На основното, базово ниво на преподаване са налице основни преподавателски знания, умения и нагласи за баланс между половете. Следователно платформата Assistant предлага много широк набор от материали, които да помогнат на учителите да подобрят своите преподавателски практики с цел балансирано отношение между половете.
На основното, базово ниво на преподаване са налице основни преподавателски знания, умения и нагласи за баланс между половете. Следователно платформата Assistant предлага много широк набор от материали, които да помогнат на учителите да подобрят своите преподавателски практики с цел балансирано отношение между половете.
По -долу ще намерите подбор на ресурси във връзка с резултата от теста:
This resource comprises a short Quiz involving of 6 questions. On answering these questions, the students and teacher will be presented with a result that will assign them a specific that results in being assigned a stereotype. This quiz is effective in showing…
The aim of this resource is for teachers to introduce what a stereotype is to the class. Everyone thinks they know what a stereotype is, especially when they are talking about someone else. But what about us? What kind of a stereotype am I? Or you? The aim of this survey is to engage teachers and students in answered 6 simple multiple-choice questions and for them to assess and evaluate how they have been profiled.
This resource comprises a short Quiz involving of 6 questions. On answering these questions, the students and teacher will be presented with a result that will assign them a specific that results in being assigned a stereotype. This quiz is effective in showing how with minimal information about a person, it is possible to form a stereotype – which may or may not be accurate. Through applying this quiz to a classroom setting, our aim is to firstly support teachers, and then support students, to assess how accurate their stereotype is, and to evaluate what that tells us about all stereotypes.
⦁ Begin by asking students to define what they think a stereotype is. The teacher can note this down on a flipchart or whiteboard.
⦁ Ensure that each student has a mobile device that can connect to the internet.
⦁ Share the link to the quiz with each student through a school platform or by showing them on a screen or interactive whiteboard.
⦁ Before starting the quiz read through the questions and see does each student understand what is being asked.
⦁ Once understood ask students to answer the 6 questions and when finished note their result.
⦁ Compile a list of the results from each of the students and ask them to state whether they believe they are accurate.
⦁ Finish by asking students: Why do you think you have this result? Do your friends have similar results?
This resource comprises a Series of questions that a teacher would ask their students related to what a scientist looks like and what they do.
Questions asked to scientists as to what they really do and why they decided to become one.
The aim of including this resource is to support teachers to engage students in breaking down and questioning To break the stereotype that “a scientist” is not just “a man in a lab with a white coat” on. By defining what a scientist actually is, the aim is to support students and teachers to see women in this role as well as men.
This resource comprises a Series of questions that a teacher would ask their students related to what a scientist looks like and what they do.
Questions asked to scientists as to what they really do and why they decided to become one.
Firstly, ensure you have internet connection to play the video but don’t play it until these steps have been completed.
⦁ Ask your class the following questions and take note on a white board of the answers.
⦁ What does a scientist look like?
⦁ What does a scientist do?
⦁ Why do people become scientist?
⦁ How do you become a scientist?
⦁ Once you have asked these questions and noted the answers, play the OER video.
⦁ When the video is finished compare your answers with what you learned in the video.
⦁ Did you notice any similar answers, does anyone want to learn more about science now they watched the video?
This resource shows two individuals – one man and one woman – carrying out the same task of placing blue and pink balls into a container. When the task is finished, the man and woman are blindfolded and rewarded, with the man receiving the better reward. This can…
The aim of this resource is to illustrate gender bias in the workplace. The video highlights the inequality in how men and women are treated and rewarded, even when they do the same job. What this resource focuses on is that most individuals at higher pay scales are men.
This resource shows two individuals – one man and one woman – carrying out the same task of placing blue and pink balls into a container. When the task is finished, the man and woman are blindfolded and rewarded, with the man receiving the better reward. This can be used to prompt a discussion among teachers to discuss how girls and boys are treated or rewarded differently in the classroom, or among students to start a conversation about gender equality in the workplace.
⦁ Gather the equipment needed. Equal number of balls two different colours (Minimum 20 Balls). Two Blindfolds and Two containers and the reward of your choice, sweets, homework vouchers for example.
