Students of Refugee and Immigrant Backgrounds

Photo of construction workers on scaffolding

This short course is designed to prepare educators to make more effective and extensive use of differentiation, scaffolding, UDL (universal design for learning) and other pedagogical strategies to ensure equity and inclusion in the classroom.

Members of this learning community will have the opportunity to work through the course module at their own pace between October 21st – November 12th. They will meet with their course facilitator, colleagues enrolled in their cohort, and community members and experts during one synchronous online workshop to be held on Saturday, November 5th from 10am-1pm Pacific / 1pm-4pm Eastern.

Participants will walk away with knowledge, skills, a resource book, an enriched network of colleagues, and increased confidence to design lessons that engage and support diverse learners.

Course objectives include:

  • critiquing existing lesson plans and modifying those plans to be more responsive to the needs (and assets) of refugee and immigrant students.
  • distinguishing between scaffolding and differentiating instruction and provide examples of both of these instructional techniques.
  • scaffolding lessons to ensure engagement and deep learning for students of refugee and immigrant backgrounds.
  • differentiating instruction to meet the varied needs, interests, and learning goals of students of refugee and immigrant backgrounds.

12 clock hours/CEUs* are available upon successful completion of the course and workshop.

* Check with your local district or education authority about clock hour/CEU policies.


This courses is part of the Refugee Educator Foundations of Practice series. Other related courses can be found here.