Hello, volunteer! ⭐ Thanks for checking out the teacher hub and for supporting the ReDI students! ⭐

The volunteer team will consist of volunteers from different locations in Germany. If you are a continuing volunteer, the course format might be new for you. In this hub, you will find more information on each course, how it is set up, and how to support it. The resulting course offer is the following:

Courses

More Info on all Courses and Tracks:

Full Stack Track:

Data & AI Track

Tech & Design Basics

We are ReDI

Founded in 2015, ReDI School of Digital Integration is a non-profit tech school providing migrants and marginalized locals free and equitable access to digital education.

We offer our learners high-quality coding and basic computer courses in combination with a unique career and mentorship program, which includes the chance to collaborate with tech companies, startups, and digital industry leaders.

We aim to provide our learners with valuable digital skills, a growth mindset, strengthened career skills, and a strong network of tech professionals to help create new opportunities for all.

Digital Career Program

We provide advanced tech skills training and career support to tech-savvy refugees and people with a forced migration background to accelerate their professional integration in the tech industry. Available in Berlin, Munich, NRW, and Hamburg.

ReDI Community in Numbers

Our learners come from a wide range of backgrounds and life situations, and each semester brings a new and unique cohort. Last semester, for example:

• 🌍 They represented over 32 different nationalities

• 👩‍🎓 The average age was 31 years old

• 🎓 Their academic and professional backgrounds included Finance, Engineering, Biology, and more — with most holding at least a bachelor’s degree

Employment status when joining:

• 40% were underemployed, looking to transition into a new career path

• 35% were unemployed and actively job hunting

• 25% were university students, preparing to enter the job market

Why they join ReDI?

Most students take the course with the goal of starting a career in tech. However, it’s important to remember they come with:

• Different levels of prior knowledge

• Varying learning speeds and styles

• Personal situations, such as caring for young children — some may need to turn off their camera to protect their privacy or reduce distractions

• Life transitions and challenges, including coming from conflict zones or navigating big career changes

This means that while some learners are immediately active and engaged, others may need more time or encouragement. Their engagement might look different — but their commitment is real!

Teaching Team

Most importantly: you won’t be teaching alone. Depending on the course, you’ll be part of a teaching team — typically 6–8 teachers for our regular courses, and 12–15 for our Bootcamps.

Teamwork and communication are key to providing a great learning experience. That’s why we kindly ask you to stay active in communication:

• Let us know in advance if you have any changes or can’t make a session.

• After each class, please share key takeaways or notes for the next teaching team to build on. We'll have a Slackbot in your Slack teaching channel to help with that!

📋 Commitments

• Active Participation: Participate in at least 50% of the sessions—either by teaching or co-facilitating—in order to receive your Volunteer Teaching Certificate.

• Ownership: We encourage taking ownership of at least two sessions per semester to gain a full teaching experience.

• Team Involvement: Join the team meetings, including the Planning Session (before the semester starts) and the Teacher Touchpoints (mid-semester check-in).

• Collaboration & Support: Actively participate in teaching team decisions, respond promptly to student inquiries, and provide ongoing support throughout the course.

• Proactive Communication: Communicate proactively with your teaching team and the ReDI Support Team if your availability or circumstances change.

• Inclusive Environment: Foster an inclusive, respectful, and supportive learning environment for all students.

• Content Commitment: If you’re assigned the role of moderator, we have pre-made materials available to guide you. However, part of your responsibility is to keep this content up to date. Feel free to add extra resources or adapt the materials to match your teaching style—your contributions are always welcome.

💪 Skills and Benefits You'll Gain

By volunteering as a teacher, you will develop and enhance a variety of valuable skills and enjoy important benefits:

• Pedagogical Skills: Designing and facilitating engaging learning experiences.

• Communication and Interpersonal Skills: Collaborating with team members and connecting with diverse learners.

• Organizational Skills: Managing sessions, preparing materials, and balancing your commitments.

• Cultural and Global Awareness: Embracing diversity and working in an inclusive environment.

• Technical Skills: Applying and sharing your knowledge to help students progress.

• Social Contribution: Making a positive impact by supporting underrepresented communities in tech.

• Personal Development and Creativity: Growing professionally while experimenting with new teaching methods.

• Access to Trainings, Workshops, and an Amazing Supportive Community to boost your growth and network.

• The joy of making a difference in someone’s career journey 🧡

Why offering Career Services?

At ReDI, we believe career success is driven by both skills and connections. That’s why unique Career Services complement our tech training to help learners enhance soft skills and grow their professional networks. Through collaborations with companies in the German tech sector, we create direct pathways for learners to connect with industry professionals, recognizing that career transitions are about both what you know and who you know.

Here the three most impactful career services we offer to our students. More here.

Spring 2025 Offer

Starting this semester Career Services will be divided into two parts:

• Career Orientation for starters, versus intermediate and advanced tech classes

• Bootcamps Career Project for Bootcamps participants (still in development)

The career services listed above are recommended to students of the courses listed below. However, we leave to our learners the choice and chance to participate in career activities, based on individual needs.

Resources & Support Systems for Learners

• Talent Success Learner Hub: Career services info, tips and tricks, partners info

• Learning Plans on IBM SkillsBuild Platform

• Non-mandatory career support onboarding sessions for learners, with details about career events

• Online Open Hour every week to answer questions about career services

• Dedicated slack channel #25s_talent_and_career_support

• Contacts: Slack user @Paulina - Email: career@redi-school.org

ReDI Values

At ReDI, we follow the four values, which give an orientation on our behaviours and actions, both within the community and within ourselves as a team. Here what the ReDI values mean to us:

Our DEI Statement

Our Code of Conduct

ReDI School aims to be a safe learning environment for all of its community members. The ReDI Code of Conduct sets the standards that allow us to keep our community safe and healthy, both online and offline. It establishes standards necessary to maintain and protect an environment conducive to learning and in keeping with the objectives of the program. The code of conduct is important to:

• maintain and protect an environment conducive to learning and in keeping with the objectives of our ReDI School programs

• protect our community and ensure that EVERYONE feels safe and comfortable in the online environment

By signing the Volunteer Agreement at the beginning of their teaching experience, volunteers agree to respect the ReDI Code of Conduct during their volunteer experience and interactions with students, other volunteers, as well as with the ReDI team and community.

As part of team planning and management, we kindly ask all teachers to share their availability in advance, both during the Planning Session (before the semester begins) and the Teacher Touchpoint (mid-semester check-in). This includes signing up for specific teaching sessions and also volunteering as a backup in case of any unexpected changes.

As a member of the teaching team—not just a solo teacher—your communication, commitment, and clarity around availability are incredibly valuable. This helps ensure a smooth and supportive experience for everyone involved: your students, your fellow teachers, and the ReDI Support Team When someone commits to teaching, the entire team counts on their active participation to deliver a consistent and high-quality learning experience.

What to do if you cannot teach a session

No worries—things happen! Let’s work together to find a substitute:

• If it's up to one week before your session: Inform your team and request a substitute. Mention @channel in your teaching team Slack channel to make sure the message is seen.

• If it’s two days before or less: Post in your team channel as soon as possible to ensure visibility, and also contact the ReDI Support Team directly for assistance.

Drop Out

We understand that sometimes, due to personal or professional circumstances, a teacher may make the decision to leave the class. We want to express our respect for their choice and appreciate the time and effort they have dedicated so far. We are here to support in the transition and ensure that the process is as smooth as possible for everyone involved.

• Please notify someone from the ReDI Team about your decision

• After that, notify your team; you can mention your reasons if you feel comfortable

• You will be removed from the Course Slack Channel and Google Calendar

• Let us know if you need any proof of volunteering

• Finally, fill out this questionnaire

🎖️What's in for you by joining our Mission

• Help close the digital divide and empower others through the transformative power of technology

• Make a lasting impact on individuals striving to rebuild their lives and embrace new opportunities

• Join a vibrant, diverse community of dedicated volunteers—share your experiences, learn from others, and grow together

• Develop valuable soft skills that enhance both your personal and professional life, and showcase your growth with a recognized certificate at the end of the course

💌 Know your Rights!

• You can ask for a recommendation letter

• Always have the right to feel safe and supported, and that your work is respected

• You have the right to be trained in teaching skills

• You can change, amend and negotiate the class rules with your students

• You don’t have to deal with every situation on your own!

• Please reach out to us if you need any kind of support, regarding a student in your group who may be falling behind, technical set-up, content ideas... you name it, we are here for you!

• Ask for support when needed! You find contact details here: ReDI Team

ReDI DCP Online Safety Officers

Safety Officers play a crucial role in protecting the community and ensuring that everyone feels safe, respected, and comfortable in the online environment. If you experience any situations where you feel like our community guidelines or code of conduct have been breached, or you feel uncomfortable for any reason, ask for support from the ReDI Team safety officers!