⦁ Choose two students one male and one female to take part in the activity.
⦁ Explain the activity to them, stating that they must separate the balls according to colour into the two containers.
⦁ Once the containers are filled blindfold the participants and hand them the reward with the male getting a better reward (two vouchers or more sweets) than the female.
⦁ Once they have the reward ask them to remove the blindfold and then observe to see their reaction.
⦁ Do they realise they have been rewarded differently?
⦁ Ask the class why do they think you have rewarded them different? Is this Fair?
This will highlight to them that gender inequality does exist, and they will become more aware of it in their everyday life
This resource comprises a short Quiz involving of 6 questions. On answering these questions, the students and teacher will be presented with a result that will assign them a specific that results in being assigned a stereotype. This quiz is effective in showing…
The aim of this resource is for teachers to introduce what a stereotype is to the class. Everyone thinks they know what a stereotype is, especially when they are talking about someone else. But what about us? What kind of a stereotype am I? Or you? The aim of this survey is to engage teachers and students in answered 6 simple multiple-choice questions and for them to assess and evaluate how they have been profiled.
This resource comprises a short Quiz involving of 6 questions. On answering these questions, the students and teacher will be presented with a result that will assign them a specific that results in being assigned a stereotype. This quiz is effective in showing how with minimal information about a person, it is possible to form a stereotype – which may or may not be accurate. Through applying this quiz to a classroom setting, our aim is to firstly support teachers, and then support students, to assess how accurate their stereotype is, and to evaluate what that tells us about all stereotypes.
⦁ Begin by asking students to define what they think a stereotype is. The teacher can note this down on a flipchart or whiteboard.
⦁ Ensure that each student has a mobile device that can connect to the internet.
⦁ Share the link to the quiz with each student through a school platform or by showing them on a screen or interactive whiteboard.
⦁ Before starting the quiz read through the questions and see does each student understand what is being asked.
⦁ Once understood ask students to answer the 6 questions and when finished note their result.
⦁ Compile a list of the results from each of the students and ask them to state whether they believe they are accurate.
⦁ Finish by asking students: Why do you think you have this result? Do your friends have similar results?
This resource comprises a Series of questions that a teacher would ask their students related to what a scientist looks like and what they do.
Questions asked to scientists as to what they really do and why they decided to become one.
The aim of including this resource is to support teachers to engage students in breaking down and questioning To break the stereotype that “a scientist” is not just “a man in a lab with a white coat” on. By defining what a scientist actually is, the aim is to support students and teachers to see women in this role as well as men.
This resource comprises a Series of questions that a teacher would ask their students related to what a scientist looks like and what they do.
Questions asked to scientists as to what they really do and why they decided to become one.
Firstly, ensure you have internet connection to play the video but don’t play it until these steps have been completed.
⦁ Ask your class the following questions and take note on a white board of the answers.
⦁ What does a scientist look like?
⦁ What does a scientist do?
⦁ Why do people become scientist?
⦁ How do you become a scientist?
⦁ Once you have asked these questions and noted the answers, play the OER video.
⦁ When the video is finished compare your answers with what you learned in the video.
⦁ Did you notice any similar answers, does anyone want to learn more about science now they watched the video?
This resource shows two individuals – one man and one woman – carrying out the same task of placing blue and pink balls into a container. When the task is finished, the man and woman are blindfolded and rewarded, with the man receiving the better reward. This can…
The aim of this resource is to illustrate gender bias in the workplace. The video highlights the inequality in how men and women are treated and rewarded, even when they do the same job. What this resource focuses on is that most individuals at higher pay scales are men.
This resource shows two individuals – one man and one woman – carrying out the same task of placing blue and pink balls into a container. When the task is finished, the man and woman are blindfolded and rewarded, with the man receiving the better reward. This can be used to prompt a discussion among teachers to discuss how girls and boys are treated or rewarded differently in the classroom, or among students to start a conversation about gender equality in the workplace.
