Baking Ingredients
Lehre:
Tools
Unsere Genderstreusel legen wir Euch besonders ans Herz – eine bunte Auswahl an abwechslungsreichen Tools. Das perfekte Topping für eine vielseitige und wirkungsvolle Lehre!
Das Ausprobieren neuer Tools im Lehralltag kann für Studierende und Lehrende gleichermaßen inspirierend und bereichernd sein. Dabei ist es wichtig zu bedenken, dass Methoden keine Rezepte sind, die standardisiert umgesetzt werden können und stets zum gleichen Ergebnis führen. Deshalb braucht es eine gute Vorbereitung, im Zuge derer eigene Ideen oder Beispiele mitgedacht und Handlungsalternativen geschaffen werden. Besonders bei Methoden, die Studierende gezielt für Genderaspekte sensibilisieren und dazu anregen, sich mit Geschlechterrollen auseinanderzusetzen, ist es zudem von Bedeutung, dass Lehrende eine entsprechende Genderkompetenz mitbringen. Da es im pädagogischen Handeln zu einer erneuten Geschlechterstereotypisierung kommen kann, ist es essentiell, die eigene Praxis immer wieder dahingehend zu hinterfragen, inwiefern sie Ungleichheiten produziert oder reproduziert.
Tool 01
Dream trip
Thought Experiment on Gender Roles Short Description An instructor reads a text aloud to a group of students, which creates mental images […]
Thought Experiment on Gender Roles
Short Description
An instructor reads a text aloud to a group of students, which creates mental images and associations. Afterwards, the individually imagined images are compared and analyzed with regard to their meaning and implications.
Procedure
- The instructor asks the students, in a relaxed setting, to close their eyes and engage with the thought experiment. The background and purpose of the guided visualization are not revealed at first.
- A text is read aloud while the students listen attentively. They may rest their heads on the table, and everyone remains quiet.
- At the end, the students may open their eyes again, and the instructor asks questions about what they saw during the visualization. The group then exchanges ideas and discusses how similarities or differences in their individual imaginations may have emerged.
- If appropriate, the instructor may then provide additional information or further context.
Example
Guided Visualization:
Close your eyes, take a deep breath, and imagine that you are arriving far too late at the airport. You are just about to miss your flight. So you run through the airport, rush through security control, arrive at the gate just in time, and are still able to board the plane. The doors close behind you. Just after you have taken your seat, the pilot comes out of the cockpit to greet everyone. After landing, the first thing you do is go to a restaurant. You eat the best meal of your life and enjoy every moment of it. Because in guided visualizations, food has no calories. Sitting next to you at a table is a couple celebrating their anniversary. The next morning, you attend the largest technology conference in the world. The powerful CEO of a globally famous startup walks onto the stage to speak. Take in the room carefully. Now open your eyes.
Analysis Questions:
- What gender did the different people in your imagination have?
- What skin color did the people in your imagination have?
- Was the couple heterosexual, homosexual, or queer?
- How can we explain possible similarities in our imaginations?
- What power does language hold in this context?
Didactic Functions
The guided visualization as a thought experiment serves as an eye-opener for internalized stereotypes, gender roles, and heteronormativity. This method can, for example, be used to introduce a session on gender- and diversity-sensitive language. Alternatively, the guided visualization can also stand alone as an impulse for students’ self-reflection.
Source:
Tool 02
Lerncards
Relay with gender terms Short DescriptionLearning cards are used to actively reinforce students’ subject knowledge. Students create their own question-and-answer cards on […]
Relay with gender terms
Short Description
Learning cards are used to actively reinforce students’ subject knowledge. Students create their own question-and-answer cards on seminar content and quiz each other. The exercise can be done individually, in pairs, or in teams.
Procedure
- The instructor distributes index cards and instructs students to create review questions based on the seminar content.
- Students write questions on the front and answers on the back of each card, using any seminar materials.
- Team version: Cards are collected, teams answer questions read aloud by the instructor, scoring points. If a question cannot be answered, the next team tries. The team with the most points wins.