What they can do for you or our students:

• Just listen if anything at ReDI is making you uncomfortable

• Address complaints

• Offer conflict coaching

Who to contact:

• Pierluigi Delgiudice - Local Head DCP Online

• Tamara Fantinato - Program Manger

Spring Semester: January–June | Fall Semester: July–December

Timeline: Regular Courses & Circles

Timeline: Bootcamps

Your journey as a volunteer teacher has begun! If you haven’t filled out the Volunteer Registration Form yet, we recommend doing it soon. It’s a key step to make sure you don’t miss any important info, and so we can get everything ready for your registration. It only takes 7 minutes. Don’t get left behind!

Spring Semester: Mid-December to End of January | Fall Semester: Mid-June to End of July

This friendly one-on-one interview is part of our volunteer admission process. It helps us learn about your experience, motivations, and skills, while giving you a chance to ask questions and share your expectations. We use this conversation to see if your profile, interests, and availability match our courses’ needs for the upcoming semester, ensuring a good fit so you can support students effectively.

To prepare for the call, we recommend reviewing:

• The courses in your preferred track

• Class format, schedules and the roles with their responsibilities

• Semester timelines and key dates

• Volunteer expectations and responsibilities

• Your own availability

This will make the conversation smoother and more productive.

Previous teaching experience is a plus, but not required. What matters most is your availability, commitment, responsibility to the teaching team, and motivation to keep learning and share your enthusiasm with students.

Spring Semester: Mid-January to February | Fall Semester: Mid-July to August

We evaluate each profile based on the current needs of our Teaching Teams. Once your participation is confirmed, you will receive an email with the course you have been assigned to. We kindly ask you to confirm your availability as soon as possible to ensure our teams are complete.

After that, you will gain access to our Self-Onboarding process, where you’ll find all the tools, information, and materials you’ll need to facilitate your classes.

If there is no available space at the moment, we will include you on our Waiting List and consider you for future volunteer opportunities or roles within our organization.

Fall Semester Dates:

When? Once you're admitted!

The Teacher Onboarding process includes the completion of the Self-Onboarding module. During this step, you'll gain access to our teaching tools, class materials, and important internal resources that will support you throughout the semester. You'll also receive a clear overview of your role and responsibilities as a volunteer teacher.

To confirm your participation, we’ll kindly ask you to electronically sign the Volunteer Agreement. This ensures you're officially part of the program and helps us stay aligned on expectations

Spring Semester: February | Fall Semester: August

The goal of this meeting is to ensure that everyone clearly understands their roles—in the classroom, within the course, and as part of the teaching team, and can collaborate effectively to provide students with the best learning experience throughout the semester.

To prepare for the session, it is recommended that you review:

• The lesson content

• The course structure

• The roles and their responsibilities

• The available tools

Reviewing these in advance will help clarify any questions or doubts from the start.

Before the meeting, please share your availability ahead of time. During this session, roles will be assigned based on your interests, experience, and availability relative to the course content.

We have allocated space for a second planning session in case it is needed.

Spring Semester: February | Fall Semester: August

The Kick-Off is co-facilitated by the entire teaching team—not just one teacher—highlighting a supportive, team-based approach. This collaborative format ensures shared responsibility and gives all teachers first-hand experience with session facilitation. It also helps foster stronger connection with students from the very beginning.

During the Planning Session, we will start the Kick-Off Preparation, assigning roles together as a team. By that time, the agenda will already be prepared, and you can find both the Kick-Off agenda and the slides to be used in your Course Sheet.

To get ready:

• Discuss Roles During the Planning Session: Each teacher will take responsibility for a segment of the Kick-Off.

• Sign Up in Your Course Sheet: Confirm your participation by adding your name to the Kick-Off agenda.

• Prepare Your Segment: Review and update the materials and tools for your assigned part, and be ready to lead it during the session.

We will provide you with pre-made materials to inspire you, but you are responsible for updating and adapting your part of the session.

Feel free to bring your creativity and use any additional materials that align with your teaching style and make you feel more comfortable.

Spring Semester: Late February | Fall Semester: Late August

Student Admission Process:

1. Prework

2. Application

3. Interview

4. Acceptance

As part of your volunteer teacher experience, we invite you to support this process by helping us interview prospective students.

Why do we conduct interviews?

The goal of the interview is to:

• Get to know the applicants personally

• Ensure they have enough time to commit to the course

• Check their understanding of the course content

• Understand their motivation to join ReDI

Why should you, as a teacher, take part?

• You help select students who are genuinely motivated and aligned with the course goals

• Your involvement increases the likelihood of having committed and engaged students, which leads to a more dynamic and rewarding class experience

• You gain early insight into your students' backgrounds, goals, and needs

• You support ReDI’s mission to provide equal access to tech education by helping ensure a fair and thoughtful selection process

Our goal

We aim to ensure the best match between the students’ skills and motivation and the course level. Based on your evaluation, we may recommend:

• The course you’re teaching

• A more basic or more advanced course

• A different track if it suits the student better

Tone and values

These interviews are not exams and not professional job interviews. They are informal conversations designed to get to know the students better. We aim for a relaxed and welcoming environment while keeping a professional tone.

The interviews should reflect ReDI’s values of inclusivity, collaboration, and empowerment. Keep the conversation natural and friendly to help applicants feel comfortable and open to sharing.

Ask about their motivation and previous experience in a way that shows empathy and genuine interest. This first contact sets the tone for their ReDI experience — let’s make it a positive one.

Support from ReDI

You won’t be doing this alone. ReDI will provide:

• A guideline for the interview process

• A set of questions you can use as a structure

• Support in case you have doubts or special situations

We want to make the process smooth and meaningful for both you and the students.

Interview Preparation

• You will receive the information on this page, as well as the interview form for your course along with your calendar invite for the interviews. Please accept or decline the invitation to confirm your attendance so we can plan accordingly.

• A non mandatory 30-minute briefing will also be held on interview day to review the process and address any questions before we start.

On Interview day

1. Join the Zoom call from your calendar invite.

2. The ReDI Team will welcome you and assign you to a breakout room.

3. A max of 6 students will be sent to you one at a time for 1:1 interviews (20 minutes total):

   • 15 minutes conversation

   • 5 minutes for notes and recommendation

4. A dedicated Slack channel will be set up for real-time communication throughout the interviews and breakout sessions. Once you complete an interview, notify the team on Slack, and the next student will be sent your way.

Spring Semester: Early March | Fall Semester: Early September

Here you’ll find materials generously shared by our trainers, who have offered their time pro bono to support the ReDI volunteer community. These resources have been thoughtfully designed and adapted to support you in your role as a teacher. We hope you find them helpful. If you're interested in exploring specific topics or would like to connect with a trainer for future semesters, feel free to reach out to us at dcp-volunteering@redi-school.org.

Training by Alejandro Reyes Alpízar, tailored specifically for ReDI's volunteer teachers.

It will equip you with valuable skills for leading groups effectively, fostering collaboration, and creating safe spaces for open discussion. You’ll learn strategies to enhance communication and promote shared responsibility within your classroom.

Additionally, you'll explore how to build trust, motivate your team, and use tools to strengthen group cohesion. Through empathy-driven approaches, you’ll gain insights on how to support both yourself and your students, fostering a more inclusive and compassionate learning environment.

Finally, the session offers techniques to appreciate and leverage the diversity of perspectives in your classroom, helping you lead inclusive sessions that inspire active participation, mutual respect, and a strong sense of belonging.

This session is designed to help you reduce teacher talk, build student-centered classrooms, and encourage student autonomy. With Carla Montrucchio 's vast experience in teacher training, online education, and language learning, she will share effective techniques to engage students actively and minimize unnecessary explanations.

Throughout this interactive session, you will discover practical strategies and hands-on activities to develop a classroom focused on student learning. You’ll learn how to design lessons that promote participation and assess comprehension without over-explaining. We will also cover when teacher input is most valuable and how to use intentional silence to give students time to think, process, and respond meaningfully.

Ultimately, the goal is to empower you to create an environment where students become more engaged and independent, resulting in a dynamic and inclusive classroom.

Through real scenarios from your own experiences, you'll learn how to deliver clear, supportive, and effective feedback. You'll also develop skills to receive feedback openly, process it constructively, and turn it into meaningful improvements—feedback that truly works!

Don’t miss this opportunity to enhance collaboration, improve communication, and create a more supportive and productive environment!

Spring Semester: Mid | Fall Semester: August

In this first session, we welcome the students, establish the tone for the semester, foster trust, and introduce the learning path ahead.

Objectives:

• Create a welcoming and inclusive atmosphere

• Get to know each other

• Introduce the teaching team and assign responsibilities

• Present the course structure and tools

Key Components:

• Welcome & Ice Breaker Set a positive, friendly tone to help students feel comfortable.

• Teacher Introductions Present yourselves as a united teaching team, emphasizing collaboration and mutual support.

• Course Overview Briefly explain the course structure, timeline, key tools (like Visual Studio Code, Git, GitHub, etc.), and what students can expect after completing the course—such as potential roles and job opportunities.

• Team/Class Building Activity (Working Alliance) Build trust and co-create class norms with students to establish a supportive environment.

• Check-Out Question Encourage reflection and ensure everyone has a chance to speak before closing the session.

• Feedback Request Collect early impressions and suggestions to enhance the learning experience.

Spring & Fall Semester: During the semester. Dates will be included on the course sheet.