⦁ Gather the equipment needed. Equal number of balls two different colours (Minimum 20 Balls). Two Blindfolds and Two containers and the reward of your choice, sweets, homework vouchers for example.
⦁ Choose two students one male and one female to take part in the activity.
⦁ Explain the activity to them, stating that they must separate the balls according to colour into the two containers.
⦁ Once the containers are filled blindfold the participants and hand them the reward with the male getting a better reward (two vouchers or more sweets) than the female.
⦁ Once they have the reward ask them to remove the blindfold and then observe to see their reaction.
⦁ Do they realise they have been rewarded differently?
⦁ Ask the class why do they think you have rewarded them different? Is this Fair?
This will highlight to them that gender inequality does exist, and they will become more aware of it in their everyday life
Through this short video, the aim is to introduce teachers to the impact that gender stereotypes have on students in their class. The video highlights how stereotypes come into play at an early age and can determine…
The aim of this resource is to help teachers and students to question and counter the stereotype surrounding some professions. This video introduces teachers on how gender stereotypes from a young age can ultimately determine the subjects that boys and girls will study in school, and the careers they will pursue because of what they have studied.
Through this short video, the aim is to introduce teachers to the impact that gender stereotypes have on students in their class. The video highlights how stereotypes come into play at an early age and can determine the academic and professional pathways that girls and boys follow. By introducing this concept to teachers at the Basic Level, our aim is to guide teachers in questioning their own gender bias and stereotypes, and to better understand how these stereotypes might impact their teaching practice.
This video can be played as an introductory video for this topic, and the teachers can introduce the following activity to students in their class, as a prompt to start a conversation with students about how their own gender bias and stereotypes can influence what they think of certain professions.
⦁ Ensure that you have internet connection and access to a laptop, projector and screen.
⦁ Ensure that everyone in the class has three sheets of paper to draw on.
⦁ Play the video on the projector and pause at 10 seconds.
⦁ Allow the class 5 minutes to draw what they believe a firefighter looks like.
⦁ While they are drawing Skip forward to 26 Seconds in the video
⦁ Once they have finished drawing the firefighter play the video and it will ask them to draw a surgeon.
⦁ Allow another 5 minutes for them to draw.
⦁ Finally, they draw a Fighter Pilot.
⦁ Once the students have drawn all three, play the video from 0.58 seconds.
⦁ Ask the students: What do they think? Did anyone draw a female? Why didn’t they?
This resource focuses on different examples and types of technology that we use on a daily basis today that did not exist or existed at least in concept before.
This can be a fun activity in which the teacher…
The aim of this resource is to show young people how technology has evolved over time. To show them how technology has changed from the time of their parents or grandparents until now. How what was big has become small, how what was small has become even smaller and how computing power has accelerated at bewildering speeds.
This resource focuses on different examples and types of technology that we use on a daily basis today that did not exist or existed at least in concept before.
This can be a fun activity in which the teacher helps students to identify what the items they use today were like decades ago, and the advantages and disadvantages that technological progress has had on society.
Make sure you have a computer and internet to play the video in your classroom.
1. To begin, before playing this OERs, write down on the board different technological items that can be found in your classroom at a glance (computers, mobiles, USBs, etc.).
2. Once identified and noted, ask the class the following questions.
3. Do you know what some of these items looked like physically many years ago?
5. Can you tell us how you think these items used to work in the past?
6. Having asked these questions and worked with some of the students’ imaginations, it is time to play the video.
7. After you have finished watching the learning video, discuss with the students what they found striking about the video, what surprised them about what they saw or what they found interesting.
8. Then ask them the following questions.
9. Do you think that the advance of technology has changed our lives?
10. Do you like technological advances?
11. Would you like to have used some old technology?
10. Would you like to know about the technological advancement of other items? Like which ones?
11. Ask students to write a list of pros and cons of the consequences of technological progress.
12. What do you think these technological items shown in the video will be like in the future?
This activity will help students become more aware of the continual evolution of the technology they use in their daily lives and how this offers both benefits and drawbacks in our lives.
This OER is the creation of pictures using the pouring of acrylic on them. After doing this activity, students will not only learn about art while having fun, but it will also help in both school and professional development.
