Ebook english by Michèle Vanleke

e-book : english Gender and identity Gender and sexuality Gender and interculturality Gender and lifestyle

e-book : english Gender and identity

BEST PRACTICE Lessonplan Extracurricular Project

Theme:

Communication

School:

Age:

13-14

Duration:

50 minutes

Number of participants:

Suitable for the whole class

Positioning (of tables and chairs, â&#x20AC;Ś):

Work stations for small groups of four or five pupils.

Material:

Relevant background information:

Didactic approach:

See handouts Whiteboard to capture responses

http://www.education-and-gender.eu

Teacher facilitates the discussion, but does not offer reasons for answers, nor does the teacher try to help young people explain their answers in the class discussion. Young people discuss ideas in small groups and record their answers and discussion outcomes on the handouts provided.

Role of the observer:

The lesson seeks to find out from young people themselves their methods and topics of communication. Note different ways the mixed gender group interact with one another and the way the single gender group interact with one another. Make a note of the way the answers may be similar or different when groups are mixed/single sex. In addition are there differences in the means and topics identified when the

groups are mixed or single gender? Compare the final outcomes and conclusions.

1. Prerequisites: None

2. Content: The lesson is designed to generate discussion around notions of communication, topics discussed and preferred methods. There will be a class discussion to identify the different means and topics of communication, used generally by people and then of those used mainly by young people, followed by small group discussion of the gender differences and similarities. Young people sharing their findings and drawing conclusions concludes the lesson.

5 min

Raise awareness, consolidate and share methods and topics of communication.

Ask initial questions and record feedback on the board.

Student activity

Teacher activity

Goal

Duration

3. Educational scheme

Participate in discussion

Teaching situation: Content, working forms, media

Learning objective(s) / Competence development Assessing Learning objective(s)

Class Discussion: Teacher: What methods of communication do people use in day-to-day life? Record answers as a brainstorm eg telephone, email, letter etc What are the main topics of communication that people tend to discuss? Record answers as a brainstorm eg family arrangements, social events, weather etc

To gain an understanding of the different methods and topics of communication in our daily lives.

As a class: Look at the 2 brainstorms: Which of the methods of communication are you more likely to use?

10 min

Circle the key methods. Record answers

Participate in discussion

Which topics of communication are you more likely to discuss? = What do people talk about mostly every day? (example: at a bakery, at home ...) Circle key topics Watching: three short excerpts from the advertisement: "The baker's awake." Are there any methods or topics missing? Add them now.

To identify the methods and topics of communication used and discussed particularly by young people.

Ask young people to arrange themselves in groups of approx 6: in mixed class have 3 boys/3 girls per group (where possible).

15 min

Using the key points raised through the brainstorming activity, in groups - discuss and record the similarities and differences between genders.

Observe and facilitate discussions when necessary

Participate in discussion and record findings

Handout one: Methods of communication More specific question: Which method of communication is mainly used by girls towards parents? And towards friends? Which means of communication is mainly used by boys towards parents? And towards friends? Sheet is divided into two. In homogeneous groups: "How do you THINK that girls / boys communicate with parents and friends?" Handout two: Topics of communication More specifically: What do boys / girls especially talk about with parents? And what do boys / girls especially talk about with friends? Sheet is divided into two. In homogeneous groups again: "What do you THINK that girls / boys especially talk about to their parents? To their friends?

To consider gender differences

10 min

Handout three: Conclusions Facilitate the comparisons with other groups.

Participate in discussion and record findings

Discuss the findings together and begin to draw some conclusions. Compare your findings with other groups. What conclusions can be drawn from the activity?

To find out what young people can tell us about how they communicate.

4. Gender specificity / gender-specific aspects / transfer to specific subjects (recommendations): Girls and boys need to think and talk about ways of communicating with their parents and friends. Is that for girls differently than for boys? In homogeneous groups, they have to make assumptions about what girls / boys discuss with their parents. Are these topics different than those they discuss with their friends?

5. Variations, special features: Follow-up D1. DISCUSSION Are our gender preferences in communication a social or biological construct?

6. Results and experiences during the testphase In total this class was given four times: once to a group of exclusively boys, once to a group of only girls and twice to a mixed gender group. A lot of attention was given to teach the class four times in exactly the same way and with exactly the same questions, remakrs and with identical enthousiasm and energy. The differences were huge. Most feedback came from the "mixed groups" and here we experienced the greatest enthusiasm. Boys played surely a greater global leadership role than the girls. The responses during the brainstorming phase in the mixed groups were most original and special. The pupils were thinking of original ways of communication that were not mentioned in the homogeneous groups. The group discussions also went the smoothest here. We noticed, however, that some girls in the small groups hardly got to participate. The reporting the results of the small groups back to the classroom was again very mixed. The toughest group was the girls: they hardly said a word, were not enthusiastic and there was hardly any atmosphere at all. Participation was minimal, and it seemed like they were not interested. The small group discussions were difficult and quiet. The "wildest" group was the group of exclusively boys. They were also the only group trying to challenge the teacher. Participation was there â&#x20AC;&#x201C; allbeit in a noisy way. Here the teacher had to intervene in the area of discipline a few times. The small group discussions were also often about something other than what they were supposed to talk about. Yet this lesson was far more pleasant to the teacher than the silent girlsâ&#x20AC;&#x2122; group. For both the observing teacher and the teacher teaching this class, it was a very enriching experience. We had no idea how such a lesson could take place so differently and how different the atmosphere could turn out to be. Our preference went obviously out to the "mixed groups".

Annexes: texts, materials, prints, transparencies, blackboard, etc..

Handout 1: Ways of communication

Boys

Question: Do you talk different with your friends and with your family?

Girls

Handout 2: Topics of communication

Boys

Question: Do you talk about different things with friends and family?

Girls

Handout 3: Conclusion In your groups discuss the findings from the activities. What does your discussion tell you about communication and gender?

Compare your findings with other groups â&#x20AC;&#x201C; are your findings the same or different? What conclusions do you draw from this activity?

BEST PRACTICE Lessonplan Extracurricular Project

Theme:

Gender and gender stereotypes

School:

Age:

13-14

Duration:

50 minutes

Number of participants:

Suitable for the whole class, preferable for 20

Positioning (of tables and chairs, â&#x20AC;Ś):

U shape

Material:

a handout (one copy for each student), definitions, text for reading, pictures

Relevant background information:

http://www.education-and-gender.eu

Didactic approach:

Communicative Approach should be emphasized since here one of the main goals is to enable Ss to discuss their own ideas in groups. More than an authoritative figure, the teacher should act as both a guide and a resource for students. The theory of Didactic Learning methods focuses on the baseline knowledge students possess and seeks to improve upon and convey this information.

Role of the observer:

Ideally, there should be a conversation before the class between observer and teacher in which the background to the class is discussed. Then, the observer can follow if the teacher follows the lesson plan or not.

1. Prerequisites: There are some key language terms which are aimed to be taught (gender, gender role, gender stereotypes, sex, sexism, stereotyping, to act like a man, to be ladylike, etc). Even though these terms will be presented and discussed in the course, the teacher might check for the existence of these terms before s/he starts the course.

2. Content: see 3. Educational Scheme

10 min

Teacher activity

Concept/ Definition awareness

Teacher spreads the handouts

Concept/ Definition awareness

Teacher presents the new concept

Student activity

Goal

10 min

Duration

3. Educational scheme

Ss discuss

in pairs

Teaching situation: Content, working forms, media

Learning objective(s) / Competence development Assessing Learning objective(s)

Teacher writes the word 'gender' on the board and encourages students to come up with a definition. Ss discuss in pairs and create their own definition, then, as they present it, teacher writes their ideas on the board. (Handout: exercise 1)

Ss can understand the terms 'gender', gender stereotypes', gender role', 'sex' and sexism' and are able to give their exact definitions

Teacher presents the official definition. Ss compare it with their own definitions. (Handout: exercise 1)

Ss can understand the terms 'gender', gender stereotypes', gender role', 'sex' and sexism' and are able to give their exact definitions

Teacher familiarises students with the term 'gender Ss can understand the stereotypes' (Handout: exercise 2) differences between sex and gender possible answers: be active be passive, boys never cry girls are allowed to cry, boys play with cars: girls play with dolls ... Teacher may ask questions: Girls, did you also play with cars when you were children? Boys, have you ever cried?...