The ReDI team will meet with the students to collect feedback on the course as well as suggestions from the students. The session is moderate entirely by the ReDI team and results are brought to the teaching team at the teachers' touchpoint.

Spring & Fall Semester: During the semester. Dates will be included on the course sheet.

Career Week: Regular Courses & Circles The Career Week at ReDI School is a week of training webinars designed to help students connect with industry professionals, improve job-related skills, explore career opportunities, and boost their job readiness. More info: [Career Services]

✅ Students need to attend at least 2 career events during the semester (within or outside Career Week) in order to graduate. Students can choose the topics that interest them most. ✅ Other career events during the semester might include company visits, networking opportunities, and mentoring matching events. During Career Week, regular classes are on hold. We use this time to organize teaching team touchpoints.

Career Bootcamp: UX/UI & Full Stack Bootcamp We are currently adapting the format of the Final Career Project, which will take place in the final weeks of the Bootcamp—after your regular classes have ended. These weeks are already marked in your course sheet. More information will be shared with you soon!

Spring & Fall Semester: During the semester. Dates will be included on the course sheet.

During the session:

Feedback Session

1. We’ll review student feedback and reflect on your teaching experience so far.

2. We’ll hold a collaborative retrospective where you can share your thoughts on volunteering — including suggestions to improve content, classroom dynamics, team collaboration, and ways the ReDI Team can better support you this semester and beyond.

3. Finally, we’ll prioritize improvement ideas and explore potential solutions together.

This is also a great opportunity to celebrate successes and exchange ideas to enhance the learning experience for everyone.

Project Phase & Demo Day Presentations

• For some courses, we’ll outline the key topics and guidelines expected to be addressed in the final project phase.

• We’ll discuss the format and expectations for the Demo Day presentations.

Availability & Role Assignments

• We’ll check your availability for the second half of the semester and assign roles for upcoming and final sessions, so please add your availability in advance!

Spring & Fall Semester: Date will be included on the course sheet

This phase takes place toward the end of the Beginners and Intermediate courses and is designed to help learners gain practical experience and build a strong portfolio. It also supports their growth in key areas such as:

🔹 Team Collaboration – Work with peers in a team setting, simulating real-world work environments. 🔹 Hands-on Learning – Apply coding, design, or data skills to solve real-life challenges. 🔹 Mentor Support – Receive guidance from teachers on realistic case scenarios. 🔹 Final Presentation – Present their project to classmates, mentors, and sometimes even industry professionals.

It’s a valuable step in boosting learners’ confidence, teamwork, and job-readiness.

🎤 Class Demo Day

The Class Demo Day is an internal presentation day held in the final week of the course. Each student (team) presents their project to their classmates and teachers. It’s a supportive environment focused on:

• Showcasing the project

• Practicing technical presentations

• Sharing challenges and lessons learned

• Celebrating the team’s work

🧑‍🏫 This day helps students build confidence and receive feedback from peers and instructors.

🎉 Demo Day

The Demo Day is a public, on-site event where selected student teams present their projects to the broader ReDI community, including partners.

• The event highlights excellence, creativity, and collaboration

• Students present in a more formal setting with networking opportunities

• It’s a moment of celebration and recognition for everyone involved

📌 Attendance and presentation at the Class Demo Day are required for students to receive a certificate.

🗣️ Presentation Guidelines

To help learners prepare their pitch, here’s a suggested format:

• Length: Max. 5 minutes

• Mode: Slides or Live Demonstration

• Proposed Structure:

  1. Intro – What’s the project, and what problem does it solve?

  2. Demo – Show the live website

  3. Challenges & Learning – What went well? What was hard? What did you learn?

🧑‍🏫 Encourage learners to rehearse and help each other practice!

🧾 Certification Requirements

To receive a ReDI certificate, learners must:

• Attend at least 80% of the course

• Complete and present the Project

• Attend the Internal Class Demo Day

🤝 Class Culture & Support

💬 “We grow by doing, and by helping each other.”

• Foster a positive, collaborative learning

• Dedicate class time to mentoring, code reviews, and feedback

• Celebrate all wins—big or small—as students build real web apps

🎉 Let’s end the semester by cheering each other on!

Local Community Events at ReDI School are informal gatherings where students, alumni, mentors, and industry professionals come together to network and share quality time. These events help you connect with the tech community in your city (Berlin, Hamburg, or NRW). We’ll organize two community events per location this semester.

If you’re not yet included in our community channels and want to stay informed about upcoming events, please let us know so we can invite you based on your preferred location.

Course Sheet

• Link: The link to your Course Sheet is pinned in Slack.

• Course Management: We use the Course Sheet to organize the course.

• Availability & Ownership: Volunteers assign themselves to the session. They show when they are available to teach.

• Feedback: Bootcamps & Circles have a feedback tab where we collect feedback about the session.

Not available anymore?

• Mark it in the Course Sheet so that others can see it and let your team knows in your teaching team communication channel

We use Slack as our primary communication platform—both with your teaching team and with students. You’ll automatically be added to your teaching team channel and your student channel. Additionally, you're welcome to join our community channels in Berlin, NRW, and Hamburg to stay updated on local events and news.

Please make sure to check Slack regularly during the semester and use it to communicate with your team—especially if you’re unable to make it to a session.

We encourage you to not only use Slack for logistics or emergencies, but also to share materials, ideas, and good vibes with your team. A supportive and communicative environment makes a big difference!

Important: Post-Class Slackbot Check-In

After every session, a Slackbot will be released in your teaching channel. One designated team member should fill it in to ensure a smooth handover for the next session.

The Slackbot will ask:

• How was the session? (What went well? Any ideas for improvement?)

• Any follow-ups needed for the next session?

• Did the team you supported have any recurring questions?

• Anything else to share?

• Additional feedback

⚠️ This is really important to help the next team come prepared. Be empathetic—imagine stepping into a class without knowing what happened before!

Take a look at:

• I cannot teach

• I am dropping out

Zoom

• Zoom? It is our video conferencing tool for the classes.

• Zoom Link: You find it pinned in Slack. The Zoom link is the same for the whole semester.

• Use the App: Install the Zoom app for all functionality.

• Recordings: We record the session. More: Recordings

• Claim Host: Credentials are pinned in Slack. How to Join Zoom & Claim Host

• Join early? The Zoom call opens 45 min ahead of time. Feel free to join early.

How to Join Zoom & Claim Host

1. Find the link to the class meeting either in your calendar invite for the session or pinned in the teachers slack channel. Join with one click

2. Go to the participants list and “Claim host”. Sign in with the host key to become the host. You can find the host key (a series of 6 numbers) pinned in the teacher Slack channel.

1. Please make your co-teachers for the sessions co-hosts by right-clicking on their name from the participants list.

2. Please do not forget to record the class. We record only Input and Q&A Sessions.

Recordings

Recordings automatically save into a drive students have access to as viewers. This Drive is pinned to the students slack channel. Recordings are available for whole semester. Break out rooms cannot be recorded.

Default Zoom Settings

• When starting the meeting, audio is off, your video is off and recording is off.

• Hosts are allowed to add co-hosts.

• Possibility to send files via meeting chat.

• Breakout rooms enabled. How to setup breakout rooms: Video, Guide.

Attendance Tracker

• Link: Attendance Tracker

• Who: The teaching assistant tracks attendance

• When: Every regular class (usually 20 minutes into the session)

• Access: Credentials are pinned in your teaching teams' Slack channel

Why track attendance?

We ask learners to join at least 80% of the sessions to obtain a certificate. We believe students can only learn if they attend. That's why attendance tracking is essential. ReDI follows up regularly with students with low attendance to offer support.

Attendance Status per Session

100% – Present: Arrive on time, actively participate, and keep the camera on.

50% – Excused: Notify in advance if unable to attend

50% – Late: Arrival more than 15 minutes late. Please mark as "Excused". If no excuse is known, select "Other." No explanation from students is required.

50% – Early Leave: Leaving before the break. Please mark as "Excused". If no excuse is known, select "Other." No explanation from students is required.

0% – Absent: No prior communication of absence

Camera on Policy

Students will only be marked as "present", if they join the class with their camera on.

If a student should experience internet connection problems during the class, they should either write it in the chat or unmute themselves to inform teachers and fellow students. If this is not possible, students should inform the class through a message in their students slack channel.

How to track Attendance?

Google Classroom

• Link: The link to your classroom is pinned in Slack.

• Purpose: We use Google Classroom as our learning platform. We use it for two functions: Sharing material with the students and reviewing projects. You can also use it to create material.

• Google Drive: Your Google Classroom is connected to a Google Drive where material is stored.

• Calendar: Students are invited to the sessions through the calendar from the classroom

How to Upload Materials on Google Classroom

Go to Classwork. Go to Create. Select material to upload material, which is shared with the students. Select Topic to create a new section that can hold multiple materials.

Review Projects

• Go to the Grades section. You find all the students; you can see who turned in the homework. Once you click on it, you can review their work, write a comment, and return it.

Are you not in Google Classroom?