The purpose of this resource is to introduce students to the world of art through the creation of their own painting. This activity offers students to work on their creativity, imagination, encourage their ability to concentrate and, if we pay attention, we can discover a lot of their thoughts, feelings and ideas.
This resource focuses on different examples and types of technology that we use on a daily basis today that did not exist or existed at least in concept before.
This can be a fun activity in which the teacher helps students to identify what the items they use today were like decades ago, and the advantages and disadvantages that technological progress has had on society.
1. Write a list of all the materials that will be needed to carry out this activity.
2. Once all the materials have been obtained, hand out to each student all the materials they will need and the colours that each student chooses for their painting.
3. Explain step by step what they will need to do to create their painting and make sure that you also create one so that they can see your results.
4. Constantly check what each student is doing and ask them if they need help with anything or if they need any materials that they have run out of.
5. The paintings take 24 hours to dry, so ask students to write their names on the back of each painting so you can identify them the next day.
6. Leave the squares to dry for 24 hours.
7. The next day, see the results of your paintings together, and look at all the works of art you all have created! The students can then take their paintings home and show their parents their fantastic creations.
Through this short video, the aim is to introduce teachers to the impact that gender stereotypes have on students in their class. The video highlights how stereotypes come into play at an early age and can determine…
The aim of this resource is to help teachers and students to question and counter the stereotype surrounding some professions. This video introduces teachers on how gender stereotypes from a young age can ultimately determine the subjects that boys and girls will study in school, and the careers they will pursue because of what they have studied.
Through this short video, the aim is to introduce teachers to the impact that gender stereotypes have on students in their class. The video highlights how stereotypes come into play at an early age and can determine the academic and professional pathways that girls and boys follow. By introducing this concept to teachers at the Basic Level, our aim is to guide teachers in questioning their own gender bias and stereotypes, and to better understand how these stereotypes might impact their teaching practice.
This video can be played as an introductory video for this topic, and the teachers can introduce the following activity to students in their class, as a prompt to start a conversation with students about how their own gender bias and stereotypes can influence what they think of certain professions.
⦁ Ensure that you have internet connection and access to a laptop, projector and screen.
⦁ Ensure that everyone in the class has three sheets of paper to draw on.
⦁ Play the video on the projector and pause at 10 seconds.
⦁ Allow the class 5 minutes to draw what they believe a firefighter looks like.
⦁ While they are drawing Skip forward to 26 Seconds in the video
⦁ Once they have finished drawing the firefighter play the video and it will ask them to draw a surgeon.
⦁ Allow another 5 minutes for them to draw.
⦁ Finally, they draw a Fighter Pilot.
⦁ Once the students have drawn all three, play the video from 0.58 seconds.
⦁ Ask the students: What do they think? Did anyone draw a female? Why didn’t they?
This resource focuses on different examples and types of technology that we use on a daily basis today that did not exist or existed at least in concept before.
This can be a fun activity in which the teacher…
The aim of this resource is to show young people how technology has evolved over time. To show them how technology has changed from the time of their parents or grandparents until now. How what was big has become small, how what was small has become even smaller and how computing power has accelerated at bewildering speeds.
This resource focuses on different examples and types of technology that we use on a daily basis today that did not exist or existed at least in concept before.
This can be a fun activity in which the teacher helps students to identify what the items they use today were like decades ago, and the advantages and disadvantages that technological progress has had on society.
Make sure you have a computer and internet to play the video in your classroom.
1. To begin, before playing this OERs, write down on the board different technological items that can be found in your classroom at a glance (computers, mobiles, USBs, etc.).
2. Once identified and noted, ask the class the following questions.
3. Do you know what some of these items looked like physically many years ago?
5. Can you tell us how you think these items used to work in the past?
6. Having asked these questions and worked with some of the students’ imaginations, it is time to play the video.
7. After you have finished watching the learning video, discuss with the students what they found striking about the video, what surprised them about what they saw or what they found interesting.
