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Similar to Orla and Colin, I would use a collaborative project-based learning approach with my pupils. As I previously mentioned, this year my pupils took part in the microsoft Dreamspace showcase. This involved choosing an SDG and coming up with a project that supports that goal, including a mircobit and coding. For example, one group picked SDG 7, clean and affordable energy. The group carried out research on their global goal in Ireland and globally. They carried out surveys. They gathered relevant datSimilar to Orla and Colin, I would use a collaborative project-based learning approach with my pupils. As I previously mentioned, this year my pupils took part in the microsoft Dreamspace showcase. This involved choosing an SDG and coming up with a project that supports that goal, including a mircobit and coding. For example, one group picked SDG 7, clean and affordable energy. The group carried out research on their global goal in Ireland and globally. They carried out surveys. They gathered relevant data and represented this in bar graphs/pie charts etc. They created posters for all their learning. They designed a protype of a house, within the house a microbit was monitoring the temperature and accordingly turning off the central heating when necessary. Hence, saving energy.
Taking part in this supported DE and digital technologies within our SSE.Hi Colin, I like your suggestion at the end to use diverse resources that highlight the achievements of women/men.
Great response Orla. Your response reminded me of CPD that I hadn’t included. I also like the idea of collaborative planning which would support our school SSE.
Gender stereotypes might affect students already at a young age from many ways. Books, stories, textbooks, tv programmes and other educational materials might reflect and perpetuate gender stereotypes. For example, stories and examples in textbooks might portray men in active, adventurous roles and women in passive, supportive roles.
From a young age, play might have shaped children’s gender stereotypes. Boys might be steered towards physical play and construction toys, while girls might be directed towards dolls and play kitchens.
Parents/teachers might unconsciously hold different expectations for boys and girls. For instance, they might expect boys to preform well in math and PE while expecting girls to do better in subjects like drama and art.
An example of gender stereotypes that’s often present in school is boys playing soccer on yard and girls playing basketball.
Addressing these stereotypes involves awareness and deliberate action by us as teachers to promote an inclusive and equitable learning environment. This includes using gender-neutral language, ensuring equal participation opportunities, providing diverse role models, and challenging stereotypes through curriculum and classroom practices.
Development education helps understand and engage with global issues and challenges in a meaningful way. It raises awareness about global challenges such as poverty, inequality, climate change, and human rights. In the classroom development education encourages critical thinking. In the school we could encourage pupils to participate actively in their school community, communities and in global efforts to promote sustainable development. This year the pupils in my class took part in the microsoft Dreamspace showcase. They had to chose one global goal for sustainable development and create a group project that supports that goal, using a micro-bit to enhance it.