10 min 10 min

Being able to define the targeted terms.

Teacher divides students into 4 groups.

Teacher monitors

Ss discuss

Ss work in pairs

Each group is given a different term and its definition. Ss discuss it and prepare a short presentation or a performance to familiarise other students with their term. They might also give a new definition in their own words.

Ss work in pairs and fill in their own ideas. Then they share their ideas with the class. (Handout: exercise 3)

Ss are able to give examples of usual gender stereotypes and gender roles supported by society

Ss are able to present their own ideas to avoid the wide-spread way of thinking encouraged by gender stereotypes Ss are able to discuss their own ideas in groups

4. Gender specificity / gender-specific aspects / transfer to specific subjects (recommendations): the material can also be used in EFL-/ESL-classes

5. Variations, special features: Follow-up

1. READING Ss fill appropriate words in the text. 2. DISCUSSION Is gender constructed by society or is it a natural concept? Teacher can use several pictures to inspire students.

6. Results and experiences of the testphase The test phase has shown that this best practice is more appropriate for another, higher age group. The topic can although be discussed with 12 to 14 year old pupils. However, it is necessary to adjust the vocabulary so that the children better understand the context. During the test phase different youtube films were used to: 1. Get into the subject (gender roles of males and females) www.youtube.com/watch?v=YIwWS2atEmc 2 To illustrate stereotypes in advertising and www.youtube.com/watch?v=YJ5mLySbwzs www.youtube.com/watch?v=tJht12NhPxU&list=PLBFF418FD9315F092 www.youtube.com/watch?v=DNVpaB74KXE 3 Round up the lesson (film about equality of the sexes) www.youtube.com/watch?v=TWvJ3Dd2Y9M The pupils received at the beginning a hand-out, in which all aspects of the lesson were integrated, and thus serverd as the common thread for the children. During testing it was also shown that the assignment of individual words to categories or topics (fill in the blank exercise) presented the pupils with difficulties. The mentioned form should be used exclusively for older pupils. To reflect upon the commercials (through the design of posters), a separate lesson should be provided. An alternative would be issuing an appropriate homework.

Annexes: texts, materials, prints, transparencies, blackboard, etc..

HANDOUT: EXERCISE 1 1. What does the word “Gender” mean?

GENDER

DEFINITION: Gender is____________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ HANDOUT: EXERCISE 2

2. How many examples can you find to describe these types of behaviour? To Act Like a Man

To be Ladylike

HANDOUT: EXERCISE 3

3. Read the examples of stereotyping. Fill in your own ideas.

Example of stereotyping

1. Many advertisements show mothers serving meals to their families (but very few show fathers doing this).

2. Many newspaper photographs, films, advertisements and television programs show men engaged in physically active pastimes such as sport, rock-climbing or canoeing (but few show women doing these things).

3. Many magazine photographs and advertisements show teenage girls grooming themselves such as putting on make-up, brushing their hair and generally worrying about their appearance (but few show teenage boys doing these things).

4. Many television advertisements show young boys playing with action toys such as trucks and superhero figures (but girls are not shown doing this).

Way of thinking encouraged by this stereotype

Other possible ways of thinking not shown by the stereotype

These advertisements seem Men should do more of the to suggest that mothers do cooking. Some mothers hate all the housework and doing housework. cooking, and really enjoy this.

FOLLOW-UP 1. Fill in the gaps with one word in an appropriate form: Gender _____________ are simplistic generalizations about the gender attributes, differences, and roles of individuals and/or groups. can be positive or negative, but they rarely communicate accurate information about others. When people automatically apply gender assumptions to others regardless of evidence to the contrary, they are perpetuating gender . Many people recognize the dangers of gender ___________________ , yet continue to make these types of generalizations. 2. Fill in the gaps with words from the table below: In addition to age, ____________ Men,

gender,

roles,

is one of the universal dimensions on which status

women,

sexism,

social construct,

sex

differences are based. Unlike ____ , which is a biological concept, gender is a _____________ specifying the socially and culturally prescribed that men and women are to follow. As Alan Wolfe observed in "The Gender Question" (The New Republic, June 6:27-34), "of all the ways that one group has systematically mistreated another, none is more deeply rooted than the way _______have subordinated_______. All other discriminations pale by contrast." Lerner argues that the subordination of women preceded all other subordinations and that to rid ourselves of all of those other "isms'â&#x20AC;&#x201D; racism, classism, ageism, etcâ&#x20AC;&#x201D;it is____________that must first be eradicated. Source:http://www.clifsnotes.com/study_guide/Gender-Stereotypes.topicArticleId-26957,articleId-26896.html

POSSIBLE DEFINITIONS TO BE USED BY THE TEACHER: GENDER: "Gender is determined socially; it is the societal meaning assigned to male and female. Each society emphasizes particular roles that each sex should play, although there is wide latitude in acceptable behaviors for each gender" (Hesse-Biber, S. and Carger, G. L., 2000, p. 91). GENDER ROLE: Gender roles refers to the set of social and behavioral norms that are considered to be socially appropriate for individuals of a specific sex in the context of a specific culture, which differ widely between cultures and over time. There are differences of opinion as to whether observed gender differences in behavior and personality characteristics are, at least in part, due to cultural or social factors, and therefore, the product of socialization experiences, or to what extent gender differences are due to biological and physiological differences. GENDER STEREOTYPES: Gender stereotyping refers to stereotyped images of males and females. Images of males and females are sometimes difficult to see as stereotypes because they are strongly connected with deep-seated beliefs about the roles of males and females in our society. Many people find it disturbing when these roles are questioned. SEX: either of the two major forms of individuals that occur in many species and that are distinguished respectively as female or male especially on the basis of their reproductive organs and structures SEXISM: Sexism, a term coined in the mid-20th century, is the belief or attitude that one sex is inherently superior to, more competent than, or more valuable than the other. It can also include this type of discrimination in regards to gender. Sexism primarily involves hatred of, or prejudice towards, either sex as a whole (see misogyny and misandry), or the application of stereotypes of masculinity in relation to men, or of femininity in relation to women. It is also called male and female chauvinism.

PICTURES:

Withdrawing cash from an ATM

Man

Woman

1 Park the car 2 Check makeup 3 Turn off engine 4 Check makeup 5 Go to ATM 6 Hunt for ATM card in the purse 7 Insert card 8 Hit cancel 9 Hunt in purse for chit with PIN written on it 1 Park the car 2 Go to ATM 3 Insert card 4 Enter PIN 5 Take money 6 Drive away

10 Insert card 11 Enter PIN 12 Take cash 13 Go to car 14 Check makeup 15 Start car 16 Stop car 17 Run back 2 ATM 18 Take ATM card 19 Back 2 car 20 Check makeup 21 Start car 22 Check makeup 23 Drive for a mile 24 Release HAND BRAKE

Shoes

Women

Men Sport

School

Leisure

Party

Outgoging

Walk on the park

Home

e-book : english Gender and sexuality

BEST PRACTICE Lessonplan Extracurricular Project Theme:

Sexual Rights

School: Age:

11-14 (SPI: pupils of 2nd grade, age 12-13)

Duration:

50 minutes

Number of participants:

Suitable for the whole class

Positioning (of tables and chairs, â&#x20AC;Ś): (Underneath their chairs there is a sticker dividing them into groups)

Students sitting in small groups in a circle Distance among them depends on the teacher

Material:

Sheet of paper and markers or blackboard and chalk Text taken from Zizo nr.124 List with 10 sexual rights 10 cards with one sexual right on each card

Relevant background information:

Didactic approach:

www.education-and-gender.eu www.ponton.org.pl www.astra.org.pl/youth/ www.teachingsexualhealth.ca/ www.siecus.org/ www.education-and-gender.eu Student-centred activity with the teacher as facilitator. Make a copy with a list of the 10 Sexual Rights (included at the end) in a size big enough to be seen from the blackboard. At the same time prepare lists with the 10 rights on A4 sheets or cards, so that each group participating in the activities gets a sheet or card with a single right. The lesson can start by reading the list of sexual rights. Check understanding of concepts such as acceptance, tolerance, diversity and rights of every individual.