8. Then ask them the following questions.
9. Do you think that the advance of technology has changed our lives?
10. Do you like technological advances?
11. Would you like to have used some old technology?
10. Would you like to know about the technological advancement of other items? Like which ones?
11. Ask students to write a list of pros and cons of the consequences of technological progress.
12. What do you think these technological items shown in the video will be like in the future?
This activity will help students become more aware of the continual evolution of the technology they use in their daily lives and how this offers both benefits and drawbacks in our lives.
This OER is the creation of pictures using the pouring of acrylic on them. After doing this activity, students will not only learn about art while having fun, but it will also help in both school and professional development.
The purpose of this resource is to introduce students to the world of art through the creation of their own painting. This activity offers students to work on their creativity, imagination, encourage their ability to concentrate and, if we pay attention, we can discover a lot of their thoughts, feelings and ideas.
This resource focuses on different examples and types of technology that we use on a daily basis today that did not exist or existed at least in concept before.
This can be a fun activity in which the teacher helps students to identify what the items they use today were like decades ago, and the advantages and disadvantages that technological progress has had on society.
1. Write a list of all the materials that will be needed to carry out this activity.
2. Once all the materials have been obtained, hand out to each student all the materials they will need and the colours that each student chooses for their painting.
3. Explain step by step what they will need to do to create their painting and make sure that you also create one so that they can see your results.
4. Constantly check what each student is doing and ask them if they need help with anything or if they need any materials that they have run out of.
5. The paintings take 24 hours to dry, so ask students to write their names on the back of each painting so you can identify them the next day.
6. Leave the squares to dry for 24 hours.
7. The next day, see the results of your paintings together, and look at all the works of art you all have created! The students can then take their paintings home and show their parents their fantastic creations.
This OER is a video that offers a few little tricks to students when learning mathematics. It is a video that shows that mathematics is not only about adding and multiplying, but also about problem solving. This video will teach us more fun maths than we are used to studying.
This OER supports teachers in teaching their students to use mathematics in a much easier and entertaining way. A fun way to motivate, as mathematics can sometimes be a bit heavy and difficult for students to understand.
This OER is a video that offers a few little tricks to students when learning mathematics. It is a video that shows that mathematics is not only about adding and multiplying, but also about problem solving. This video will teach us more fun maths than we are used to studying.
Make sure you have a good internet connection and a computer/laptop to play the video successfully.
1. Before playing this OER, hand out a blank sheet of paper to all students, or they can use their own notebooks.
2. On the board write 10 types of mathematical operations and give the students 20 minutes to solve them in the traditional way.
3. Once everyone has solved the operations, correct the results of these operations together.
4. When you have corrected the results together, then play the video.
5. Once the video has finished playing, ask the students to apply these tricks to the same operations completed earlier.
6. Check if these little tricks match the previous results.
Once they have applied the tricks to the mathematical operations, ask to the class the following questions.
1. What do you think of this way of learning mathematics?
2. Do you think it is a fun and entertaining way to learn mathematics?
3. Would you like to apply it in your future mathematical operations?
4. Do you prefer the traditional way or applying these tricks?
5. Did you know any of these tricks before?
The teen got a chance to change that when she entered a contest run by Marvel and the National Academy of Sciences that challenged girls to create videos answering STEM-based questions. (The contest was also sponsored by Society for Science & the Public, which publishes Science…
Through this resource, the aim is to introduce teachers to the impact that gender stereotypes have on students in their class. The resource highlights how stereotypes come into play at an early age and can determine the academic and professional pathways that girls and…
The aim of this resource is to help teachers and students to question and counter the stereotype surrounding some professions. This resource introduces teachers on how gender stereotypes from a young age can ultimately determine the subjects that boys and girls will study in school, and the careers they will pursue because of what they have studied.
Through this resource, the aim is to introduce teachers to the impact that gender stereotypes have on students in their class. The resource highlights how stereotypes come into play at an early age and can determine the academic and professional pathways that girls and boys follow. By introducing this concept to teachers at the Basic Level, our aim is to guide teachers in questioning their own gender bias and stereotypes, and to better understand how these stereotypes might impact their teaching practice.
