Quality in a lesson depends on thorough and effective planning. Lesson planning involves a wide range of decisions – the learning materials to use, methodologies, content, learning activities, language use, classroom interaction, classroom set up, assessment of the learning, etc. Whereas many teachers have the skills to develop good lesson plans, making the plans gender responsive requires a special set of skills and attitudes.
A gender responsive lesson plan takes into consideration the speciﬁc needs of girls and boys in all the teaching–learning processes i.e. content, learning materials, methodologies and activities, classroom arrangement, and so on. The content of the lesson will be determined by the syllabus. Once this is decided, the teacher has to see how the lesson plan takes into account gender considerations in the delivery of this content in the class. Gender responsive lesson planning asks the teacher to do the following: leadership positions and roles; take into account how the learning materials will be distributed equally to both girls and boys, especially in cases of shortages.
Teaching and learning materials:
It is important to review the teaching and learning materials for gender responsiveness. Does the material contain gender stereotypes? If so, what techniques can be used to address them? For example, faced with a History textbook that portrays only male heroes draw up a list of female heroines too. If a science textbook portrays only male scientists as inventors, include a discussion of female scientists who are / were inventors. Always, carefully review the gender responsiveness of the language used in the teaching and learning materials, by doing this as a teacher, you will be able to encourage both girls and boys to aspire for all professional courses.
Select teaching methodologies that will ensure equal participation of both girls and boys. Some teaching methodologies like group discussions, role play, debates,
case studies, explorations and practicals can be very effective in encouraging pupils’ participation and will therefore give the girls opportunity to equally participate more actively. In practice, take care that dominant individuals do not sideline less assertive ones. By doing this as a teacher you will promote equal participation and ﬁnally improved learning outcomes.
The lesson plan should make allowance for all learners to participate in the learning activity. When doing a practical science experiment for instance, ensure that both girls and boys have a chance to use the equipment and chemicals. There should also be equal participation in such activities as making presentations. When assigning projects, ensure that both girls and boys are given leadership positions and roles
Classroom set up and interaction:
The lesson plan should consider the classroom set up. Consider how to arrange the classroom and interact with the pupils in a way that will promote equal participation of both girls and boys. Plan in advance to ask substantive questions to both girls and boys. Think about where to stand, sit or move in the classroom during the lesson.
You can watch the video below on how to set up gender inclusive classroom.
Management of other gender constraints to learning inside the classroom:
Allow time to deal with gender speciﬁc problems, if any, such as girls who have missed class due to menstruation, household chores or family responsibilities. Watch for indications of bullying, sexual harassment, adolescent hormonal upheavals, impact of HIV/ AIDS and peer pressure among others.
Feedback and Assessment:
Make time for adequate feedback for both girls and boys to ensure that both girls and boys have understood the lesson and also to ensure that learning takes place for both genders.
Example of a Gender Responsive Lesson Plan
As a teacher, irrespective of the subject you teach, you can develop your lesson plan in a gender responsive way. Below is a sample mathematics lesson plan that is gender responsive
|Date||Subject||Time||Class||No. of Pupils|
and 15 M
Topic: Volume and Capacity Competence: By the end of the lesson: Pupils should be able to correctly relate;
- Cubic centimetres to litres: 1 litre = 1000cm3
- Decilitres to litres: 1 litre = 10dl
- Primary Mathematics 6 Teachers Guide – pages 35–40
- Mathematics Pupils’ book – pages 97–100
- Learning Mathematics – pages 60–63
- Containers of varying capacities: 1 litre, ½ litre, 200ml, 5 litres and 20 litres
- Group Discussion and Plenary Presentations
- Think-pair share
|Steps||Teacher’s activities||Learners’’ activities||Indicators to gender responsiveness|
|Introduce a cube measuring
10cm by 10cm by 10cm.
|Find the volume of the cube individually in your book||Both girls and boys given an opportunity to relate volume to capacity through questions and answer technique.|
|Assign pupils to work on volume and capacity.||Pupils compare volumes and capacity of different containers in respective groups.||Both girls and boys participate as group leaders and members.|
|Guide pupils through their groups to expound on their ﬁndings.||Group secretaries present their ﬁndings in plenary.||Both girls and boys
present their ﬁndings.
|Ask the pupils to discuss the day-to-day applications of volume and capacity.||Pupils discuss:
Measuring water while cooking.
Measuring milk while cooking.
|Both girls and boys participate in the discussion|
|Measuring water while washing.|
|This time is allocated to dealing with any gender speciﬁc need
that might arise during the lesson.
|Conclusion: The teacher emphasizes the need for both boys and girls to actively use units of volume and capacity in their day to day lives.|
Lesson plan adopted from the FAWE manual