Role of the observer:

Make sure that this activity is linked to contents on puberty in the curriculum.

1. Prerequisites: The first step is to make an introduction to human sexuality and sexual rights as an important step in the development of positive cognitive attitudes towards sexuality. The teacher can explain that the World Health Organization endorsed the Declaration of Sexual Rights in 2002 due to the importance of sexuality and the fact that the boundaries of intimacy and freedom are often violated. The teacher can also read this information: (As an alternative, an article taken from ZiZo nr. 124 about Amnesty International and sexual rights can be read) "Sexuality is an integral part of the personality of every human being. Its full development depends on the satisfaction of basic human needs such as the desire for intercourse, intimacy, expression of feelings, love and affection. Sexuality results of the interaction between the individual and the surrounding social structure. Full development of sexuality is essential for achieving welfare dimension of individual, interpersonal, and socialâ&#x20AC;?, (Declaration of Sexual Rights, WHO, 2002).

2. Content: 1. Split the group into 10 teams (or less). Each team should take a place in the room 2. Instructions for students are as follows: We are going to split into 10 groups. Each team will be given a card which will describe one sexual right. The members of the team read the right and think about situations in which it may be broken and then get ready to present the situations using mime. Time for performance will be 10 minutes. 3. The teacher must be ready to help students in case they donâ&#x20AC;&#x2122;t understand a word, etc. 4. After performance by each group, the rest of the students will try to guess which right is being violated. The teacher may need to read all the 10 rights without comments and invite the students to guess. 5. While the teacher elicits the correct answer s/he will also ask questions in order to check if students understand the 10 rights. The teacher may also invite students to add comments or share experiences. If necessary, the teacher may also add comments and share experiences. It will also be interesting to relate the sexual rights to contents in the subject of science. 6. After discussion and sharing, the teacher may provide the following information: The World Health Organization states clearly that: "Sexual rights are universal human rights based on the inherent freedom, dignity and equality of all human beings. "Sexual rights are universal human rights based on the inherent freedom, dignity and equality of all human beings. Since health is a fundamental human right his a fundamental right must be his sexual health. In order to ensure the healthy development of the sexuality of individuals and societies, all societies must recognize, promote respect for these rights to protect their sexuality. Sexual health is developing

in an environment that recognizes, respects and respects the rights of sex. Sexual rights are fundamental and universal human rights" (Declaration of Sexual Rights, WHO, 2002). The activities presented here are adapted from Education without Taboos. Guide to teach youth about sexuality and relationships. 2009

3. Educational scheme

10 min

Student activity

Check the output of knowledge on human rights

Teacher activity

Goal

Duration

Teaching situation: Content, working forms, media

participates in brainstorming, monitors and supports students

Brainstorming what students know about human rights.

Learning objective(s) / Competence development Assessing Learning objective(s)

The first step is to make an introduction to human sexuality and sexual rights as an important step in the development of positive cognitive attitudes towards sexuality. The teacher can explain that the World Health Organization endorsed the Declaration of Sexual Rights in 2002 due to the importance of sexuality and the fact that the boundaries of intimacy and freedom are often violated. The teacher reads a part of the article of ZiZo nr 124 and has a brief conversation with the pupils about the contents of these fragments. The teacher can also read this information: "Sexuality is an integral part of the personality of every human being. Its full development depends on the satisfaction of basic human needs such as the desire for intercourse, intimacy, expression of feelings, love and affection. Sexuality results of the interaction between the individual and the surrounding social structure. Full development of sexuality is essential for achieving welfare dimension of individual, interpersonal, and socialâ&#x20AC;?, (Declaration of Sexual Rights, WHO, 2002).

Discussion

Split the group into 10 teams (using the stickers on the bottom of their chairs)

Each team should take a place in the room

INSTRUCTIONS: 1. Split the group into 10 teams. Each team should take a place in the room. Each team will be given a card which will describe one sexual right. The members of the team read the right and think about situations in which it may be broken and then get ready to present the situations using mime. Time for performance will be 10 minutes. 2. The teacher must be ready to help students in case they donâ&#x20AC;&#x2122;t understand a word, etc.

Discussion

Cognitive perspective

Behaviour control

Group discussion

3. After performance by each group, the rest of the students will try to guess which right is being violated. The teacher may need to read all the 10 rights without comments and invite the students to guess. 4. While the teacher elicits the correct answer s/he will also ask questions in order to check if students understand the 10 rights. The teacher may also invite students to add comments or share experiences. If necessary, the teacher may also add comments and share experiences. It will also be interesting to relate the sexual rights to contents in the subject of science. (This is very hard for pupils this age)

Miming scenes, and pantomime

20 min

5 min

Cognitive perspective

15 min

Cognitive perspective

Discussion leader

Discussion

5. After discussion and sharing, the teacher may provide the following information: The World Health Organization states clearly that: "Sexual rights are universal human rights based on the inherent freedom, dignity and equality of all human beings. Since health is a fundamental human right his a fundamental right must be his sexual health. In order to ensure the healthy development of the sexuality of individuals and societies, all societies must recognize, promote respect for these rights to protect their sexuality. Sexual health is developing in an environment that recognizes, respects and respects the rights of sex. Sexual rights are fundamental and universal human rights"(Declaration of Sexual Rights, WHO, 2002).

Discussion

4. Gender specificity / gender-specific aspects / transfer to specific subjects (recommendations): The objective of the activities presented here is to achieve a level of competence in these three layers: cognitive (C), social (S), emotional (E)(CSE). Cognitive (C) - knowledge and information. In this part of the lesson, students gain knowledge of the concepts, facts, structures, myths, stereotypes about sexual rights and abuses, including different types of attitude: attitude expressed towards persons or objects. You could possibly change behavior using a strong force of argument. Knowledge of human sexual rights can have positive values for the understanding of sexual behavior in general. Social (S) - the ability to respect the rights of others, understanding of different situations Emotional (E) - empathize, ability to empathize with the situations of others, the effect of emotions

5. Variations, special features: 

Teachers are free to choose parts of the modules only depending on the the interests of their students.



Teachers can have country examples next to the sexual rights.

 Work with newspaper articles or YouTube movies instead of staging a play, drawing your best body parts.

6. Experiences and results of testing Teachers are advised to make a selection of some sexual rights that are most appealing to the students. The teacher may provide personal examples. Also teachers should be aware that the reading of a juridical text isn't the easiest kind of text to read by students. Enough time should be taken for explaining the text.

6. Annexes: texts, materials, prints, transparencies, blackboard, etc..

Auxiliary Materials (see attachment: simplified version of the Sexual Rights). Sexual Rights (WHO, 2002 r.) Article 1. Right to equality, equal protection of the law and freedom from all forms of discrimination based on sex, sexuality or gender. All human beings are born free and equal in dignity and rights and must enjoy the equal protection of the law against discrimination based on their sexuality, sex or gender. Article 2. The right to participation for all persons, regardless of sex, sexuality or gender. All persons are entitled to an environment that enables active, free and meaningful participation in and contribution to the civil, economic, social, cultural and political aspects of human life at local, national, regional and international levels, through the development of which human rights and fundamental freedoms can be realized. Article 3. The rights to life, liberty, security of the person and bodily integrity. All persons have the right to life, liberty and to be free of torture and cruel, inhuman and degrading treatment in all cases, and particularly on account of sex, age, gender, gender identity, sexual orientation, marital status, sexual history or behaviour, real or imputed, and HIV/AIDS status and shall have the right to exercise their sexuality free of violence or coercion. Article 4. Right to privacy. All persons have the right not to be subjected to arbitrary interference with their privacy, family, home, papers or correspondence and the right to privacy which is essential to the exercise of sexual autonomy. Article 5. Right to personal autonomy and recognition before the law. All persons have the right to be recognized before the law and to sexual freedom, which encompasses the opportunity for individuals to have control and decide freely on matters related to sexuality, to choose their sexual partners, to seek to experience their full sexual potential and pleasure, within a framework of non-discrimination and with due regard to the rights of others and to the evolving capacity of children. Article 6. Right to freedom of thought, opinion and expression; right to association. All persons have the right to exercise freedom of thought, opinion and expression regarding ideas on sexuality, sexual orientation, gender identity and sexual rights, without arbitrary intrusions or limitations based on dominant cultural beliefs or political ideology, or discriminatory notions of public order, public morality, public health or public security. Article 7. Right to health and to the benefits of scientific progress. All persons have a right to the enjoyment of the highest attainable standard of physical and mental health, which includes the underlying determinants of health and access to sexual health care for prevention, diagnosis and treatment of all sexual concerns, problems and disorders. Article 8. Right to education and information. All persons, without discrimination, have the right to education and information generally and to comprehensive sexuality education and information necessary and useful to exercise full citizenship and equality in the private, public and political domains. Article 9. Right to choose whether or not to marry and to found and plan a family, and to decide whether or not, how and when, to have children.

