1.1 What details do you remember most about the video & article?
1.2 What is a headwind? A tailwind?
1.3 Can you list other movies you seen about working women?
1.4 What kind of work did your mother, aunt, grandmother do?
1.5 Which jobs are you interested in having?
1.6 Have you ever had to assimilate to an unfair work environment?
1.7 What is the glass ceiling?
1.8 What stereotypically masculine traits are associated with scientists?
1.9 How long do women in STEMM jobs plan to stay in this field?
1.10 What percentage of Australian women in STEMM plan to quit?
2.1 How is being a women in STEMM careers like walking into a headwind?
2.2 What do you think of the film clip at the end of Sarah Kuykendaal’s presentation?
2.3 How can you invalidate sexism and bias in the workplace?
2.4 Do you trust the sources of this articles to be objective and factual?
2.5 What resources could you use to research opportunities in STEMM fields?
2.6 Describe the headwind/tailwind analogy in light of your future career.
2.7 Why do you think The authors called the idea that anyone can achieve success if they work hard a myth?
3.1 Create a list of inspirational movies / true stories to inspire young workers facing obstacles.
3.2 Generate a plan encourage equality through changing environments instead of fixing people who are not broken.
3.3 Identify unfair work environments that you have seen/experienced and write a proposal to the manager.
3.4 Watch one of the movies recommended by Sarah and publish a review.
3.5 Devise a way to test work environments for equal opportunities.
3.6 Research and publish a list of companies where women, POC etc. are given equal opportunities in the work environment.
Recommended by teachers
Brainstorming | Group activity
A clear problem definition marks the starting point.
In each group, one student will note down the reactions, ideas, views, etc. of the others. The various opinions are not dealt with in any depth.
After a while, the group discusses the proposed solutions and picks out the best of these.
The various ideas are grouped conventionally in an easy-to-understand web diagram.
Corner debate | Group activity
For making a choice or deciding on a point of view
The students are given a question/assignment/proposition with a list of choices. Each of these choices is assigned a particular location in the classroom, for example, a corner. Individual students choose one of these corners. (The choices are quickly written down on paper, so that you can’t see what your friends have written).
Students go to their ‘chosen’ corner. They talk in pairs about their choice and look into the arguments. This can lead to a class discussion. If necessary, students join another group. Which group is able to attract the most ‘defectors’?
Students return to their places and write down the most important arguments for each of the choices.
Group discussion (or problem-solving discussion) | Dialogue
Reflective discussion as part of a group, pooling knowledge/ideas/opinions with the aim of learning from this. A stimulus to creative, problem-solving and evaluative thinking.
Someone (teacher or student in a smaller group) is appointed as moderator. Without impinging on the subject matter, this person guides the discussion through the different phases (defining the problem, defining the scope of the subject, dissecting the problem, seeking solutions, discussing propositions, formulating the conclusion).
Pitfall: students must have sufficient background knowledge.
Variants: one empty chair, carousel discussion, triangular discussion, forum discussion/panel, debate, with or without a role.
Learning discussion (or evaluation or discussion method) | Dialogue
Students learn how to find solutions for themselves (via diagrams, plans, outlines, etc.)
Discussion (individual or as part of a group) about the learning experiences of the student; the teacher acts as moderator and remains in the background. The emphasis is on (learning) how to identify learning moments: what could have been improved and how?
Storytelling | Content-based
Presentation of poems, eye-witness reports, etc. The more authentic, the better.
Teacher-led class discussion | Dialogue
A carefully managed dialogue in which students - through questioning - are invited to contribute their own ideas in a direction desired by the teacher. Effective control of the questioning is crucial.
Tip? Ask clear-cut questions, try to involve all the students, probe further, etc.