In the last three articles we talked in depth about the Toolkits created for the European Commission to challenge learners in primary and secondary schools to identify and question gender stereotypes and discover career opportunities in the transport sector.
This created the opportunity to carry out an interview with two of the authors of the Toolkits: Maria Luísa de Bivar Black – historian, teacher, educator and consultant with experience in education for human rights and democracy – and María Pilar Santos Tambo – language teacher in secondary school and university and also manager of a teacher professional development program in Spain.
On today’s article we talk about some paths suggested by the authors themselves to start using the Toolkits with their students.
From the beginning to the end, the sequencing of the toolsets and activities in this toolkit follows the logic of progression.
At the same time, the toolkits has been designed in a way that allows you to develop your own pathway.
The toolkit provides a context and the contents to pursue specific interests. You may pick and choose material according to your own needs and inspiration.
As you browse through the toolsets and the learning activities, you might do so asking yourself the three why questions to make your own selection.
The Toolkit also offers suggested pathways to the learning activities according to specific learning goals, which are clearly specified under each pathway. These pathways vary in length and complete different learning aims and relevant sequences. It is possible to follow one or several of the recommended pathways.
Suggested pathways to the learning activities
The learning activities follow an internal coherence that will guide you in your progression along the three main concepts explored (i.e. gender stereotypes, work and transport).
However, for ease of use, there are eight suggested pathways varying in length, which can be completed to answer the specific interests listed below.
The purpose of the suggested pathways is to offer a flexible approach for teachers to adapt the learning activities to the needs of their particular context.
This pathway allows learners to observe the reality around them and to better understand other people from the perspective of gender equality.
Activity 3: Getting to know you – Learners discover that they only know a part of the other, that they often judge others through gender stereotypes and they infer that the same is true with regard to themselves.
Activity 5: Who does what at home? – Learners observe gendered patterns of behavior in household chores related to girls and boys.
Activity 7: The podium – Learners reflect on the different ideas, concepts, issues, etc.
This short pathway allows learners to adopt different viewpoints and develop their capacity for empathy.
Activity 1: A step inside – Learners explore other people’s perspectives.
Activity 3: Getting to know you – Learners discover that they only know a part of the others, that they often judge others through gender stereotypes and they infer that the same is true regarding themselves.
Activity 21: What’s the story behind the scene? – Learners adopt the perspectives of different people and even objects.
Through this pathway you can explore the prominent role that transport plays in different, sometimes unsuspected, aspects of our lives.
Activity 13: Stop, look and listen! – Learners discover traffic rules and infer their importance.
Activity 14: What do we know about transport? – Learners observe and identify different means of transport and explain in their own words why transport is needed.
Activity 15: I want to ride my bicycle – Learners reflect on the environmental impact of transportation and discover the benefits and joys of riding a bicycle.
Activity 18: Hurry up! We don’t want to miss the train – Learners look more closely into some of the jobs involved in rail transport and explore their complexity; they also develop their thinking and metacognition skills.
Activity 20: Let’s go to the supermarket – Learners understand and value the importance of transport in their life.
Activity 22: Transport is my choice – Learners value the importance of transport and consider a job in the transport sector.
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