MY FUTURE PROFESSION
The lesson plan has two parts, in the first one the students work on three important theoretical concepts and carry out some activities, these activities will help the students to reflect about themselves and move towards the game “My future Profession” where they will play with their talents and abilities. A game where in groups
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GIRLS vs BOYS
The material provides the opportunity to challenge the girls to try to prove they are as good as the boys in STEM subject. It shows the stereotypes in STEAM field concerning gender in order to be remembered and recognized. It gives the chance to rethink the traditional models and to understand and to distinguish stereotypes
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Nora of Henrik Ibsen
This educational material aims to use an iconic character of universal drama to provide an example of how we can reduce clichés about gender differences. Our main aim is to use the example of Nora Helmer – the main character of Henrik Ibsen’s play – to start a discussion about the role of women within
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Three-point shot
The aim of this activity is not to give some knowledge, but rather to get the feeling of inequality, that usually women can experience in the field of STEAM. It creates a possibility for the growth of empathy, and emotional intelligence, and a safe space for reflection and discussion, which is the key part of
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Easier to say than to do
The aim of this game is to check the prejudice students or teachers may hold about working in STEAM; the way students/or teachers see/feel or even experience problems in STEAM fields due to their gender and most important have a discussion about these issues. TYPE OF THE ACTIVITY Game and Discussion; DURATION: For a group
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Reveal the Mystery
This game aims to share knowledge about men and especially women who are working in STEAM. To challenge students to be aware of the stereotypes they may hold and give them (especially young girls) the needed encouragement to start their careers regardless of their gender. TYPE OF THE ACTIVITY: Game and Discussion; DURATION: Could take
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