All persons have the right to choose whether or not to marry, whether or not to found and plan a family, when to have children and to decide the number and spacing of their children freely and responsibly, within an environment in which laws and policies recognize the diversity of family forms as including those not defined by descent or marriage. Article 10. Right to accountability and redress. All persons have the right to effective, adequate, accessible and appropriate educative, legislative, judicial and other measures to ensure and demand that those who are dutybound to uphold sexual rights are fully accountable to them. This includes the ability to monitor the implementation of sexual rights and to access remedies for violations of sexual rights, including access to full redress through restitution, compensation, rehabilitation, satisfaction, guarantee of non-repetition and any other means.

BEST PRACTICE Lessonplan Extracurricular Project

Theme:

Physical changes during puberty.

School:

Age:

13-15

Duration:

50 minutes

Number of participants:

Suitable for the whole class, preferably for 20

Positioning (of tables and chairs, …):

Tables ‘U’

Material:

4 Worksheets

Relevant background information:

www.education-and-gender.eu www.seksenzo.info/ www.jeugdenseksualiteit.be/m_jongeren/index.php?page=vrag enbank www.allesoverseks.be/ www.education-and-gender.eu The lesson may start with a repetition of what is still known about the topic of reproduction, as an introduction to the topic of puberty.

Didactic approach: During this part of the extracurricular project, a lot of input will be asked from the students in order to involve them more to the topic of the lesson. Role of the observer:

Ensure that the lesson material is linked to puberty.

1. Prerequired knowledge:

   

Students can name the parts of the reproductive system in humans. They can recognize, name and describe the functions of main male and female reproductive organs on models and materials. They can describe how reproduction takes place. They can indicate ways to regulate reproduction and how to prevent sexually transmitted diseases

Regarding HIV infection, the following knowledge is appropriate: High Risk:         

  

Sharing of syringes and needles Very high risk. Syringes and needles used by several people poses a very large risk. To be avoided at all cost. Syringes and needles should never be shared. Injecting equipment should be sterilized. Unprotected anal sex (Intestinal intercourse) Very high risk. Unprotected anal intercourse is a risk for both. The risk is very high for the receptive partner, whether this is a man or woman. Even without ejaculation the risk exists. Advice: Be sure to use a condom and enough fat-free lubricant. Unprotected vaginal sex (vaginal intercourse) The risk is high. The risk of infection through unprotected sexual intercourse with an infected person, is high. Advice: Use a condom. Pregnancy(HIV-infected woman) The risk for the unborn child is without treatment very large. The infected mother-to-be can infect the baby before, during and after childbirth (during breastfeeding). However, comprehensive medical care, can reduce the risk for the unborn rather greatly. An HIV test is recommended for every woman and her partner, if they want a child and if HIV infection cannot be excluded. Advice: A consultation as early as possible with a doctor! Blood brothers The risk is very high, when one is infected.

Small risk: 

Unprotected oral sex (oral intercourse with a man or woman) There is a risk. Through intake of HIV-containing seminal fluids in the mouth, infection is possible. Also, vaginal fluids may contain HIV. During menstruation, the risk for infection increases. Advice: Avoid the ingestion of semen, vaginal fluids or blood in the mouth. Only have oral sex with a man while using a condom.

No risks:  

 

Physical contact, shaking hands, hugging Caressing, cuddling Transmission through the air, sneezing, coughing Eating together, drinking from the same glass Toilets, swimming pools, sauna Living together in the family Insect bites, mosquitoes No one can get infected, not even through close contact with an infected person. No risk Doctor, dentist, hospital, first aid



    

due to medical measures in compliance with standard hygiene practices, i.e. use of disposable material or safe disinfected instruments. For blood and plasma donations, despite very effective security processes, there is still a - very low residual risk. It is therefore recommended that in predictable operations, own blood donation should be used. Inactivated blood products are practically HIV safe upon proper preparation. Tattoos, piercing, manicure, pedicure, shaving, acupuncture No risk if general hygiene rules are respected. All sharp or cutting objects that may come in contact with blood may only be used once and should be disinfected. Advice: tattoos, piercing or ear piercing should be done by experts only. French kissing, kissing The risk of French kissing can theoretically not be excluded but there are worldwide no cases of transmission.

2. Contents: Puberty: is the transition period between school child and adult. Development in boys and girls: The onset of puberty is different for boys and girls. Girls start puberty earlier than boys. Secondary sexual characteristics: external changes in boys and girls that occur during puberty occur under the influence of sexual hormones. Physical changes for girls and boys: Girls:  growth spurt  wider hips  development of breasts  armpit hair  hair growth around the pubic area  pimples  greasier hair Boys:          

growth spurts wider shoulders more muscular body vocal change hair growth on chest development of beard and moustache armpit hair hair growth around the pubic area pimples greasier hair

How does your body change during puberty? The influence of hormones: substances that are formed by glands and are delivered to the blood. They regulate the function of other organs. Female sexual hormones: Oestrogen and progesterone Male sexual hormones: Testosterone

3. Educational scheme

10 min

Students can describe the concept of puberty as a transitional phase between childhood and growing up.

Orientation phase

Changes are the result of hormones through which secondary sexual characteristics are developed.

What is puberty? What can you tell about puberty?

Student activity

Teacher activity

Goal

Duration

Educational situation: Content, methods, media

Assessing Learning objectives

Students actively take part in the discussion.

Instructional conversation

Students execute exercise 1 of the worksheet (cartoon) independently.

Worksheet 1

Cognitive goal: students can verbalize the notion of puberty

Teacher assesses the initial situation: we are talking about puberty.

Teacher hands out worksheet (cartoon).

Learning objective(s) / Competence development

Teacher corrects the worksheet in group.

Affective goal: By discussing changes within the group, students learn to accept whatever is happening to them

10 min

Students can conclude that the development of boys and girls happens at a different age, using the graph.

10 min

Students are able to express a certain satisfaction about their own body image.

Information transfer and processing phase Teacher and students take a look at the graph.

Students interpret the graph.

Worksheet 2 Worksheet with graph about puberty.

Key questions: Does puberty for boys and girls start at the same age? Where do you get this from? Where else is this shown? Implementation phase

Step 1: Colour the parts of your body that you are satisfied with, blue on the unisex body. Step 2: Colour the parts that you would like to change of your own body, red on the unisex body. Step 3: Discuss your picture with the group Note: Teacher links listed changes to the topic of puberty.

Cognitive goal: students can deduct that the course of puberty is different for everyone. Affective goal: Idem supra.

Students colour the picture.

Task 1: the perfect body Teacher explains the task:

Instructional conversation

Worksheet 3 Materials:

During the discussion, students answer questions such as: Why did you colour some parts blue? Why did you colour some parts red? Why would you like to change this party of your body?

ď&#x201A;ˇ ď&#x201A;ˇ

Picture of unisex body Pencils

Cognitive goal: students discover the changes that occur during puberty. Affective goal: By discussing changes within the group, students learn to accept whatever is happening to them.

By playing a game, students learn to articulate the dangers of contracting an HIV infection.

Implementation phase

Worksheet 4

The teachers explains the rules of the game:

Materials: Cards depicting situations

Step 1: Place the cards in a stack (words down). Form groups of students.