You should have received an email invitation from ReDI. Please check your emails and spam folder. Otherwise, please get in touch with the ReDI team via Slack.

We provide additional tools that you can use to engage students more in your sessions! At ReDI, we like to use the following tools and icebreakers:

Mentimeter (Interactive Polls)

• Create live polls, word clouds, and Q&A

• Perfect for:

  • Icebreakers: Ask students about their expectations or background knowledge.

  • Quick polls: Check understanding of a topic in real-time.

  • Exit tickets: Gather feedback at the end of a session.

• Login credentials in teachers' Slack channel

• Mentimeter.com

Kahoot (Learning Games)

• Quiz-based learning with competitive elements

• Perfect for Revision & Recaps - You create a quiz, and students participate live in class via browser or cell phone.

• Login credentials in teachers' Slack channel

• Kahoot.com

Icebreaker Ideas

You can use quick icebreakers at the start of your sessions to energize participants, build connections, and create an engaging and interactive learning environment. Here is a list of icebreakers. They shouldn't take more than 5 minutes to run.

1. Two Truths and a Lie

• Description: Participants share three statements about themselves—two true and one false. The group has to guess which one is the lie.

• How to Run: Use breakout rooms for smaller groups or let everyone participate in the main room.

• Objective: Participants get to know each other in a fun way.

2. Virtual Scavenger Hunt

• Description: Give participants a list of items to find in their home within 1-2 minutes (e.g., something red, something that makes noise).

• How to Run: Ask them to bring the items back to the camera and share a quick story about one of them.

• Objective: The activity is an energizer.

3. Emoji Reactions

• Description: Pose a question or statement (e.g., "How are you feeling about today’s session?") and ask participants to respond using emojis only.

• How to Run: Use the chat in Zoom.

• Objective: It is an easy way for participants to share how they are doing.

More Resources

• 13 online icebreakers

• Ice breakers using slido

• Ice breakers in Kahoot

• Ice breakers in Menti

Here's an overview of the key tools we use for teaching and communication. Please set up these tools now to ensure effective collaboration with your team and students.

Slack

This is our main communication tool, both with teachers and with the students. You'll have access by default to your teaching team channel and the students' channel. Additionally, you can join our community channels in Berlin, NRW, and Hamburg to learn about local events. Please check Slack regularly during the semester and communicate with your teaching team via Slack if you cannot make it to class.

Google Calendar

We use Google Calendar to send semester meeting appointments to teachers and students.

Zoom

Our online sessions are running on Zoom. We highly recommend installing and updating the Zoom app on your device, as the online version doesn't cover all functionalities. Please note: The class Zoom link is the same for the entire semester.

Google Classroom

We use Google Classroom to share material with the students and to collect and give feedback to projects and homework.

Course Sheet

We use the Course Sheet as a tool for managing our teaching sessions, assigning roles according to the topics to be taught and the team's availability. In some courses, we also collect feedback about the students and the sessions.

✅ Done?

Please complete all steps before going to the next section of the self-onboarding. If you face any issues, please reach out to the ReDI team via E-Mail or Slack. Once you are done, go to the next step to get your volunteer agreement!

Most important Resources

Course Material

Teaching Roles Overview

Weekly Class Schedule

About ReDI

• Find out more about ReDI: About ReDI

• Find out about the career services ReDI offers: Career Services

Help

• Check out: I can't teach tonight, I am dropping out, I feel uncomfortable.

• Reach out to Sevval, your Course Manager, for help via Slack.

❤️ Thank you for supporting the ReDI students ❤️

Welcome to ReDI School! We really appreciate that you are part of our community. In this page, you'll find an overview of the course. By volunteering, you contribute to our main goal: help our students gain the necessary skills to find a job in tech. ReDI School has now helped over 17.000 people advance their tech skills. This is only possible with the support of our volunteers <3

ReDI Students

Our student community brings together people from over 138 countries. Your course won't be different. Your students will come from a wide range of countries. They also come from diverse professional backgrounds - some are currently unemployed or underemployed, while others are students looking to prepare for their careers. With an average age of 32, many of our students hold a university degree and have several years of work experience. What unites all students is their passion for technology and their aim to build a career in the tech industry.

❤️ Thank you for supporting our students as they take another step in their journey! To learn more about ReDI students and our community, visit About ReDI School.

Sessions

Roles

On-site Activities

Two sessions during the course will take place on a hybrid format - students in Hamburg will have a session on site, while the other students a parallel session online. We are organizing on-site activities in our three main locations. Find out more below.

Conclusion

We hope that by reading this, you have a better idea of the course and what it means to volunteer at ReDI. Let's explore the Timeline now 📅.

Projects

Our HTML&CSS Course is project-based - students learn by working on hands-on projects. Each project is broken into weekly milestones.

Weekly Schedule

• Thursday: Introduce new concepts and the next milestone

• Thursday - Tuesdays: Students work on their milestone

• Tuesdays: Students present their milestones in the Coaching Session

Teaching Materials

Overview by Session

How to work with the material?

You are free to change the material as you like! If you believe slides are needed to explain a concept, do it! If you would explain a concept differently, go for it.

We know the material is not perfect! For sure, parts are not so clear and can be improved. Please help us to improve it further! If something is unclear or missing - feel free to add it! Thanks to your contribution, we can improve the material in the future!

How to teach? Best Practices!

We share several best practices in the Course Content section. For example, the concept of "How little is enough?" or the "I Do, We Do, You Do" methodology. In the end, it is your decision how you want to teach it. We recommend to browse through the concepts before teaching a session: Course Content.

That was a lot of content! Thanks for staying with us. Let's complete the self-onboarding in the next page: Self-Onboarding.

Key Resources

• Looking for more material? Maybe check out GitHub Repo from the Berlin HTML & CSS Course.

• Prior Material? If you taught in the past semester at ReDI, you might have existing material you would like to reuse. That is fantastic! Add it to our Google Drive.

Homework?

How do I create more engagement in class?

Best practices for teaching?

Teaching Method: I Do, We Do, You Do

The "I Do, We Do, You Do" method is a teaching method designed to help students learn new concepts by first observing, then practicing with guidance, and finally working independently.

• I Do: The teacher demonstrates the task while explaining the steps and thought process aloud. This stage is about modeling the correct way to approach the task and highlighting key concepts and techniques.

• We Do: The session owner walks the students through an activity. The students follow along (code or design along). This collaborative stage allows students to apply what they've seen with support, ask questions, and receive immediate feedback.

• You Do: Students work independently on the task. This stage allows them to practice the skill on their own.

Example: Introducing Javascript

• I Do: The teacher introduces JavaScript and demonstrates a simple script that shows an alert when clicking a button. Key concepts like variables, functions, and events are explained briefly.

• We Do: The teacher walks the students through creating a function that changes a heading's color when clicking a button. The students follow and code along. The teacher shares their screen and gives the students time to code along. Together, the teacher and the students write the function, select the element, and add an event listener, with the teacher guiding and asking questions to engage students.

• You Do: Students independently write JavaScript to change the text of a paragraph when a button is clicked in a breakout room. They practice using variables, functions, and event listeners and then share their work for feedback.

Tips and Tricks

• Context before content - We experienced that explaining why a concept is important helps a lot in understanding what the concept is about. Why should you learn this concept? Try to give the context. Maybe explain where you use it in your daily work life. Or explain how this concept can help to solve a bigger problem

• Engage with Students: Ask questions to check understanding. Use their names and keep the tone friendly and encouraging.

• Be Prepared but Flexible: Have a plan but adapt based on student needs.

• Feedback is Key: Provide constructive feedback to help students improve. Celebrate small wins to keep motivation high.

More Resources

• Ice Breakers and Energizers - Do you want to start the session with an energizer? Have a look at Class Engagement

Overview

• Homework is given every Thursday session via Google Classroom

• The Session Owner of the Thursday session prepares the homework

• Students have until the following Tuesday session to complete the homework

• The Homework Reviewer reviews their homework from Tuesday until Thursday

• Homework is not graded. The goal is for students to learn by working on their homework. If it is not complete or perfect, it’s okay. We ask students to complete at least 80% of the homework.

Why homework?

• Learning by Doing - Through homework, students practice and code more. The more they practice, the better the students get!

• Students try out the concepts in homework. The review helps students to know if they are on track.

• By reviewing the homework, we might better understand which concepts need further elaboration.

Homework Process

How much homework?

Focus the homework on one achievable, practical problem. That means:

• Give only one problem, not multiple, it would overwhelm and lower chances of completion.

• Achievable - make it equally hard or slightly harder than the last practice exercise in class. Make it feasible in terms of the time required. If you need 5 minutes to solve it, it will probably take the students 30 minutes or longer. Don’t go over 5min for yourself.

• Optional - to accommodate the more advanced students in the class, you can add optional extra questions.

How to add Homework to Google Classroom?

1. Go to Google Classroom, Go to Create, and select Assignment.

2. Give title, instructions and set the due date to the next session on Tuesday (template).

Support: Video for Google Classroom.

Homework Guidelines

🌟 Final Project Phase – Spring 2025

The Final Project is the highlight of the semester and an essential part of the learning journey at ReDI. During this phase, learners apply the skills they’ve developed to create a personal or team project that showcases their knowledge in HTML & CSS.