The 1st video can be played as an introductory video for this topic, and the teachers can introduce the following activity to students in their class, as a prompt to start a conversation with students about how their own gender bias and stereotypes can influence what they think of certain professions.
⦁ Ensure that you have internet connection and access to a laptop, projector and screen.
⦁ Ensure that everyone in the class has sheets of paper to draw on.
⦁ Play the 1st video on the projector.
⦁ Allow the class 5 minutes to draw a farmer doing agricultural work.
⦁ While they are drawing show them sequences from the following three videos.
⦁ Once they have finished drawing the farmer ask them to draw another farmer doing other agricultural work.
⦁ Allow another 5 minutes for them to draw.
⦁ All the while on the screen to run images from the last three videos.
⦁ Once the students have drawn both, ask the students: What do they think? Did anyone draw a female? Why didn’t they?
This OER is a video that offers a few little tricks to students when learning mathematics. It is a video that shows that mathematics is not only about adding and multiplying, but also about problem solving. This video will teach us more fun maths than we are used to studying.
This OER supports teachers in teaching their students to use mathematics in a much easier and entertaining way. A fun way to motivate, as mathematics can sometimes be a bit heavy and difficult for students to understand.
This OER is a video that offers a few little tricks to students when learning mathematics. It is a video that shows that mathematics is not only about adding and multiplying, but also about problem solving. This video will teach us more fun maths than we are used to studying.
Make sure you have a good internet connection and a computer/laptop to play the video successfully.
1. Before playing this OER, hand out a blank sheet of paper to all students, or they can use their own notebooks.
2. On the board write 10 types of mathematical operations and give the students 20 minutes to solve them in the traditional way.
3. Once everyone has solved the operations, correct the results of these operations together.
4. When you have corrected the results together, then play the video.
5. Once the video has finished playing, ask the students to apply these tricks to the same operations completed earlier.
6. Check if these little tricks match the previous results.
Once they have applied the tricks to the mathematical operations, ask to the class the following questions.
1. What do you think of this way of learning mathematics?
2. Do you think it is a fun and entertaining way to learn mathematics?
3. Would you like to apply it in your future mathematical operations?
4. Do you prefer the traditional way or applying these tricks?
5. Did you know any of these tricks before?
The teen got a chance to change that when she entered a contest run by Marvel and the National Academy of Sciences that challenged girls to create videos answering STEM-based questions. (The contest was also sponsored by Society for Science & the Public, which publishes Science…
Through this resource, the aim is to introduce teachers to the impact that gender stereotypes have on students in their class. The resource highlights how stereotypes come into play at an early age and can determine the academic and professional pathways that girls and…
The aim of this resource is to help teachers and students to question and counter the stereotype surrounding some professions. This resource introduces teachers on how gender stereotypes from a young age can ultimately determine the subjects that boys and girls will study in school, and the careers they will pursue because of what they have studied.
Through this resource, the aim is to introduce teachers to the impact that gender stereotypes have on students in their class. The resource highlights how stereotypes come into play at an early age and can determine the academic and professional pathways that girls and boys follow. By introducing this concept to teachers at the Basic Level, our aim is to guide teachers in questioning their own gender bias and stereotypes, and to better understand how these stereotypes might impact their teaching practice.
The 1st video can be played as an introductory video for this topic, and the teachers can introduce the following activity to students in their class, as a prompt to start a conversation with students about how their own gender bias and stereotypes can influence what they think of certain professions.
⦁ Ensure that you have internet connection and access to a laptop, projector and screen.
⦁ Ensure that everyone in the class has sheets of paper to draw on.
⦁ Play the 1st video on the projector.
⦁ Allow the class 5 minutes to draw a farmer doing agricultural work.
⦁ While they are drawing show them sequences from the following three videos.
⦁ Once they have finished drawing the farmer ask them to draw another farmer doing other agricultural work.
⦁ Allow another 5 minutes for them to draw.
⦁ All the while on the screen to run images from the last three videos.
⦁ Once the students have drawn both, ask the students: What do they think? Did anyone draw a female? Why didn’t they?
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