After the students have described the situation, as a group they make a choice whether the risk of contracting an HIV infection is: no risk, a low risk or a high risk.

Step 2: In each group one of the players is appointed as the delegate player (blindfolded).

15 min

Students play the game.

Step 3: The delegate player draws a card. Step 4: The other members in the group explain what is being depicted on the card. Together as a group they have to decide whether the depicted situation may imply a risk for HIV infection. Step 5: The delegate player places his/her card at the red (high risk), yellow (low risk) or the green Frisbee (no risk). Since he/she is blindfolded, the player relies on the members of his group for guidance. Step 6: When the delegate player puts his/her card down, another player gets blindfolded and the game is repeated.

The game is over when all cards have been used. Together with the teacher, it gets determined whether the cards are placed correctly. Right = 2 points, Wrong = 1 point. The group with the highest points, wins the game.

Cognitive goal: students get acquainted with the risks of HIV infection Affective goal: Through group discussion, misconceptions are identified and adjusted.

Questions for reflection Students are able to express what kind of behaviours entail risks for HIV infection.

Reflection phase The teacher and the students reflect on the risks of HIV infection.

Blindfolded student: How did you feel when you had to rely on the others? Were you at the beginning insecure? When were you able to trust? The guiding group: How was it for you to guide someone, to take this responsibility? When did the guided person feel safe / familiar?

5 min

All students: When should one be able trust and rely on one another in friendships, partnerships or when in love? And when should you take responsibility for yourself? How would it be, if you wanted to have sex with someone? Who will take care of protection? Who will talk about it? Transfer situations Which situations according to you are marked with a correct (red-yellow-green) and which are wrong? (Please explain briefly) What if someone in our class / group / club would be HIV-infected? What should you be aware of?

4. Gender specificity / gender-specific aspects / transfer of specific topics (recommendations): The best approach for relational and sexual education (RSE) is the one that pays attention to Knowledge, Attitude, Skills, Emotions and Support (KASES). The starting point for this type of approach stems from the experiences of students. So that they acquire realistic and useful sexual knowledge. K – Knowledge and information This part is the theoretical chapter of the class where students acquire knowledge about certain notions, facts, structures, .... A – Attitudes Students learn to express their ideas, opinions, point of views, visions, ... on certain topics. S – Skills Students are shown a number of methods, ways… E – Emotions and experiences What kind of emotions arise because of this topic within the students? S – Support Students discover where they can obtain further information regarding certain topics. It is very important that the teacher points out that puberty starts for everyone at a different point in time and runs its own course, one often different from that of others

5. Variations, special features: Possible topics for discussion: Do boys pay more attention to appearances than girls? Can girls more easily talk about their feelings than boys? Are boys more quickly satisfied with their body?

6. Experiences and results of testing The lesson was given four times. All students were divided into a group of boys, a girl’s group and two mixed groups. The teacher was expected to give the lesson each time in exactly the same way, to try to emphasize the same things, to have an eye for the same details, to respond in the same way ... The differences were remarkable. We started with the boys group, the most active and, at least first sight, the most interested of the four groups, were it a little bit in a ridiculous way. The boys were quite noisy and exuberant, but also worked along nicely. They dared to talk freely about their bodies, were "honest" about their experiences with the opposite sex...

At one time they got actually on a different track. They began to ask questions about more girl-related topics, such as periods, ... It also looked like the boys found it harder to wait their turn. They "threw" more readily answers into the group. Humour was never far away! The second group was mixed. This group asked more effort on my part as a teacher. It was very difficult to get them to talk. Where in the previous lesson the boys would give spontaneous answers, I now had to appoint every time someone to answer. The girls seemed very shy. It also occurred to me that the biggest mouths during regular classes were now very quiet. The girls’ group. I personally found it a great challenge! Almost no interaction. Beforehand, I thought it would be actually rather easy to talk to girls just about feelings, love and the human body but nothing is less true. It did not matter which example I gave, the girls continued staring at me, and were withdrawn. One go-getter wanted to take the lead, but talked entirely beside the point. The last group was mixed again. In hindsight this was perhaps the easiest group to work with. The way of conveying this theme looked to me mostly like any regular class. The pupils worked quietly, regularly gave answers and, of course more importantly, also seemed to have more respect for each other’s answers! There was much positive interaction. In retrospect it appears that talking about "puberty", the phase of life in which the students find themselves, is no mean feat. Although it surprised me, that the girls’ group had the most problems with it.

Annexes: texts, materials, prints, slides, blackboard, etc..

Worksheet 1: What is puberty?

Indicate which cartoon talks about puberty? Motivate your answer

Push car – Company car

You are so unique!

Okay then... 15 euro? – When we were young - times were different. Suck - Suck ! Suck!

______________________________

Worksheet 2: What is puberty?

Given: the following graph growth of pubic hair growth spurts menstruation growth of milk glands causing breasts to develop extra penis growth extra growth testicles ejaculation boys girls average age at which certain development starts age (in years) Picture 12: development for boys and girls

Do boys and girls enter puberty at the same age?

Clarify your answer by means of an example.

Worksheet 3

Me and my body Task: the perfect body Material: ď&#x201A;ˇ Illustration unisex body ď&#x201A;ˇ Pencils Game play: Step 1: Colour the parts of your body that you are satisfied with blue on the unisex body. Step 2: Colour the parts that you would like to change on your own body red on the unisex body. Step 3: Discuss your illustration with the group. Why did you colour some parts blue? Why did you colour some parts red? Why would you like to change this party of your body?

Illustration: The perfect body

Worksheet 4. Cards

e-book : english Gender and interculturality

BEST PRACTICE Lessonplan Extracurricular Project Theme:

Sexual Rights

School: Age:

11-14 (SPI: pupils of 2nd grade, age 12-13)

Duration:

50 minutes

Number of participants:

Suitable for the whole class

Positioning (of tables and chairs, â&#x20AC;Ś): (Underneath their chairs there is a sticker dividing them into groups)

Students sitting in small groups in a circle Distance among them depends on the teacher

Material:

Sheet of paper and markers or blackboard and chalk Text taken from Zizo nr.124 List with 10 sexual rights 10 cards with one sexual right on each card

Relevant background information:

Didactic approach:

Role of the observer:

Make sure that this activity is linked to contents on puberty in the curriculum.

3. Educational scheme

10 min

Student activity

Check the output of knowledge on human rights

Teacher activity

Goal

Duration

Teaching situation: Content, working forms, media

participates in brainstorming, monitors and supports students

Brainstorming what students know about human rights.

Learning objective(s) / Competence development Assessing Learning objective(s)

Discussion

Split the group into 10 teams (using the stickers on the bottom of their chairs)

Each team should take a place in the room

Discussion

Cognitive perspective

Behaviour control

Group discussion

Miming scenes, and pantomime

20 min

5 min

Cognitive perspective

15 min

Cognitive perspective

Discussion leader

Discussion

5. Variations, special features: 

Teachers are free to choose parts of the modules only depending on the the interests of their students.



Teachers can have country examples next to the sexual rights.

 Work with newspaper articles or YouTube movies instead of staging a play, drawing your best body parts.