🚀 About the Project Phase

The project phase begins after the core curriculum is completed.

Learners will:

• Work individually or in small groups (up to 3 people)

• Choose their own project topic with teacher guidance

• Build a working website or feature relevant to the course

💡 Goal: Apply the concepts learned in class in a hands-on, creative project

🧑‍💻 Project Requirements

Each project must include:

• A code-based solution using HTML & CSS

• A presentation and a live demo (showing a working website)

💡Final Project Ideas

Students choose their own project topic with teacher guidance. Project types may include:

• A personal website

• A thematic landing page

• A community-focused mini project

• Anything aligned with the course content and realistic for the timeframe

• Prior Projects

📅 Timeline (Spring 2025)

📌 Attendance and presentation in the Class Demo Day are required for students to receive a certificate.

🗣️ Presentation Guidelines

To help learners prepare their pitch, here’s a suggested format:

• Length: Max. 5 minutes

• Mode: Slides or Live Demonstration

• Proposed Structure:

  1. Intro – What’s the project, and what problem does it solve?

  2. Demo – Show the live website

  3. Challenges & Learning – What went well? What was hard? What did you learn?

🧑‍🏫 Encourage learners to rehearse and help each other practice!

🧾 Certification Requirements

To receive a ReDI certificate, learners must:

• Attend at least 80% of the course

• Participate in 2 Career Workshops

• Complete and present a Final Project

• Attend the Internal Demo Day

• Complete 2 IBM SkillsBuild Courses

🤝 Class Culture & Support

💬 “We grow by doing, and by helping each other.”

• Encourage a supportive, collaborative learning environment.

• Foster confidence through feedback.

• Use class time for project work, check-ins, and guidance.

Project Phase Guidelines

Project Session Tips

Let’s celebrate the end of the semester together 🎉

Overview

As a session owner, you lead the weekly Regular Class, introducing key concepts and guiding students through exercises. You can use prepared materials. However, you have the freedom to adapt them to your teaching style.

Session Preparation

1. Review previous class feedback in Slack

2. Review material and test coding exercises (Course Content)

3. Coordinate with the teaching assistant

4. Add material to Google Classroom (24h before) (how to use Google Classroom")

5. Prepare Homework (for Thursday Sessions)

Class Structure (2 hours)

• Join as co-host (5 min early)

• Previous content recap (10 min)

• Introduce key concepts with live coding and or exercises (45 min)

• Hands-on practice (45 min)

• Introduce next milestone (10 min)

Teaching Materials

• Head over to the: Course Content

Resources

• Teaching Guidelines

• Session instruction slides

• Student Hub - Gitbook

• Class Engagement Resources

FAQ

Overview

As a session assistant, you provide technical and administrative support during Regular Classes. You open the Zoom call, track attendance, help answer questions, and provide support in break-out rooms.

Key Responsibilities

1. Technical setup and support

2. Student attendance tracking

3. Question moderation

4. Breakout room management

Session Checklist

Before Class:

• Coordinate with the session owner

• Review class content

During Class:

• Join Zoom Call (link pinned in Slack and Google Calendar)

• Claim the host (host key pinned in Slack)

• Make the Session Owner co-host on Zoom (safety measure)

• Start cloud recording

• Monitor student questions

• Support breakout activities

• Track attendance

After Class:

• Share feedback on the class and student engagement in the Slack handover bot for team visibility

Important Links

All essential links (attendance tracker, Zoom) are bookmarked in Slack.

FAQ

Overview

Backup teachers provide emergency coverage when teachers cannot attend class. No session attendance is required unless called upon.

Substitution Process

1. Absent teacher posts in #teachers Slack channel and tags @backup teacher

2. Backup teacher confirms availability

3. Role assignment:

   • If assistant is absent: Backup becomes assistant

   • If lead is absent: Assistant becomes lead, backup becomes assistant

Overview

• The homework reviewer reviews the homework submissions of the students.

• More about Homework

Review Tool

Homework are reviewed from Google Classroom. Students submissions land under the "Grades" section. Just click on the submission link and add comments for review via the chat function. Everything be kept private and only visible to the reviewer and the students themselves.

Tips for reviewing

1. Positivity - It can happen easily that feedback only points out the mistakes, but it’s important to give positive feedback as well. Commenting on aspects that you liked about the code is crucial to make the students more confident. We also learn from what we did well.

2. Specific - Try to make your feedback as specific as possible so the students know which part of the code needs improvement.

Suggestions - Good feedback contains suggestions for improvement. This way, the students will have ideas on how to improve the code, and you will push them in the right direction. Keep in mind the balance between suggestions and self-study; giving away the solution is not always the best thing to do.

Homework Guidelines

Purpose

Weekly class where students learn new concepts and get introduced to their next project milestone.

Session Details

• When: Thursdays, 19:00 - 21:00

• Where: Zoom (link in Slack)

• Team: Session Owner leads the session and Session Assist supports

Class Structure

1. Review previous content

2. Introduce weekly milestone

3. Present new concepts

4. Guided practice ("We Do")

5. Group practice in breakout rooms ("You Do")

More Resources

• Course Content

• Session Owner

• Session Assist

Most important Resources

Course Material

Teaching Roles Overview

Weekly Class Schedule

About ReDI

• Find out more about ReDI: About ReDI

• Find out about the career services ReDI offers: Career Services

Help

• Check out: I can't teach tonight, I am dropping out, I feel uncomfortable.

• Reach out to Abdullah, your Course Manager, for help via Slack.

❤️ Thank you for supporting the ReDI students ❤️

Welcome to ReDI School! We really appreciate that you are part of our community. In this page, you'll find an overview of the course. By volunteering, you contribute to our main goal: help our students gain the necessary skills to find a job in tech. ReDI School has now helped over 17.000 people advance their tech skills. This is only possible with the support of our volunteers <3

ReDI Students

Our student community brings together people from over 138 countries. Your course won't be different. Your students will come from a wide range of countries. They also come from diverse professional backgrounds - some are currently unemployed or underemployed, while others are students looking to prepare for their careers. With an average age of 32, many of our students hold a university degree and have several years of work experience. What unites all students is their passion for technology and their aim to build a career in the tech industry.

❤️ Thank you for supporting our students as they take another step in their journey! To learn more about ReDI students and our community, visit About ReDI School.

Curriculum

The JavaScript Course is a 14-week program designed to build upon HTML & CSS skills, introducing students to interactive web development using JavaScript. Each cohort consists of 25 students who meet twice a week (Tuesdays and Thursdays from 19:00-21:00).

Structure

The weekly schedule consists of two regular classes. Tuesday begins with a review of the previous week’s content. Students participate in live coding exercises and problem-solving activities. Homework from the previous week is discussed and feedback is provided. On Thursday, teachers introduce new concepts. Students engage in hands-on coding demonstrations and guided exercises. The session concludes with the assignment of the weekly homework task.

Between sessions, students are expected to dedicate 10-12 hours per week to coding assignments, and independent study.

Homework

We aim to give homework each Thursday. We ask students to complete the homework by next Tuesday (before the session starts). The homework reviewer corrects the homework and returns it to the students via Google Classroom.

Sessions

The course has two online sessions per week. For on-site events, check out On-site Activities. The session format differs from what you might have seen before.

Roles

On-site Activities

Two sessions during the course will take place on a hybrid format - students in Hamburg will have a session on site, while the other students a parallel session online. We are organizing on-site activities in our three main locations. Find out more below.

Conclusion

We hope that by reading this, you have a better idea of the course and what it means to volunteer at ReDI. Let's explore the Timeline now 📅.

Key Resources

How to work with the material?

You are free to change the material as you like! If you believe slides are needed to explain a concept, do it! If you would explain a concept differently, go for it.

How to teach? Best Practices!

We share several best practices in the Course Content section. For example, the concept of "How little is enough?" or the "I Do, We Do, You Do" methodology. In the end, it is your decision how you want to teach it. We recommend to browse through the concepts before teaching a session: Course Content.

That was a lot of content! Thanks for staying with us. Let's complete the self-onboarding in the next page: Complete your Self-Onboarding

Key Resources

How do I update material?

GitHub - Request access to the GitHub repo. Update the slide deck for your session through a pull request.

Homework Guidelines?

How do I create more engagement in class?

Best practices for teaching?

More material, feedback or ideas?

If you find good material, ReDI could use, and if you have feedback or further ideas, feel free to contact us via Slack or email dcp@redi-school.org).

Teaching Method: I Do, We Do, You Do

The "I Do, We Do, You Do" method is a teaching method designed to help students learn new concepts by first observing, then practicing with guidance, and finally working independently.

• I Do: The teacher demonstrates the task while explaining the steps and thought process aloud. This stage is about modeling the correct way to approach the task and highlighting key concepts and techniques.

• We Do: The session owner walks the students through an activity. The students follow along (code or design along). This collaborative stage allows students to apply what they've seen with support, ask questions, and receive immediate feedback.

• You Do: Students work independently on the task. This stage allows them to practice the skill on their own.

