At the level of Basic, a teaches seems to have basic gender-balance teaching knowledge, skills, and attitudes. Therefore, the Assistant Platform offers a very wide range of materials to help teachers improve their gender-balance teaching practices.
At the level of Basic, a teaches seems to have basic gender-balance teaching knowledge, skills, and attitudes. Therefore, the Assistant Platform offers a very wide range of materials to help teachers improve their gender-balance teaching practices.
Below you will find a selection of resources in relation to your outcome from the quiz:
To present reality as a counter-argument to the notions imposed on children.
To present reality as a counter-argument to the notions imposed on children.
Experiential learning, project-based learning, case study.
First, we ask the children to indicate the professions they have heard about. Then we ask them, do they know the people who practice them? Should they be men or women? At the end we play the video.
To help children understand these stereotypes
To help children understand these stereotypes
Group work, observation, discussion.
The teacher begins with questions to the children: What should men and women look like; What does it mean to be beautiful; What work should men and women do at home …
He then plays the video and lets the children agree or disagree with what they see.
To fight against all the gender stereotypes
Observation, group work, project-based learning, case study.
Use this video to introduce real world STEAM models.
When a real-life firefighter, surgeon, and fighter pilot drop in on a classroom, these kids have their assumptions about gender roles turned around.
Use this video to introduce real world STEAM models.
When a real-life firefighter, surgeon, and fighter pilot drop in on a classroom, these kids have their assumptions about gender roles turned around. This video by MullenLowe London brings us career day at a primary school in England. Students are asked to draw a firefighter, surgeon, and fighter pilot, and are quite surprised when the women who do these real-life occupations join them in class. Find out how you can support the cause by visiting: inspiringthefuture.org
Inquiry-based learning, cooperative learning
Fostering girls to study STEM subjects and developing STEAM careers.
Inquiry-based learning, cooperative learning
Before achieving meaning, the teacher will ask general questions about the rainbow: is there really a rainbow? What should the rainbow look like? What colours in the rainbow do you like the most? What other colours would you like the rainbow to be made of?
We will notice the preference of boys for blue and girls for pink.
This OER is a worksheet that can be given to students when learning about differences between women and men at work.
The worksheet opens with an exercise on the differences between women and men in our society that students should note.
Fostering girls to study STEM subjects and developing STEAM careers.
This OER is a worksheet that can be given to students when learning about differences between women and men at work.
The worksheet opens with an exercise on the differences between women and men in our society that students should note. Discussions on the text in the worksheet on similarities and differences between women and men.
By completing this OER students should
1. Gender equity means.
2. Understand that at work things has no gender and should not be biased towards one gender.
1. Print out the worksheet, each student will need one.
2. Hand out the worksheet to each student and have them fill in each question.
4. Once everyone has completed the worksheet, you could then have a discussion of everyone’s results writing them up on a whiteboard or flipchart.
5. Are there similarities between among the student group?
Inquiry-based learning, cooperative learning
Fostering girls to study STEM subjects and developing STEAM careers.
Inquiry-based learning, cooperative learning
To break the ice, the teacher proposes watching a video on women in men’s trades. Students are attentive and note all the differences and discrimination they notice.
The teacher then invites the students to a structured dialogue based on questions:
Do you think that girls can’t cope in men’s jobs? Do you think girls can’t fix a car? Or can’t the girl put out a fire? Myth or reality?
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?
Inquiry-based learning, cooperative learning
Fostering girls to study STEM subjects and developing STEAM careers.
Inquiry-based learning, cooperative learning
Realization of meaning
• Analyze in teams the selected images from the fashion of the present / past time. What trends do you notice in
women’s / men’s clothing, accessories, haircuts, make-up?
Reflection
• The gender constraints prescribed by the fashion institution were stronger for men or
for women? What factors “dictate” the norms and on the basis of which reasoning (social, psychological, cultural, religious, etc.)?