6. Annexes: texts, materials, prints, transparencies, blackboard, etc..

BEST PRACTICE Lessonplan Extracurricular Project

Theme:

Interculturality-equality and diversity of ethnic groups and cultures

School:

Age:

13-14

Duration:

50 minutes

Number of participants:

Suitable for the whole class, preferable for 20

Positioning (of tables and chairs, …):

Discussion position: circle Working position: 3-4 separate groups at tables

Material:

Pen, flip chart with big blank papers/posters, blackboard, chalk http://www.education-and-gender.eu For background information for teacher see in this lesson plan under point 6. Annexes: texts, materials, prints, transparencies, blackboard, etc.. (Background information for teacher)

Relevant background information:

JAKLOVÁ A.: Interkulturalita a interkulturní komunikace. In Člověk – jazyk – text. České Budějovice: Jihočeská univerzita, 2008, p. 61-64. MARADA, R.: Etnická různost a občanská jednota. Brno : Centrum pro studium demokracie a kultury, 2006. Mosty do budoucnosti: Dialog mezi civilizacemi. Brno: Doplněk. 2005. PRŮCHA, J.: Interkulturní psychologie. Praha: Portál, 2004. konference.osu.cz/cestina/dok/2009/zahradnikova-andrea.pdf clanky.rvp.cz/keyword/interkulturalita/ www.pedagog.ic.cz/skarupska_dok/soubory/Multikulturalismus.pdf www.genderstudies.cz/aktivity/projekt.shtml?cmd%5B2828%5D=x-28282130704 www.lmg.ulg.ac.be/articles/intercult_en.html www.education-and-gender.eu

The following principles should be emphasized

Didactic approach:

The principles of awareness activities which result from theory of motivation. The principle of comprehensive development of pupils leads mainly to developing of cognitive, emotional and affective parts of personality. The principle of linking theory with practice when students know that they are able to use the knowledge in practice. The principle of proportionality to age, knowledge, gender, language etc. The principle of emotionalism when teacher should – among others – create positive working atmosphere. The principle of consistency where the knowledge is used and developed. The principle of feedback is very important. The positive feedback is needed but it doesn´t mean that teacher would entirely avoid the negative feedback. Positive feedback should prevail.

Ensure that the curriculum is linked to puberty. Facilitator. Suggestions for observer: Role of the observer:

  

Is there a gender-specific difference how boys/girls describe different ethnic groups/nations? Is there any difference between girls and boys in characteristics which they use to describe the ethnic groups/nations? Is there any difference between boys and girls in stressing positive or negative characteristics? If yes, which are these?

1. Prerequisites:  

Knowledge of difference between ethnic and nation Basic knowledge about problematic of social perception, its determinants and mistakes in social perception

2. Content: 1. Free discussion:  What does it mean nation, ethnic  What kind of different nations and ethnic groups live in surrounding of pupils. 2. Instruction for exercise “Guess who it is”.  Teacher lets students to know how they will work step by step  Teacher verifies that students understand the instructions 3. Split into 4 or 5 groups of 5-6 members. 4. Each group allots/chooses one ethnic group/nation without saying which one it is to the others. 5. Each group works separately from the others and writes on the big paper/poster the main characteristic of the particular ethnic group/nation (typical behaviour, habits, traditions, traditional food, traditional clothing, traditional feasts). No visual or vocal characteristics will be used. 6. After finishing the work each group presents the characteristic of particular ethnic group/nation to the others. 7. Rest of groups guess which ethnic group/nation it is and report based on what characteristics they discerned the particular ethnic group/nation. 8. Discussion:  Summarizing the knowledge about different ethnics, nations, equality and diversity of them.  What influences our perceiving of others?  What are stereotypes and mistakes in perceiving others?  How to avoid stereotypes and mistakes in perceiving others?

Check out the knowledge about the interculturality. Motivate students to work

Student Activity

Goal

Teaching situation: Content, working forms, media

Teacher activity

5 min

Duration

3. Educational scheme

Initiator of the discussion, facilitator of students, corrector – if needed

Students actively discuss about what means culture, nation, ethnic group, interculturality and finally name the ethnics, nations who live in their surrounding

Learning objective(s) / Competence development Assessing Learning objective(s)

The first step is to introduce the topic “Interculturality-equality and diversity of ethnic group and cultures”. Students with teacher sit in a circle. Content:  Teacher asks what does it mean culture, interculturality, nation, ethnic  Students discuss trying to find the proper answers  Students name nations, ethnics which live in their surrounding Working forms:  Group discussion

Basic information and knowledge on various ethnic and cultural groups living in surrounding of students Verbal positive feedback

Teacher instructs students explaining the task

Students listen to the instructions

10 min

To develop social perceiving and critical thinking

Teacher is in the role of observer and facilitator

Students work on the task in small groups

The second step is to give to students the instructions for the exercise. Students sit in circle. Content: Teacher says to students:  Now you will split into smaller groups (4-5)  Each group will take a big blank paper/poster  Each group will allot/choose one ethnic group/nation without saying which one to other groups (it is still secret)  Each group will write on the paper the “characteristics” of the ethnic you allotted/chosen  The content of characteristics will be: typical behaviour, traditions, habits, traditional food, traditional clothing, traditional feasts  To the characteristic will not belong the ones as visage is (for instance colour of skin, eyes, hair etc.)  When finishing the exercise pupils will present the characteristic to others  The others will guess what ethnic group/nation is behind the characteristics  Is it clear? Do you have any questions?  You have 10 minutes to work on the task

5 min

Instruct the students

Students work in the small groups, discuss and cooperate in the frame of the small groups writing the answers on the paper.

Develop the pupil’s ability to recognise the differences of other nation, ethnic and to cooperate with members of different socio-cultural groups Positive stimulation

15 min

To develop critical thinking and communication competences

Teacher is in the role of observer and facilitator

Presentation of groups work result and trying to find the proper answer on the question “Who it is”

Students sit in the circle again and one group after the other one presents the characteristics of the particular ethnic. The other students guess what ethnic it is Content:  one group after the other one presents the characteristic  rest of students guess what ethnic it is  the group which is right says according what characteristics they discerned the ethnic

to prepare students for daily experience of diversity, to accept it as something natural and evident, but at the same time how to spot it and name it to make students receptive to exchange of views, to comparison of frames of reference and habits. positive verbal feedback

15 min

Cognitive development, critical thinking development, emotional intelligence development (acceptation, tolerance, empathy)

Supervisor and facilitator of discussion

Students discussion

Students sit together with teacher in the circle and discuss. They try to answer questions in the frame of the topic Content:  Teacher evaluate the group work  Teacher ask the questions: 1. What was the most difficult for you when working on the task? 2. What characteristics did you find as most important for particular ethnic group/nation? 3. What could make our perceiving of others being bias? 4. How to avoid stereotypes and mistakes in perceiving others? 5. In which way do you think the other ethnic groups/nations could enrich you in your life?  Teacher makes conclusion of the work and evaluates the exercise in a positive way

influence and correct the students´ behaviour and value system, teach them to perceive diversity as an opportunity for personal enrichment and not as a source of conflict help the students by means of information form attitudes of tolerance and respect towards different socio-cultural groups, reflect on the cultural background of members of other socio-cultural groups and recognise them general positive evaluation of the work

4. Gender specificity / gender-specific aspects / transfer to specific subjects (recommendations): Is there any difference between girls and boys in characteristics which they use to describe the ethnic groups/nations? Is there any difference between boys and girls in stressing positive or negative characteristics? If yes, which are these?

5. Variations, special features:  The task is easier if pupils can choose from a list of countries (rather than ethnic groups/nationality) or get a country assigned.  This best practice is also suitable for 14-15 year old pupils.  Variation of the game: special categories for the poster can also be collected (eg. food, dishes, famous personalities, travel destinations, etc.)

6. Results and experiences in the testphase The testing of this best practice has shown that it is more suitable for 14-15 year old pupils. In order to broaden the knowledge of pupils on the topic of interculturality, the teacher may give examples of known stereotypes about one's home country to the pupils during the initial phase (without naming the country). The teacher should draw on the knowledge of pupils (in terms of interculturality, stereotypes, clichés, etc.) and build on it. The task is easier if pupils can choose from a list of countries (rather than ethnic groups/nationality) or get a country assigned.

Annexes: texts, materials, prints, transparencies, blackboard, etc.. Background information for teacher: A. Main didactical principles: 1. 2. 3. 4. 5. 6.