Example: Introducing Javascript

• I Do: The teacher introduces JavaScript and demonstrates a simple script that shows an alert when clicking a button. Key concepts like variables, functions, and events are explained briefly.

• We Do: The teacher walks the students through creating a function that changes a heading's color when clicking a button. The students follow and code along. The teacher shares their screen and gives the students time to code along. Together, the teacher and the students write the function, select the element, and add an event listener, with the teacher guiding and asking questions to engage students.

• You Do: Students independently write JavaScript to change the text of a paragraph when a button is clicked in a breakout room. They practice using variables, functions, and event listeners and then share their work for feedback.

Tips and Tricks

• Context before content - We experienced that explaining why a concept is important helps a lot in understanding what the concept is about. Why should you learn this concept? Try to give the context. Maybe explain where you use it in your daily work life. Or explain how this concept can help to solve a bigger problem

• Engage with Students: Ask questions to check understanding. Use their names and keep the tone friendly and encouraging.

• Be Prepared but Flexible: Have a plan but adapt based on student needs.

• Feedback is Key: Provide constructive feedback to help students improve. Celebrate small wins to keep motivation high.

More Resources

• Watch this video on how to run the Regular Class.

• Student Gitbook (LINK)

• Ice Breakers and Energizers - Do you want to start the session with an energizer? Have a look at Class Engagement

Overview

• Homework is given every Thursday session via Google Classroom

• The Session Owner of the Thursday session prepares the homework

• Students have until the following Tuesday session to complete the homework

• The Homework Reviewer reviews their homework from Tuesday until Thursday

• Homework is not graded. The goal is for students to learn by working on their homework. If it is not complete or perfect, it’s okay. We ask students to complete at least 80% of the homework.

Why homework?

• Learning by Doing - Through homework, students practice and code more. The more they practice, the better the students get!

• Students try out the concepts in homework. The review helps students to know if they are on track.

• By reviewing the homework, we might better understand which concepts need further elaboration.

Homework Process

How much homework?

Focus the homework on one achievable, practical problem. That means:

• Give only one problem, not multiple, it would overwhelm and lower chances of completion.

• Achievable - make it equally hard or slightly harder than the last practice exercise in class. Make it feasible in terms of the time required. If you need 5 minutes to solve it, it will probably take the students 30 minutes or longer. Don’t go over 5min for yourself.

• Optional - to accommodate the more advanced students in the class, you can add optional extra questions.

How to add Homework to Google Classroom?

1. Go to Google Classroom, Go to Create, and select Assignment.

2. Give title, instructions and set the due date to the next session on Tuesday (template).

Support: Video for Google Classroom.

Homework Guidelines

🌟 Final Project Phase – Spring 2025

The Final Project is the highlight of the semester and an essential part of the learning journey at ReDI. During this phase, learners apply the skills they’ve developed to create a personal or team project that showcases their knowledge in JavaScript.

🚀 About the Project Phase

The project phase begins after the core curriculum is completed.

Learners will:

• Work individually or in small groups (up to 3 people)

• Choose their own project topic with teacher guidance

• Build a working web app or website

💡 Goal: Apply the concepts learned in class in a hands-on, creative project

🧑‍💻 Project Requirements

Each project must include:

• A code-based solution using JavaScript

• A presentation and a live demo (showing a working web app or website with interactivity)

💡Final Project Ideas

Students choose their own project topic with teacher guidance. Project types may include:

• A quiz or trivia game

• A to-do list or productivity tool

• An interactive landing page or form

• A weather or news app using APIs

• Anything aligned with the course content and realistic for the timeframe

📂 Prior Projects

Need inspiration? Check out these projects from previous semesters:

• Demo Day Highlights – Previous Cohort

📅 Timeline (Spring 2025)

📌 Attendance and presentation in the Class Demo Day are required for students to receive a certificate.

🗣️ Presentation Guidelines

To help learners prepare their pitch, here’s a suggested format:

• Length: Max. 5 minutes

• Mode: Slides or Live Demonstration

• Proposed Structure:

  1. Intro – What’s the project, and what problem does it solve?

  2. Demo – Show the live website

  3. Challenges & Learning – What went well? What was hard? What did you learn?

🧑‍🏫 Encourage learners to rehearse and help each other practice!

🧾 Certification Requirements

To receive a ReDI certificate, learners must:

• Attend at least 80% of the course

• Participate in 2 Career Workshops

• Complete and present a Final Project

• Attend the Internal Demo Day

• Complete 2 IBM SkillsBuild Courses

🤝 Class Culture & Support

💬 “We grow by doing, and by helping each other.”

• Encourage a supportive, collaborative learning environment.

• Foster confidence through feedback.

• Use class time for project work, check-ins, and guidance.

Project Phase Guidelines

Project Session Tips

Let’s celebrate the end of the semester together 🎉

Overview

As a session owner, you lead the weekly Regular Class, introducing key concepts and guiding students through exercises. You can use prepared materials. However, you have the freedom to adapt them to your teaching style.

Session Preparation

1. Review previous class feedback in Slack

2. Review the slides and exercises (Course Content)

3. Test coding exercises

4. Add material to Google Classroom (24h before) (how to use Google Classroom")

5. Prepare Homework (for Thursday Sessions)

Class Structure (2 hours)

• Join as co-host (5 min early)

• Previous content recap (10 min)

• Introduce key concepts with live coding and or exercises (45 min)

• Hands-on practice (45 min)

• Introduce next milestone (10 min)

Teaching Materials

• Head over to the: Course Content

Time Management Tips

• Focus on core concepts introduction

• Point students to additional resources for deeper learning

• Use recap weeks to cover missed content

• Direct students to Q&A/support sessions for extra help

Resources

• Teaching Guidelines

• Session instruction slides

• Student Hub - Gitbook

• Class Engagement Resources

FAQ

Overview

As a session assistant, you provide technical and administrative support during Regular Classes. You open the Zoom call, track attendance, help answer questions, and provide support in break-out rooms.

Key Responsibilities

1. Technical setup and support

2. Student attendance tracking

3. Question moderation

4. Breakout room management

Session Checklist

Before Class:

• Coordinate with the session owner

• Review class content

During Class:

• Join Zoom Call (link pinned in Slack and Google Calendar)

• Claim the host (host key pinned in Slack)

• Make the Session Owner co-host on Zoom (safety measure)

• Start cloud recording

• Monitor student questions

• Support breakout activities

• Track attendance

After Class:

• Share feedback on the class and student engagement in the Slack handover bot for team visibility

Important Links

All essential links (attendance tracker, Zoom) are bookmarked in Slack.

FAQ

Overview

Backup teachers provide emergency coverage when teachers cannot attend class. No session attendance is required unless called upon.

Substitution Process

1. Absent teacher posts in #teachers Slack channel and tags @backup teacher

2. Backup teacher confirms availability

3. Role assignment:

   • If assistant is absent: Backup becomes assistant

   • If lead is absent: Assistant becomes lead, backup becomes assistant

Overview

• The homework reviewer reviews the homework submissions of the students.

• More about Homework

Review Tool

Homework are reviewed from Google Classroom. Students submissions land under the "Grades" section. Just click on the submission link and add comments for review via the chat function. Everything be kept private and only visible to the reviewer and the students themselves.

Tips for reviewing

1. Positivity - It can happen easily that feedback only points out the mistakes, but it’s important to give positive feedback as well. Commenting on aspects that you liked about the code is crucial to make the students more confident. We also learn from what we did well.

2. Specific - Try to make your feedback as specific as possible so the students know which part of the code needs improvement.

Suggestions - Good feedback contains suggestions for improvement. This way, the students will have ideas on how to improve the code, and you will push them in the right direction. Keep in mind the balance between suggestions and self-study; giving away the solution is not always the best thing to do.

Homework Guidelines

Purpose

Weekly class where students learn new concepts.

Session Details

• When: Tuesdays and Thursdays, 19:00 - 21:00

• Where: Zoom (link in Slack)

• Team: Session Owner leads the session and Session Assist supports

Class Structure

1. Review previous content

2. Introduce weekly milestone

3. Present new concepts

4. Guided practice ("We Do")

5. Group practice in breakout rooms ("You Do")

More Resources

• Course Content

• Session Owner

• Session Assist

Most important Resources

Course Material

Teaching Roles Overview

Weekly Class Schedule

About ReDI

• Find out more about ReDI: About ReDI

• Find out about the career services ReDI offers: Career Services

Help

• Check out: I can't teach tonight, I am dropping out, I feel uncomfortable.

• Reach out to Sevval, your Course Manager, for help via Slack.

❤️ Thank you for supporting the ReDI students ❤️

Welcome to ReDI School! We really appreciate that you are part of our community. In this page, you'll find an overview of the course. By volunteering, you contribute to our main goal: help our students gain the necessary skills to find a job in tech. ReDI School has now helped over 17.000 people advance their tech skills. This is only possible with the support of our volunteers <3

ReDI Students

Our student community brings together people from over 138 countries. Your course won't be different. Your students will come from a wide range of countries. They also come from diverse professional backgrounds - some are currently unemployed or underemployed, while others are students looking to prepare for their careers. With an average age of 32, many of our students hold a university degree and have several years of work experience. What unites all students is their passion for technology and their aim to build a career in the tech industry.

