Gender and Development Workshops for Training

Gender and Development Workshops for Training

1. Workshop 1: what gad means to me? ANGELO S. BERONIO Teacher I

2. workshop: what gad means to me? Objective: To understand the concept of Gender and Development (GAD) and its significance in education To explore the personal experiences and perspectives on GAD To develop a shared understanding of GAD and its implications for teaching and learning

3. workshop: what gad means to me? Answer the following questions: What does GAD mean to you? How do you think GAD relates to your teaching practice? Can you share an experience where you encountered gender-based discrimination or bias in your own education or workplace? How can you incorporate GAD into your lesson plans or classroom activities?

4. workshop: what gad means to me? Post your answers on the Padlet board. (Link will be sent in group chat messenger.)

5. Workshop 2: Breaking Down Barriers mary grace a. evangelista Teacher III

6. workshop: Breaking Down Barriers Objective: To provide teachers with a safe and interactive space to explore and discuss gender and development issues, promote empathy and understanding, and develop strategies to create an inclusive learning environment.

7. workshop: Breaking Down Barriers Each group will receive a scenario card with a specific topic related to gender and development: A student is struggling with gender identity and feels uncomfortable with traditional gender roles. A teacher is unsure how to address a student's request for gender-neutral language. A student is experiencing gender-based bullying in the classroom. A teacher is considering implementing gender-inclusive materials in their curriculum. Each group will act out the scenario, taking turns playing different roles (e.g., teacher, student, parent). The goal is to create a realistic and respectful representation of the situation.

8. workshop: Breaking Down Barriers After each scenario, the group will discuss the following questions: What are some potential challenges or biases that might arise in this situation? How can we create a safe and inclusive environment for all students? What strategies can we use to address these challenges?

9. Workshop 3: Overcoming gender stereotype julie ann a. borbe Teacher I

10. workshop: Breaking Down Barriers Objective: To provide teachers with a safe and interactive space to explore and challenge gender stereotypes, and to develop strategies for promoting gender equality and inclusivity in the classroom.

11. workshop: Overcoming gender stereotype Participants will be divided into groups and will be given a scenario card with a specific role-playing activity. Each scenario will focus on overcoming gender stereotypes in different areas, such as: "The Classroom" (teacher-student interactions) "Career Choices" (occupational roles) "Social Interactions" (friendship and relationships) "Media Representation" (TV, movies, and media portrayal of genders)

12. workshop: Overcoming gender stereotype Scenarios: 1. The Classroom: Teacher (male) gives homework assignments without considering student interests. Student (female) argues that she would rather do something else, but is met with resistance. 2. Career Choices: Two friends (male and female) discuss their future plans. The male friend assumes he will pursue a "traditional" male career, while the female friend is expected to choose a more "feminine" option.

13. workshop: Overcoming gender stereotype Scenarios: 3. Social Interactions: A group of friends are planning a party. The male friend assumes he gets to decide everything, while the female friend has limited input. 4. Media Representation: A TV show features a male protagonist as the hero. A female character is relegated to a supporting role.

14. workshop: Overcoming gender stereotype Debriefing Questions: What did you learn from this experience? How did you feel during the activity? Did you encounter any biases or assumptions? How can we, as teachers, promote gender equality and challenge stereotypes in our classrooms?

15. Workshop 4: Teaching for gender equity sarah l. rucio master Teacher I

16. workshop: Teaching for gender equity Objective: To equip teachers with the knowledge, skills, and strategies to address gender equity in the classroom. Through a case study approach, participants will analyze and discuss real-life scenarios that highlight the importance of gender-sensitive teaching practices.

17. workshop: Teaching for gender equity Case Study Scenarios Choose a case study scenario that illustrate different aspects of gender equity in education. "The Silent Girl" : A quiet and reserved student is consistently overlooked by the teacher, while her more outgoing male classmates receive more attention.

18. workshop: Teaching for gender equity Case Study Scenarios "The Math Whiz": A student struggles with math homework because the teacher assumes boys are naturally better at math. "The Athlete": A talented female athlete is not taken seriously by her coach due to gender stereotypes about women's abilities.

19. workshop: Teaching for gender equity Case Study Scenarios "The Bully": A male student bullies a female classmate, and the teacher does not intervene due to fear of confrontation. "The Role Model": A teacher unintentionally reinforces gender stereotypes by only featuring male role models in science and math lessons.

20. workshop: Teaching for gender equity Workshop Structure Case Study Analysis (20 minutes): Group Discussion 1.Encourage active listening, respectful dialogue, and sharing of perspectives. Questions to answer: a.How does this scenario illustrate gender bias or stereotyping? b.What impact does this have on student learning and well-being? c.What strategies could the teacher use to address this issue?

21. workshop: Teaching for gender equity Workshop Structure Strategy Development (10 minutes): 2.Each group will develop strategies for addressing the issue presented in their assigned case study scenario. 3.Encourage creative thinking and practical solutions. Presentations (5 minutes): 4.Each group will present their strategy for addressing the issue in their assigned case study scenario.

22. Workshop 5: plan, prioritize, budget emmanuel a. geronimo principal I

23. workshop: plan, prioritize, budget Objectives: To understand the concept of Gender and Development (GAD) and its relevance in the classroom. To develop a GAD plan for the school/ department/ classroom.

24. workshop: plan, prioritize, budget Creating a GAD Plan (40 minutes) Brainstorm ideas for a GAD plan, focusing on: Identifying gender biases in curriculum and teaching materials. Developing strategies to promote gender equality and equity in the classroom. Involving students, parents, and community members in GAD activities. Monitoring and evaluating GAD initiatives.

25. SAMPLE GAD PLAN & BUDGET

26. Workshop 6: sustaining change rhodora c. gomez master teacher i

27. workshop: sustaining change Objective: To provide a space for participants to reflect on the role of gender in development and identify strategies for sustaining positive change.

28. workshop: sustaining change Participants will set individual or group goals for implementing GAD perspectives in their teaching practices The group will discuss challenges they may face and provide support for one another

29. workshop: sustaining change Individual or Group Goals: As a group, we will set individual and shared goals for implementing GAD perspectives in our teaching practices. My individual goal is to incorporate more inclusive and culturally responsive lesson plans in my classes, specifically by incorporating diverse texts and scenarios that reflect the experiences of students from diverse backgrounds. I also want to develop more effective strategies for creating a safe and inclusive classroom environment that values all students' contributions. sample answers

30. workshop: sustaining change Individual or Group Goals: One group goal is to work together to develop a plan for incorporating GAD perspectives into our curriculum. We will meet regularly to share our progress, provide feedback, and support one another in overcoming challenges. We also want to develop a plan for how we can involve our colleagues in this effort, such as through professional development workshops or peer mentoring. sample answers

31. workshop: sustaining change Challenges We May Face: As we work towards implementing GAD perspectives in our teaching practices, we may face several challenges. For example, some colleagues may be resistant to change or may not understand the importance of GAD perspectives. We may also face challenges in finding diverse texts and resources that reflect the experiences of students from diverse backgrounds. sample answers

32. workshop: sustaining change Support for One Another: To overcome these challenges, we will provide support for one another through regular check-ins and peer mentoring. We will also share resources and strategies for finding diverse texts and resources, and work together to develop a plan for addressing any resistance to change. By working together and supporting one another, we can overcome the challenges we may face and create a more inclusive and equitable learning environment for all students. sample answers