Session Plan 2013/14: Celebrating differences, an exploration of LGBT in the classroom A staff development training session for Cross college Academic Staff – 2 hour session Learning Outcomes: 1. Identify the 9 protected characteristics of the Equality Act 201 2. Understand legal and institutional framework for LGBT integration 3. Identify teaching resources which embed LGBT within designated curriculum area 4. Reflect on own practice of LGBT integration 5. Identify strategies to challenge discrimination (homophobia , biphobia and transphobia) 6. Reflect on own practice of challenging discrimination Resources needed: For this session you will need: Flip chart paper and pens Post it notes Sets of cards from the quiz (activity) ( one set for 4 participants) PowerPoint presentation Quote hand out Glossary Evaluation forms (enough for each participants) Setting up for the session: Room lay out Post it notes and flip chart paper in tables NB: This session targets teachers who are familiar with the acronym LGBT; if not familiar the trainer may want to use additional activities to familiarise participants with the acronym or hand out the glossary. Timing ( in minutes) Content 10 Introductions Trainer and Participants Activities Differentiation Assessment Methods Resources Introductions Ground rules and objectives of the session LO 1-6 Outline of objectives and ground rules Trainer asks whether participants would like to make any additions to agenda for the session or require clarification Trainer to clarify and ensure participants understand LGBT as an acronym and / or use glossary if needed. 10 Equality Act 2010 Quiz Identify the 9 protected characteristics of the Equality Act 2010 LO1 (Learning Outcome 1) Trainer hands out one set of cards for each table. Participants work in small groups of 3 or 4. Slide 5 shows the 2 headings under which the 16 cards have to be categorised. Is a characteristic under the Equality Act 2010 Is not a characteristic under the Equality Act 2010 Only 9 of the 16 cards are protected characteristics under the law. Whole class feedback (slides 6 and 7) Did all the participants get all the 9 protected characteristics? Were any others that they felt ought to be included in the Equality Act 2010? Print out of the slides Q&A from trainer Powerpoint slides 1 and 2 Differentiation strategies to be used depending on participants’ needs as they emerge from Early completers can be encouraged to either reflect on the 7 characteristics which are not protected characteristics or go and see whether their answers differ from other groups. needs. Quiz Self and peer assessment Protected characteristics quiz PowerPoint slides 3-5 10 Roles and responsibilities LO2 Quote hand out Trainer asks participants to discuss (small groups or pairs) the quotes on the slides *example of other curriculum areas can be used PowerPoint slide 6 quotes from peers 5 - 10 Why embed LGBT LO2 Whole group discussion on why tutors have to embed LGBT? Self and peer assessment Q&A from trainer + Additional things to consider + Ofsted recommendation PowerPoint slides 7-9 Use slides 7-9 to generate discussion 5 - 10 Examples of LGBT lessons LO3 Participants are presented with examples of lessons which are inclusive of LGBT lives and issues The examples are on the slides Trainer need to select examples relevant to participants respective curriculum areas ( ESOL, Languages, dance, etc depending on participants PowerPoint slide to 10 to 17 Are the participants familiar with these? 15 Reflection on own practice LO4 Pair or group discussion Draw a circle in the middle of the flip chart paper in which you write LGBT Using your board pen draw a speech bubble to write down examples of how you have included LGBT lives and or themes within your respective curriculum areas, consider how you do it at induction, when teaching, during tutorial. If you have not yet done so, consider how you might do it in the future. On your flip chart paper write down examples of how you have embedded LGBT within your sessions Whole group feedback sharing examples from their speech bubbles NB speech bubbles can be collected for further training sessions Speech bubbles allow people to work at their own pace Grouping to be decided by either grouping same curriculum area together or separately Observation Q&A from trainer Class activity mind mapping - Speech bubbles Flip chart paper and pen PowerPoint slide 18 - 19 5 Dealing with discrimination 15 Dealing with discrimination 10 Dealing with discrimination Examples of how to challenge discrimination LO Awareness raising and opportunities 10 10 Conclusion 5 Evaluation LO 1 to 6 Slide 20 enables participants to reflect on the huge amount of derogatory language which labels the LGBT community Delegates are asked to think about the 2 columns on slide 20 Slide 21 expands from language to get participants to think about the different forms of discriminatory behaviour experienced by the LGBT community Reflect on own practice slide 22 encourages people to feedback in small groups or pairs about how they challenge discriminatory behaviour in the classroom Can be recorded on flip chart paper Slide 20 & 21 Slide 22 Optional flip char paper Slide 23 Slide 23 is an example of objectifying the issue and give participants an example of how homophobia can be challenged in the classroom Slide 24 and 25 offer additional strategies from the linguistic point of view As practitioners we dealing with discrimination is an opportunity to develop our students ability to think critically Slide 26 Participants reflect and share with the group what they have gained from the session Refer back to objectives and complete evaluation form Slide 24 - 25 Slide 26 Reflection Self assessment Slide 27 Trainer hands out evaluation forms EVALUATION OF LESSON (To what extent were the learning outcomes achieved? What aspects of the session were successful? Was there anything that was unsatisfactory? Would you make any changes next time you teach it?