❤️ Thank you for supporting our students as they take another step in their journey! To learn more about ReDI students and our community, visit About ReDI School.

Curriculum

The Full Stack Bootcamp is an 18-week intensive program that combines 14 weeks of technical training with a 4-week career project. Each cohort consists of 25 students who progress through the program together, meeting three times per week in the evenings (Monday, Wednesday, and Thursday from 19:00-21:00). The program follows a project-based learning approach where students work through three main projects: an E-Commerce Store focusing on React basics, a Twitter Clone exploring Next.js, and a Capstone Project incorporating full stack development. Each project spans four weeks and includes weekly milestones and a recap week for review.

Structure

The weekly schedule includes three distinct session types: Monday's Practice Session for exercises and Q&A, Wednesday's Coaching Session where students present their progress in small groups, and Thursday's Regular Class introducing new concepts. The teaching team consists of various roles including Session Owners who lead regular classes, Coaches who guide small groups, and Practice Session Owners who run exercise sessions. Volunteers typically commit to one role for the entire semester, investing 3-4 hours per week in direct teaching plus preparation time.

While the program is primarily conducted online via Zoom, it maintains a hybrid format with four on-site community events throughout the semester. The bootcamp is available in three locations (Berlin, NRW, and Hamburg), with local events specific to each city. Students are expected to dedicate approximately 14 hours per week to self-study in addition to attending the scheduled sessions.

Sessions

Roles

On-site Activities

We are organizing on-site activities in our three main locations. Find out more below.

Conclusion

We hope that by reading this, you have a better idea of the course and what it means to volunteer at ReDI. Let's explore the Semester Timelinenow 📅.

Projects

Our Full Stack Bootcamp is project-based - students learn by working on hands-on projects. Each project is broken into weekly milestones.

Weekly Schedule

• Thursday: Introduce new concepts and the next milestone

• Thursday - Wednesday: Students work on their milestone

• Monday: Practice session with Q&A

• Wednesday: Students present their milestones in the Coaching Session

Teaching Materials

Our core teaching materials are hosted in our GitHub repository:

Overview by Session

How to work with the material?

You are free to change the material as you like! If you believe slides are needed to explain a concept, do it! If you would explain a concept differently, go for it.

We know the material is not perfect! For sure, parts are not so clear and can be improved. Please help us to improve it further! If something is unclear or missing - feel free to add it! Thanks to your contribution, we can improve the material in the future!

How to teach? Best Practices!

We share several best practices in the Course Content section. For example, the concept of "How little is enough?" or the "I Do, We Do, You Do" methodology. In the end, it is your decision how you want to teach it. We recommend to browse through the concepts before teaching a session: Course Content.

That was a lot of content! Thanks for staying with us. Let's complete the self-onboarding in the next page: Self-Onboarding.

GitHub

The material for the bootcamp is in GitHub. You can find all the material in the project folders. There is a README for every week, with a description of the concepts we introduce and the deliverables for the students.

Material for Regular Class on Thursday

• More information about the session: Regular Class.

• If you are looking for more code snippets, have a look at the Berlin React GitHub Repo.

• Prior Material? If you taught in the past semester at ReDI, you might have existing material you would like to reuse. That is fantastic! Please add the content to GitHub.

Consolidate & Update Material

• With the teaching team, we discussed to simplify and consolidate the material. That means, we want to have only one relevant file per milestone for the students and teachers - which is the README.

• Currently, we have a README.md, a lesson.md and reference.md file per milestone. We merge them into one file (example: Milestone 1 - Project 1).

• If you are the Session Owner, please consolidate the material for your session - or ask the team for support.

• How we consolidate? We use the lesson.md as a baseline, and we add the learning objectives from the README at the start of the lesson, the required deliverables, and references of the README at the end of the file. If you have any questions, flag it in SLACK.

• Let's improve the material together - flag mistakes, inconsistencies and improvements with issues in Github

Material for Practice Session on Monday

• The goal of the Practice Session on Monday is to practice the content covered in the last session. We suggest using the README.md and teacher_guide.md of the previous session as guidance.

• More information about the session: Practice Session.

Material for Coaching Session on Wednesday

• No teaching is needed. Focused on reviewing student work and providing feedback.

• Reviewing the milestoneREADME.mdt helps to understand what the milestone contains students are working on.

• More information about the session: Coaching Session.

How do I teach the material?

How do I create more engagement in class?

The concept behind the course

More material, feedback or ideas?

If you find good material, ReDI could use, and if you have feedback or further ideas, feel free to contact us via Slack or email (dcp@redi-school.org).

Project-Based Learning

The course follows a project-based learning approach. Students learn hands-on through projects the whole semester. We saw that students are more motivated to work on projects than homework and seek to apply their new skills in practical cases. Each project lasts four weeks and includes a recap week, where the previous content is recapped.

Weekly Milestones

Projects are broken into manageable weekly milestones:

• Students complete one part of the project each week

• Each milestone applies concepts learned in Thursday's session

• Progress is presented in Tuesday's coaching session

• Builds toward a complete project over 4 weeks

Weekly Learning Flow

Each week follows a structured pattern to ensure consistent learning and progress:

How the Bootcamp fits into the Full Stack Track

The Bootcamp is part of the Full Stack Track. In this Vision Board you can see how the courses are connected:

Full Stack Track - Vision Boardmural.co

Questions?

If you have any questions regarding the Learning Experience Design of the course, please contact your Course Manager.

Teaching Method: I Do, We Do, You Do

The "I Do, We Do, You Do" method is a teaching method designed to help students learn new concepts by first observing, then practicing with guidance, and finally working independently.

• I Do: The teacher explains and demonstrates a concept by explaining the steps and thought process aloud. The teacher can use live coding to show the steps. Explain why you're creating variables, choosing certain loops, or implementing specific functions. Demonstrate not only successful code but also introduce common errors and how to troubleshoot them. This helps students understand that mistakes are a normal part of the coding process and builds their debugging skills from the start.

• We Do: Once students have observed your demonstration, transition to the guided practice or "We Do" phase. The teacher walks the students through an activity. You might provide partially completed code for students to finish and ask for suggestions on what comes next. The students code along. This collaborative stage allows students to apply what they've seen with support, ask questions, and receive immediate feedback.

• You Do: The final phase is independent practice, or "You Do." Assign coding tasks similar to those you've demonstrated and practiced together, but allow students to work through them independently. Provide clear instructions and success criteria so students know what's expected. During this time, circulate through the classroom to offer assistance where needed, but resist the urge to take over. This is when students develop coding confidence and problem-solving abilities.

Example: Introducing Javascript

• I Do: The teacher introduces JavaScript and demonstrates a simple script that shows an alert when clicking a button. Key concepts like variables, functions, and events are explained briefly.

• We Do: The teacher walks the students through creating a function that changes a heading's color when clicking a button. The students follow and code along. The teacher shares their screen and gives the students time to code along. Together, the teacher and the students write the function, select the element, and add an event listener, with the teacher guiding and asking questions to engage students.

• You Do: Students independently write JavaScript to change the text of a paragraph when a button is clicked in a breakout room. They practice using variables, functions, and event listeners and then share their work for feedback.

How do you teach a session with I Do, We Do, You Do?

We see two ways to apply the method to a session:

1. You split the whole session by the method:

   1. I Do - Introduce concepts for ~45min and try to live code them)

   2. We Do - live code the same concepts and ask students to follow along for ~ 45min)

   3. You Do - let students apply the concepts independently in a slightly different way for ~ 20min

2. You introduce every concept by the method:

   1. Concept A (example: Intro to React) - I Do (15 min), We Do (15 min), You Do (15 min). After introducing concept A with the method, you introduce concept B once again with the method.

   2. Concept B (example: React Components) - I Do (30 min), We Do (30 min), You Do (15 min)

Why is the method helpful?

• Breaks Down Complexity: Coding has many rules and new concepts—seeing it done first, then trying with help, and finally doing it alone makes learning manageable.

• Teaches Problem-Solving: Students learn how to approach coding problems by watching, then practicing with guidance, before solving independently.

• Builds Confidence: This step-by-step method reduces frustration with coding errors and builds confidence gradually through supported practice.

• Reflects Real Coding Practice: Matches how actual programmers learn—by studying examples, working with others, and then coding independently.

Implementation Tips

• Start with smaller coding problems that can be completed in one session

• Think about examples and exercises in advance

• Connect coding concepts to everyday experiences using analogies

• Show both correct solutions and common mistakes with fixes

• Use color-coding to highlight syntax patterns

• Incorporate visual aids and flowcharts

• Celebrate debugging as learning rather than failure

• Share stories of professional programmers overcoming challenges

Articles about the method:

• https://classwork.com/i-do-we-do-you-do-strategy-gradual-release-strategy/

• https://explaineverything.com/blog/inspiring-educators/how-to-master-the-i-do-we-do-you-do-model-approach-to-teaching/

• https://thirdspacelearning.com/blog/i-do-we-do-you-do/

Other Best Practices

• Context before content - We experienced that explaining why a concept is important helps a lot in understanding what the concept is about. Why should you learn this concept? Try to give the context. Maybe explain where you use it in your daily work life. Or explain how this concept can help to solve a bigger problem

• Engage with Students: Ask questions to check understanding. Use their names and keep the tone friendly and encouraging.