Principle Principle Principle Principle Principle Principle

and awareness activities of comprehensive development of students link theory with practice of proportionality of individual approach of emotionalism

7. Principle 8. Principle 9. Principle 10. Principle

of of of of

permanence clarity consistency feedback

B. Ethnicity The word ethnicity/ethnic group refers to aspects of relationships between groups which consider themselves, and are regarded by others, as being culturally distinctive, to relationships between groups whose members consider themselves distinctive, and these groups may be ranked hierarchically within a society. It is therefore necessary to distinguish clearly between ethnicity and social class. When cultural differences make a difference in interaction between members of groups, the social relationship has an ethnic element. Ethnicity refers both to aspects of gain and loss in interaction, and to aspects of meaning in the creation of identity. Eriksen, T. H.: Ethnicity and Nationalism. Anthropological Perspectives. London: Pluto Press 1993 (second, expanded edition 2002, third edition 2010). C. Nation Nation refers to a community of people who share a common language, culture, ethnicity, descent, history and it can also refer to people who share a common territory and government. That is, a nation state. Nation carries varying meanings, and the connotation of the term has changed over time. http://en.wikipedia.org/wiki/ D. Social perception We can understand the term social perception as the process of perception by the other person in the frame of interaction. A person enters into interaction: a) as he/she is objectively b) how he/she sees himself c) how he/she is seen by other persons Perceptual procedure is intentionally or unintentionally, consciously or unconsciously influenced by precious experience. The perception of others has three compounds, determinants: 1. Expectation component ď&#x201A;ˇ

is heavily influenced by the expectations of certain behaviour that manifests itself as perceptual predisposition (globally readiness to perceive a certain way) and focusing the perception of "certain " signs (selective sensitivity to certain phenomena, manifestations).

2. Affective component ď&#x201A;ˇ

is influenced by emotions which stain/bias the perception of another person due to emotionally infused relationship

3. Attributive component



the tendency to attribute (assign) certain internal and external characteristics to perceived person.

E. Mistakes in perception (perception stereotypes) a) “Halo effect”/”Halo error” 

When we let ourselves by only noticeable feature, whether favourable or

unfavourable. By this, we are misled. b) First impression 

We let the first impression to influence further understanding of a person.

c) Logical error 

On the basis of certain experiences we believe that some of the characteristics logically relate along.

d) Moderation effect, gentleness 

When we judge someone in his speeches moderately, more gentle only because he/she is sympathetic, kind and helpful.

e) Social position effect 

If we know the social position of others (teacher, doctor...) we find wrong with him/her those characteristics that are usually attributed to the profession.

f) Projection 

We tend to expect that the other person has similar motives, interests, attitudes and opinions as we do.

g) Prejudices and stereotypes 

Stereotypical assessment is usually simplification, distortion. Regardless of individuality we attribute to members of one group its common features. Prejudice is an intensive stereotype in social interaction. An example can be racial and other as well.

e-book : english Gender and lifestyle

BEST PRACTICE Lessonplan Extracurricular Project

Theme:

Emotional Wellbeing

School:

Age:

13-15

Duration:

50 minutes

Number of participants:

Suitable for whole class

Positioning (of tables and chairs, â&#x20AC;Ś):

To be decided by the group

Material:

Focus Group Handout Large sheets of paper and colored pens

Relevant background information:

http://www.education-and-gender.eu

Didactic approach:

Facilitative approach, the teacher should simply facilitate the lesson, but should not make comment or judge any responses.

Role of the observer:

The activity should be observed with a key focus on the different ways in which boys and girls respond to the questions. Traditionally, research and literature about boys and girls state that there is gender difference in the ability to talk about oneself especially where emotions are concerned, there is evidence which suggests that emotional intelligence is particularly advanced in girls in comparison with boys. This would be the point in the exercise - to note the differences and similarities. Do boys and girls have the same lexicon? Are there gender differences in the ability to talk about these things?

1. Prerequisites: Understanding and defining emotional wellbeing

2. Content: Class discussion Emotional wellbeing definition. Recognising one’s own emotions, identifying the strategies to deal with them, categorising emotions and critical discussion. Group work activity Class discussion Emotional wellbeing is described as being important in young people. Good social, emotional and psychological health is said to help protect young people against emotional and behavioural problems, violence and crime, teenage pregnancy and the misuse of drugs and alcohol (Adi et al. 2007). One of the complexities in defining wellbeing and childhood wellbeing in particular, is that these are widely used concepts but which have a weak theoretical basis (Statham and Chase, 2010). And despite considerable academic and policy interest in wellbeing to date, the concept of wellbeing is difficult to determine. It has been described as ‘intangible, difficult to define and even harder to measure’ (Thomas, 2009: 11), and as ‘conceptually muddy...[but] pervasive’ (Morrow and Mayall, 2009: 221). Research findings state that girls internalise their emotions more than the boys, but they also display more positive emotions. For instance, girls have higher rates of anxiety and sadness than boys, but outwardly express more cheerfulness and joy. Boys, on the other hand, are more likely to exhibit anger and aggression than girls. In social settings, children sometimes feel the need to conform and therefore may not freely express their true emotions, leading to internalising behaviours. Girls and boys have different standards and evaluate themselves differently. Although girls typically do better in school than boys, they are less confident and more likely to be critical of their own academic performance. Boys, on the other hand, tend to have unrealistically high views of their own academic abilities and accomplishments. Some girls may even hold back in school as they try to fit in with peers and avoid surpassing boys.

Categorising the emotions

Student activity

Teacher activity

Goal

5 min

To explore the different emotions we sometimes experience.

Teaching situation: Content, working forms, media

Ask the class: what do we mean by emotion? What do we mean by wellbeing? What is emotional wellbeing and how does it affect us in our lives? Literature suggests that girls are better at expressing their emotions than boys but that they tend to internalise the way they feel and will often report feeling happy when they donâ&#x20AC;&#x2122;t really. To what extent do you think this is true?

To define emotional wellbeing

5 min

10 min

Duration

3. Educational scheme

Teacher asks pupils to write down three emotions they have recently experienced Teacher to facilitate the activity

Give the class three post-it notes each. Write three Students note down three emotions, one on each post-it, emotions that they have experienced recently. recently experienced on a post-it note.

Stick the notes on the board and see if they can be grouped. Allow students to decide on the categories.

Learning objective(s) / Competence development Assessing Learning objective(s) Formation of definitions. Quality of discussion Studentsâ&#x20AC;&#x2122; response to gender difference.

Note the use language and gender differences - if any.

How have the emotions been categorized?

10 min

Critical discussion

Teacher to facilitate the discussion

20 min

Exploring the way we feel and the strategies we use.

Give out the handouts

10 min

Do the categories tell us anything? Eg have they been grouped in negative/positive emotions?

Discuss the findings and talk about what has been found.

Facilitate the discussion

Students to discuss as a class

Participate in the discussion

Is it bad/ok to feel angry? Why/why not?

Quality of discussion Ability to understand the critical points being raised.

Are all our emotions acceptable? Think carefully about this question... are some emotions more valid than others or is the way in which we cope and express ourselves that is important? Much of the social and emotional activity in classrooms focuses mainly on â&#x20AC;&#x2DC;positiveâ&#x20AC;&#x2122; emotion, why might this be? In groups of 6, discuss the questions posed on the handouts and record the discussions in any chosen way using the paper and pens provided. In mixed classes 3 boys and 3 girls.

Group work skills and gender differences in the discussion.

Consider the findings from the activity in light of the literature, what have you learned about yourself and others as a result of this activity?

How do the findings illuminate understanding of emotional wellbeing and gender?

4. Gender specificity / gender-specific aspects / transfer to specific subjects (recommendations):  What are thoughtless expressions of boys and girls in this age group in terms of their emotional well-being?  How can we help boys to express their feelings verbally better and more honest?  What differences can be seen between boys and girls in the way they express and control their feelings ?

5. Variations, special features:  Integrate and show 2 videos that were produced as part of the project EDGE in England for this subject (Appendix to the present best practice).  Discussion and analysis of the questions, whether the ideas, the focus of the discussions and results differ or are rather similar as the ones in the videos.

6. Results and experiences of the testphase It has been found during the testing of this best practice that the selection of a suitable film/ video for this age group is crucial. An appropriate audiovisual medium needs to be found that can serve as a thematic “icebreaker” (www.youtube.com) and which can be used. Also it became clear that the reference to existing resources and social experiences of the class community is extremely important and should be integrated into the group-based approach. It is recommended to categorize the feelings (characteristics), more specific and differentiated in order to enable precise wording.