• Present the observations and conclusions of colleagues and, of course, communicate them to those with whom you have
originally discussed.
extension
• Discuss in class, but also with relatives from different generations (parents, grandparents, relatives), to follow
gender coordinate of fashion and trends, its manifestations in various historical periods
Inquiry-based learning, cooperative learning
Fostering girls to study STEM subjects and developing STEAM careers.
Inquiry-based learning, cooperative learning
Evocation
• Boys and girls work in separate groups. Establish the feminine and masculine ideals of the time
our. The results of the boys and girls are compared, in order to identify the similarities of visions, as well as the differences that are inevitable and natural.
Realization of meaning
• Analyses and evaluates a palette of contradictions regarding the feminine and masculine ideal, attested in our folk tales in correlation with the aesthetic and social past. Reception no
it will be unilateral and designed for current realities. Initiate a debate in this regard.
Inquiry-based learning, cooperative learning
Fostering girls to study STEM subjects and developing STEAM careers.
Inquiry-based learning, cooperative learning
Evocation
• Have you ever thought that if you were a girl / boy, you would have done … What? Continue with 2-3 assumptions.
Realization of meaning.
It is proposed to watch the video on equal opportunities in the education of children paying attention to the stereotypes presented.
• After watching the video, teacher propose a debate by asking questions: In school, students must be directed to certain subjects according to gender and not according to their preferences! Myth or reality?
It is good for the teacher to guide the students towards certain passions depending on the gender?
The purpose of including this resource is to support teachers in hiring students to break the stereotype that “boys are better at science and the girls at art.”
The aim of this resource is for teachers will integrate this interdisciplinary lesson to introduce In Science learning plane about flying .
The purpose of including this resource is to support teachers in hiring students to break the stereotype that “boys are better at science and the girls at art.” The presentation of this resource is to find out how things fly, how they land and even more.
The goal is to create connections between art and science
⦁ As icebreaker I will use a short story about birds, their life and their willing for flight as high as they can.
We will study birds body and their feathers.
⦁ Each student will follow the video from the link.
⦁ Once understood how to make the paper planes the students will received paper bends to make their own plane.
⦁ Teacher will encourage students progress.
⦁ Gallery tour
⦁ Finish by asking students: Why do you think you have this result? Do your collage have similar results?
Inquiry-based learning, cooperative learning
Fostering girls to study STEM subjects and developing STEAM careers.
Inquiry-based learning, cooperative learning
The teacher asks students how they imagine an artist? Do you think that the artist must be only a man or can he also be a woman? Can he be young or old? Is the artist just a vocal or instrumental singer? Students start brainstorming in this regard, trying to offer as many options as possible and at the same time argue the answer.
Before working on the Learning Apps games, the teacher will ask general questions about music: do you like music? Are you listening to music? Do you like to sing vocally or instrumentally?
After performing the games in the application, the teacher prepares a worksheet for the class with different musical instruments, by studying STEAM and encouraging the girls to talk about it.
Inquiry-based learning, cooperative learning
Fostering girls to study STEM subjects and developing STEAM careers.
Inquiry-based learning, cooperative learning
Before showing the video, the teacher will ask general questions about superheroes: do they exist? How are they supposed to be? Can we be superheroes?
After the video, the teacher brainstorm with the class about different ways of being a superhero by studying STEAM and more specifically encouraging girls to speak about it.
Inquiry-based learning, project based learning
Discovering what STEAM learning is, promoting its interesting among students.
Inquiry-based learning, cooperative learning
Students will watch STEAM video presentation. Afterwards, the teacher will ask the following questions:
⦁ What do you think about STEAM?
⦁ Would you like to have this project learning method?
⦁ Do you think everybody can participate?
⦁ Do you believe there are subjects which are more for girls and/or for boys?
Experiential learning, project-based learning, case study.
To make students realize about gender stereotypes we are imposed and change their point of view.
Experiential learning, project-based learning, case study.
Students will read a story about a firefighter and then will be asked to draw a picture and answer some questions about how they imagine this firefighter. Afterwards, they will reflect about their answer while the teacher helps them realising that both men and women can be excellent performing the same job.
Visual learning/ Inquiry based learning.
Discovering important women in history to promote girls in STEAM carreers.