• Be Prepared but Flexible: Have a plan but adapt based on student needs.

• Feedback is Key: Provide constructive feedback to help students improve. Celebrate small wins to keep motivation high.

Ice Breakers:

• Ice Breakers and Energizers - Do you want to start the session with an energizer? Have a look at Class Engagement

🎤 Class Demo Day

The Class Demo Days are an internal presentation day held in the final week of the course. Each student presents their project in front of their classmates and teachers. It’s a supportive environment focused on:

• Showcasing the project

• Practicing technical presentations

• Sharing challenges and lessons learned

• Celebrating the team’s work

🧑‍🏫 This day helps students build confidence and receive feedback from peers and instructors.

🎉 Demo Day

The Demo Day is a public, on-site event where selected student teams present their projects to the broader ReDI community, including partners.

• The event highlights excellence, creativity, and collaboration

• Students present in a more formal setting with networking opportunities

• It’s a moment of celebration and recognition for everyone involved

📅 Timeline (Spring 2025)

📌 Attendance and presentation at the Class Demo Day are required for students to receive a certificate.

🗣️ Presentation Guidelines

To help learners prepare their pitch, here’s a suggested format:

• Length: Max. 5 minutes

• Mode: Slides or Live Demonstration

• Proposed Structure:

  1. Intro – What’s the project, and what problem does it solve?

  2. Demo – Show the live website

  3. Challenges & Learning – What went well? What was hard? What did you learn?

🧑‍🏫 Encourage learners to rehearse and help each other practice!

🧾 Certification Requirements

To receive a ReDI certificate, learners must:

• Attend at least 80% of the course

• Complete and present all three Projects

• Attend the Internal Class Demo Day

• Complete 2 IBM SkillsBuild Courses

🤝 Class Culture & Support

💬 “We grow by doing, and by helping each other.”

• Foster a positive, collaborative learning

• Dedicate class time to mentoring, code reviews, and feedback

• Celebrate all wins—big or small—as students build real web apps

🎉 Let’s end the Bootcamp by cheering each other on!

Overview

A coach supports 4-5 students in the Coaching session, providing feedback and guidance on project milestones. During these 2-hour sessions, students present their work and receive personalized support in small groups.

Session Structure

• Before Session:

  • Review the week's project milestone and expected deliverables

  • Check the Students & Project Milestones tracker in the Course Sheet

• During Session (2 hours):

  • Join Zoom 5 minutes early and claim the host

  • Create breakout rooms for student groups

  • Per student: 5 minutes presentation + 10 minutes feedback/support

  • Track progress in the Course Sheet

• After the Session:

  • Complete handover in Course Sheet, "Students Progress" tab

Effective Feedback Guidelines

1. Stay Positive: Balance constructive criticism with praise

2. Be Hands-on: In the 10 min feedback/support part after every presentation, we can give feedback on what to improve or use pair programming for direct code assistance.

3. Guide Don't Solve: Provide improvement suggestions while encouraging independent problem-solving

AI Usage Policy

Students may use AI tools to support learning but must demonstrate understanding. If a student appears to rely too heavily on AI:

• Ask them to explain their code's reasoning

• Remind them AI should enhance, not replace, learning

• Document concerns in student feedback for future coaches

Resources

• Session guidelines available in Gitbook

• Core Sheet for tracking progress

• Coaching slides for session structure

FAQ

❤️ Thank you for supporting the students' progress ❤️

Overview

As a session owner, you lead the weekly Regular Class, introducing key concepts and guiding students through exercises. We have material prepared in GitHub. We suggest using the I Do, We Do, You Do method to introduce the content. However, you can adapt the material and use your teaching style.

Session Preparation

1. Review previous class feedback in Slack

2. Review and update material in GitHub (Course Content)

3. Plan how to introduce the concepts with live coding (I Do, We Do, You Do Method)

4. Add slides (if you use some) to Google Classroom (24h before) (how to use Google Classroom")

Class Structure (2 hours)

• Join as co-host (5 min early)

• Previous content recap (10 min)

• Introduce key concepts with live coding and or exercises (45 min)

• Hands-on practice (45 min)

• Introduce next milestone (10 min)

Teaching Materials

• Content: Course Content

• How to Teach? I Do We Do You Do Method: Teaching Guidelines

• How to Engage Students: Class Engagement Resources

FAQ

Overview

As a session assistant, you provide technical and administrative support during classes. You open the Zoom call, track attendance, help answer questions, and provide support in break-out rooms.

Key Responsibilities

1. Technical setup and support

2. Student attendance tracking

3. Question moderation

4. Breakout room management

Session Checklist

Before Class:

• Coordinate with the session owner

• Review class content

During Class:

• Join Zoom Call (link pinned in Slack and Google Calendar)

• Claim the host (host key pinned in Slack)

• Make the Session Owner co-host on Zoom (safety measure)

• Start cloud recording

• Monitor student questions

• Support breakout activities

• Track attendance

After Class:

• Share feedback on the class and student engagement in the Slack handover bot for team visibility

Important Links

All essential links (attendance tracker, Zoom) are bookmarked in Slack.

FAQ

Overview

Backup teachers provide emergency coverage when teachers cannot attend class. No session attendance is required unless called upon.

Substitution Process

1. Absent teacher posts in #teachers Slack channel and tags @backup teacher

2. Backup teacher confirms availability

3. Role assignment:

   • If assistant is absent: Backup becomes assistant

   • If lead is absent: Assistant becomes lead, backup becomes assistant

Overview

As Practice Session Owner, you lead a 2-hour weekly session. The goal of the Practice Session on Monday is to practice the content covered in the last session. We suggest using the README.md and teacher_guide.md of the previous session as guidance. The focus is on hands-on exercises and clarifying questions

Session Preparation

• Review concepts from the previous class

• Prepare practice exercise

Running the Session

1. Start Zoom session (5 min early)

2. Claim host and start recording

3. Guide students through practice exercises

4. Address questions about concepts and milestone

5. Document key points covered in Slack afterward

Session Management Tips

• Balance exercise time with Q&A

• Use breakout rooms for group practice

• Provide additional examples when needed

Practice Material

• Head over to Course Content

FAQ

❤️ Thank you for helping the students progress ❤️

Review Tool

Project are reviewed from Google Classroom. Students submissions land under the "Grades" section. Just click on the submission link and add comments for review via the chat function. Everything be kept private and only visible to the reviewer and the students themselves.

Why to work in projects?

💡Learning by Doing - The best way to learn about a concept is by applying and trying it out yourself. Let’s help the students to fully understand the concepts by actively working on them.🚀 Grow through Practice - Through projects students practicing, coding, crafting and revising the material. The more they practice, the better the students get! Let’s help them grow. ❓Get Feedback - Students try out the concepts in milestones. In the project submissions, teachers might get a better understand which concepts need further elaboration. Project Submission & Feedback Process

1. Assign the project submission in Google Classroom, including a specific date and time.

2. Review the submitted project and provide constructive feedback.

Tips for reviewing

1. Positivity - It can happen easily that feedback only points out the mistakes, but it’s important to give positive feedback as well. Commenting on aspects that you liked about the code is crucial to make the students more confident. We also learn from what we did well.

2. Specific - Try to make your feedback as specific as possible, so the students know which part of the code or result needs improvement.

3. Suggestions - Good feedback contains suggestions for improvement. This way, the students will have ideas on how to improve the code, and you will push them in the right direction. Keep in mind the balance between suggestions and self-study; giving away the solution is not always the best thing to do.

Purpose

Students practice concepts from the previous class and get answers to their questions about projects and course content.

Session Details

• When: Mondays, 19:00 - 21:00

• Where: Zoom (link in Slack)

• Format: Guided practice and Q&A

• Team: Practice Session Owner leads session, Session Assist supports.

Session Structure

1. Practice exercises on recent concepts

2. Address questions

3. Project support as needed

Roles

• Practice Session Owner: Leads exercises and answers questions

• Students: Participate in practice and ask questions

Resources:

• This VIDEO explains the Session Formats.

• Course Content

Purpose

Students present their weekly milestone solutions in small groups (4-5 students), receiving feedback and support from coaches.

Session Details

• When: Wednesdays, 19:00 - 21:00

• Where: Zoom (link in Slack)

• Format: Breakout rooms with one coach per group

• Who: The Coaches run the Coaching Sessions. Read the instructions for the Coach.

Session Flow

1. Welcome and breakout room setup

2. Student presentations (15 minutes each)

3. Break halfway through

4. Remaining presentations

5. Extra time for additional support if needed

Per Student

• 5 minutes: Project presentation

• 10 minutes: Feedback and support

Final Project Session

For the last session of each project, students present their complete project instead of weekly milestones.

Resources:

• This VIDEO explains the Session Formats.

Purpose