Attachments: (English expressions) Group conversation http://ippf.org/

Focus Group Working together and discussing your ideas is a great way to help you understand yourself and others. Form a focus group to talk about your emotional self-awareness. Emotional selfawareness is the ability to recognise your feelings. Share your feelings, beliefs and thoughts on the following statements. I am most happy when… I feel embarrassed when… I think negative thoughts about myself when… I feel proud of my achievements when… For each of the statements consider the strategies you use to help you understand your feelings. For example when you are embarrassed, how do you move on, forget what has happened and feel better about yourself?

What have you learned about yourself? What have you learned about others? Adapted from an activity available from: http://my.extension.uiuc.edu/documents/257080502080208/Emotional_Intelligence_13-18.pdf

B E S T PR A C T I S E CLASS PREPARATION Extracurricular Project

Topic:

“Outdoor activities”

School:

Class (Age):

13-15

Duration:

50 min.

Max. number of participants:

Setup of tables and chairs, if relevant:

Outdoor areas near the school

Material:

25 ropes (or something else, with which you can tie the feet together) Sticks and (foliage) leaves should be found in the grove. (Would all have to take place due to bad weather inside a hall, instead of sticks, pencils and instead of real leaves, sheets of paper (about 5 x 5 cm, 5 for each group) can be used.

Relevant background information (see Module M4, Part 2 by H. Zoglowek):

Have an idea on the concepts of “gender” and “sex” (biological sex)

Didactical approach:

Through shared (game) activities, the male and female students should get to know themselves, their bodies and the interaction with others and respectively become more consciously aware. The activities are equally as easy to perform by boys or girls, the quality of execution and the results are thus to be seen regardless of gender. During the couples and groups training in the mixed groups should

be observed whether and how many mixed couples/groups are formed, respectively if same-sex couples/groups are predominantly formed, the teacher should intervene and stimulate mixed couples/groups. Important for the observer is to note how the formation of couples/groups came about. Role of the observer:

Ideally before teaching this lesson, a conversation between the observer and the teacher should take place , in which the background for this lesson is discussed. Then can be traced to what extent the scheduling of this hour is feasible.

1. Pre required knowledge: The games /exercises are known to sports teachers in this or a similar form. It might be important to point out that cooperation is important for the successful completion of the exercises.

2. Contents: Outdoor games. The stay outdoors will take for some the emphasis away from the "sporty" aspect of the activities, although most of the games are quite sportive in nature, but it can also take the attention away from oneself and one’s own gender, i.e. these games/exercises encourage spontaneous activities that can always be done with whomever, and certainly can stimulate reflection after shared completion and mutual fun, and that many - perhaps all - activities can be undertaken jointly by boys and girls, i.e. that an active, athletic lifestyle is not dependent on gender. Start: Wolf, Sheep, Hunter (This is an active form of rock, paper, scissors) In the middle of the meadow, the teacher has partitioned off a 20-25 x 20-25 m large field (e.g. with cones as endpoints). See Appendix 1 Students are divided into two groups, after which the groups are positioned opposite each other outside the square. Each group must have agreed to, whether they appear as a hunter, sheep or wolf group, of course without the other group knowing about it. At a sign of the teacher, both groups go towards each other and remain at about 1 m of each other. Again, at a sign of the teacher both groups now have to identify themselves, i.e. are they a group of wolves, all must howl like wolves, are they a group of sheep, all must bleat, are they a group of hunters, all must shout “Bang” as if they were shooting. Then one must react quickly:  If one is a group of wolves, the other a group of sheep: the wolves will try to catch the sheep, because they would like to eat them;  If one is a group of sheep and the other group hunters: the sheep will try to catch the hunters, because they want to get some food from;  If one is a group of hunters and the other group wolves: the hunters will try to catch the wolves, because they want to shoot them. The groups who must be caught, tries to get as soon as possible behind the starting line, as there they are safe. Anyone who is caught goes over to the other group. Next, both groups must again choose one of the three options, etc. Should both groups have decided on the same role (wolf, sheep, hunters) then both groups have to run back to their starting positions and start again. Variation: The respective prisoners are counted at every run, but remain then in their original groups. Which group has caught the first 20, 30, or 40? Students are divided into groups of 5 students. Each group is about the same distance away from the forest (25-30 m). There are four competitions held, where the five groups compete against each other, but the main objective is to perform the tasks correctly in a specified time. The time is alloted by the teacher, after seeing how much time is needed for the explanation. Each of the following four tasks is scheduled for approximately 10 min. Another variation of competition can also be played, in which it is all about to be faster than the other groups. The group of winners then gets 5 points, the second 4 points ... and respectively the last group gets one point. See further lesson conduct.

Lesson conduct

Duration

Goal



10 min



Be active and sense their bodies. Recognizing that fulfilling the task or the victory can only be achieved through cooperation and interaction. Anyone can contribute his/her share to the group’s success, regardless of gender and performance. Be able to distinguish elements of race, competition and fun.

Not directly controllable, but measurable by the way of execution, with the degree of intensity, or possibly the spontaneous utterances of the female students. If necessary, at the end of the day some questions about their physical and emotional state can be asked (possibly discussion).

Educational situation: Content, methods, media

Remarks

1. Spider web At a signal, the first of each group runs to the grove, where they must find a stick (small branch or twig).With this stick, they run back and take the next one of their group, while the second one grabs hold of the other end of the stick. Then they run together to the grove where they have to find a second stick. Together they bring this back to the group and the third one grabs hold of the end of the second stick. The same is true for the fourth and the fifth member of the group. After the entire group gets back with five sticks, the group forms a coherent circle, with a stick between each of the boys and girls of the group. Does every group manage this task in the allotted time?

In the mixed-gender groups, also the subgroups should consist of boys and girls. See appendix 2

See Spider web!

10 min

The starting position is the same as in 1. The first one runs to the grove, where he/she needs to find a leaf that needs to be placed on the forehead, before they can run back with the leaf. The leaf may not be held by hand. If the leaf falls down, one has to stop, and only after the leaf has been put back on the forehead one can continue. When the first one has reached the group, the next one may start running, ... When all have returned with the leaf, the group joins hands and forms a circle, with each leaf placed on the forehead. Which group is successful in the given time?

10 min

See Spider web!

10 min

2. Greenfly (aphid) See appendix 3

3. Millipedes Using a skipping rope, the first two are tied together at the ankles, and then run the "three legged race" to the grove, circle a tree and run back to the group. There the next one ties him/herself with a rope to the first two. All three now run the same route around the tree and back to the group to pick up the next one .... Once the whole group is back, all need to be tied together at the ankles forming a circle, and hop together three rounds. Which group will come in first?

See appendix 4

4. Caterpillar race

See appendix 5

Everyone in the group places the left hand on the shoulder of the person in front and bends their right leg so that the person standing behind can hold the foot with their right hand. Joined together in this way, the group must hop forward sharing the same rhythm. All groups can practice beforehand. Then all groups are lined up next to each other. On a sign, all groups hop towards finish line about 15 meters ahead. Which group is first to jump across the finish line together?

4. Gender specificity / gender-specific aspects / transfer of specific topics (recommendations): ď&#x192;&#x2DC;

Due to the large aspect of movement, this form of teaching appeals especially to boys.

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On the other hand, there is also space available to motivate girls to exercise more.

5. Variations, special features: For each game a max. of 10 minutes is provided. Should the group tasks demand more time, one of the tasks may be omitted (or be integrated at any other time in the classroom). If the weather conditions do not permit it, the games can also be performed in the (sports) hall. In this case, make sure that the small materials such as sticks, leaves, etc. are prepared/organized in advance or are replaced with similar materials.

6. Results and experiences of the testphase In advance it should be stated that the pupils bring suitable clothing and suitable footwear. The visualization of the games can contribute to the support of the learning process of the children. It is therefore advisable to show photos and images of wolves, hunters, etc. to the pupils. The gender composition of the learning groups influences the game and the learning process considerably. Boys have a lot more fun and joy in this activity than girls. As a support, the teacher could use a whistle.

Annexes: texts, materials, prints, slides, blackboard, etc.. Appendix 1: Starting position and schematic description of the introductory game. Appendix 2: Pictorial description of Exercise 1 Appendix 3: Pictorial description of Exercise 2

Appendix 4: Pictorial description of Exercise 3 Appendix 5: Pictorial description of Exercise 4