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Module 2: GENDER EQUALITY (SDG5)
Section: Learning Tool 3
Learning Tool 3
Sport and Gender equality
21st century skills addressed
Collaboration and Teamwork
Critical Thinking and Problem Solving
Creativity and Imagination
With this tool, students are expected to:
- Explore the reality existing in your country about gender equality in sport environment
- Raise awareness about women’s full accessibility in all kind of sports
- Boost students’ social and emotional abilities
- Boost students’ in raising innovative ideas for daily life problem solving
- Make students aware about the 21st century skills and their link with their learning processes
articles about gender stereotypes and sport
white paper sheets (the big format) and writing tools, for the presentation
Duration: 90 minutes
Group number: it depends on the number of students in the class, Group of 5 or six students are preferred. Mixed (by gender) groups are mandatory.
Target audience: student from 12 to 15 years old.
The teacher organizes the class in “learning/working islands” in order to split students in mixed (by gender) groups.
According to the number of students in the class, each student or in pairs, read the informations they have found about gender and sport.
Working in groups: each group is going to discuss the topics of the articles. The discussion in each group is going to be based on the “I statement model” and each student of the group is going to express his/her feelings and emotions about the topic and the reason why these emotions came out. Each student is asked to act respecting self-regulation is social behaviour.
Working in groups: In a second stage each group cooperates in the creation of a poster in which are expressed the emotions and feelings of the group’s members about the topic. Each group is going to present to the class the “group panel”.
Common discussion: After all the groups present their works, the teacher is going to lead a common debate in which students are welcomed to exchange their opinion and what can be done in everyday life in order to booster the positive feelings/emotions and transform the negative ones, and thus contribute in the reduction of gender based attitudes in sport environment.
Conclusion: students will again work in groups and create small panels with the ideas they suggested to implement in their daily life in order to reduce gender stereotypes in sport. The panels will be exposed in a dedicated space in the class.
Tips for the teacher
Tips for the teacher
Tips for the teacher
Before the lesson, the teacher assigns to students the task of collecting and summarizing articles and materials about the topic. According to the knowledge about students’ levels and personalities, the teacher can suggest websites or links to specific articles.
During the group work, the teacher has the role of mediator for potential conflicts that may arise during the expression of feelings and emotions, but with the reminder that each student is a mediator of his/her behaviour as well.
During the final part of the common activities, the teacher encourages students to think about stereotypes about women and sport that they encounter daily. During the common discussion, the teacher will mediate in order to give to every student the opportunity to express himself/herself and suggest some strategies for everyday boosting of positive feelings and emotions and the transformation of the non-positive ones.
Ask students what they thought about the whole process and what they have learnt.
To foster students’ self-evaluation, ask to students to agree on a common mark for the results of the activities performed during the lessons.
Ask students to choose from 1 to 3 among the ideas about daily life and gender stereotypes in sport, and implement it/them in their lives, by sharing with their relatives and group of pairs.
Follow-up/Inspiration for the future
after the class, the teacher is going to organize with the school master and the other teachers an open lesson in a common space, available at the school premises. The intention is to inform all the students of the schools about the class activity and its results. The teacher will ask to each group of students to elect one or two spokepersons for each group, that will explain to the open lesson the content of their group’s panel.
in the class, the teacher and the students agree that one lesson per month will be dedicated to the topic. The lesson will be registered on the class calendar. During the month students will dedicate part of their homework to the search and the record of any information they might find on the internet. During the dedicated lesson, each student is briefly going to present to the class what he/she found. The teacher can guide a small debate to let students sharing their feelings/emotions about the new materials and information. If new ideas, about students’ daily lives and their encounter with gender based stereotypes in sport may arise, they can be added to the panels, with post-it notes for example or other writing tools.