Visual learning/ Inquiry based learning.
The teacher will present Amelia Earhart and will ask if anyone know her. Without saying what she was, the teacher asks students what they imagine she has been and ask them to write down Amelia’s job on a paper.
After this, the teacher will show Amelia Earhart youtube video and will encourage students to answer each of the questions the storyteller asks.
Once the video has finished the teacher will ask again if anyone has guessed her job and which kind of jobs they’ve imagined for her.
Visual learning/ Inquiry based learning
This OER provides some theory to teachers about why there is a gender issue in how STEAM is taught and offers some solutions that may fit the classroom when tackling the issue of gender equality in STEAM.
This OER is an article but the article explains why we have gender equality issues in STEAM and how we can address these issues. It looks at previous studies and highlights the main findings while giving solutions to these problems.
⦁ Open the article and start reading. The article consists of three ‘barriers’ and it gives an insight to what these barriers are and provides some solutions as to how they might be resolved.
⦁ As well as highlighting barriers it also highlights previous studies and their key results.
⦁ By finishing the article, you should be able to have an idea how you can make changes around your classroom that ensures its gender inclusive in all subject areas.
⦁ As a follow-up activity from this article, you should take what you have learned through this article and apply it to your teaching practice. To action this, you can develop a lesson plan that will address the motivation of girls in STEAM subjects.
Fostering girls to study STEM subjects and developing STEAM careers.
Fostering girls to study STEM subjects and developing STEAM careers.
Inquiry-based learning, cooperative learning
The teacher can show the video a then play it a second time in order to stop in each question and encouraging the whole class to answer.
Showing that boys and girls can do what they want even if it doesn’t follow the genre stereotype.
Showing that boys and girls can do what they want even if it doesn’t follow the genre stereotype.
Inquiry-based learning, cooperative learning
The teacher can show the video a then play it a second time in order to stop in each question and encouraging the whole class to answer.
Proving that stereotypes may be wrong and not always depend on genre but in each person.
Proving that stereotypes may be wrong and not always depend on genre but in each person.
Inquiry-based learning, cooperative learning
The teacher can show the video a then play it a second time in order to stop in each question and encouraging the whole class to answer.
Inquiry-based learning, cooperative learning
Fostering girls to study STEM subjects and developing STEAM careers.
Inquiry-based learning, cooperative learning
Realization of meaning
• Before reading the article in the link, the teacher asks questions to students such as:
Do you think that girls are less prepared for an IT field? Why do boys tend to move more towards this area?
Can girls perform as well as boys in the IT field?
Thus, after this debate, we will read the article on what technology companies need to do to solve the problem of gender equality among employees.
5. Are there similarities between among the student group? Ask the students why they believe that girls can’t perform in technology?
Learn about engineers, who dream up a lot of the things you use every day, from toys to tools.
Learn about engineers, who dream up a lot of the things you use every day, from toys to tools.
Visual and fun learning.
The teacher will introduce the video by asking to the class several questions in order to know about their knowledge and interest in engineering:
After watching the video:
Citizenship, ethics, computing, history, foreign languages, language and literature, mathematics, geometry, social studies, sociology
Gender equality education: studying gender stereotypes and attitudes, examining how gender is represented/described in different languages, discussions about students’ own experiences and exploring local communities: How gender roles are presented at home, at school, at work.
Based on EU and UN objectives to promote gender equality.
Students analyse and observe around them the different roles of girls and boys, women and men. They reflect on their own attitudes and prejudices. They compare their observations with their project partners and discuss topics such as family education, education and jobs from a gender perspective, in different disciplines within the curriculum.
Teaching and learning are carried out, as far as possible, in two languages, using partnership teaching.
Students get to know each other through short presentations about themselves and their hobbies. They can also discuss the professions they dream of.
Students read each other’s presentations and comments and/or may request more information/details from their project partners.
The lesson will give students the opportunity to get to know each other better in a shorter time. They will ask each other two questions about their own presentations, from the project workspace.
English 
Bulgarian 
Romanian 
Spanish