- Tandem version: Students pair up, quiz each other using their cards, then switch partners on the instructor’s signal.
- Individual version: Cards are collected, redistributed, and students review them independently to test their knowledge.
- Cards are kept by the instructor for repeated use or updates throughout the semester.
Didactic Functions
- Reinforces learning in a playful way.
- Improves communication and expression skills.
- Helps students discover their own learning styles and develop systematic study strategies.
- Enables instructors to identify knowledge gaps and plan follow-up exercises or new learning inputs.
- Particularly useful for lower semesters needing extra guidance.
Tool 03
Gender- and Diversity-Sensitive Image Analysis
Evaluation of images in teaching materials Short DescriptionTeaching images are analyzed for gender and diversity sensitivity using guided questions. This can be […]
Evaluation of images in teaching materials
Short Description
Teaching images are analyzed for gender and diversity sensitivity using guided questions. This can be done by instructors as a self-evaluation or by students, who then share their results with the instructor.
Procedure
- Review teaching materials and collect all images depicting people.
- Examine each image in detail and analyze it using guiding questions. Take notes on observations.
- Reflect on the relationship between diversity characteristics and their depiction. What stands out?
- Discuss how the images might reinforce existing stereotypes.
- Collect ideas for how teaching materials could be adapted to be more gender- and diversity-sensitive.
- If students conduct the analysis, they present their results to the instructor in a constructive feedback session.
Example Questions
Gender Sensitivity
- How balanced is the representation of different genders?
- Which gendered traits or characteristics are implied?
- How much space do female- or male-coded persons occupy? How do they behave?
- What professions are depicted?
- Are there recognizable patterns reinforcing gender stereotypes or roles?
Diversity
- Are people of diverse ethnic backgrounds or skin colors represented?
- Does the material show a range of body types and ages?
- Are people with disabilities visible, and in what context?
- How is religion represented? Are different faiths depicted?
- How can visual patterns be broken to show reality more inclusively?
Didactic Functions
- Highlights patterns in the representation of different groups, supporting gender- and diversity-sensitive teaching.
- Encourages students and instructors to reflect on their own stereotypes.
- Provides a foundation for revising teaching materials beyond content and language.
Sources:
https://www.genderleicht.de/https://www.wu.ac.at/fileadmin/wu/h/structure/about/publications/aktuelle_Brosch%C3%BCren/fair_und_inklusiv.pdf
Tool 04
Positioning Barometer
Students Position Themselves in Relation to Statements Short Description In this exercise, students position themselves in response to given statements that reproduce […]
Students Position Themselves in Relation to Statements
Short Description
In this exercise, students position themselves in response to given statements that reproduce gender-specific differences. The statements may relate to a particular industry, academic discipline, the university context, or the labor market in general. The positioning serves as the starting point for a group discussion about gender stereotypes and how to overcome them in the context of one’s own academic and career choices.
Procedure
- The instructor prepares a set of statements and projects them visibly at the front of the room. The statements include both ideas that reflect common gender stereotypes and others that may seem surprising or contradictory at first glance.
- Participants are given a short moment to think and then position themselves in the room according to the degree of their agreement, for example, left for low agreement and right for high agreement.
- Afterwards, the students take time to look around the room and observe the overall picture that has emerged. They may take notes for the later discussion.
- This process can be repeated as many times as desired with new statements. To encourage greater participation, students can also be asked to come up with their own statements in advance.
- Finally, everyone returns to their seats and reflects on the exercise together using discussion questions.
Example
Statements:
- Men are more skilled at manual work than women.
- Women are better suited for leadership positions than men.
- Men are more successful in their careers and achieve more.
- Mothers are more important for raising children than fathers.
- Men are especially interested in social professions.
- Women have a difficult time in male-dominated professional fields.
Discussion Questions:
- To what extent do the statements apply to yourselves?
- Why do we have different expectations of men and women, for example regarding interests and behaviors?
- Do stereotypes influence our career paths and what we believe ourselves capable of?
- What can we do to break through these stereotypes?
Didactic Functions
The positioning exercise is a tool that can be used as a dynamic warm-up at the beginning of a workshop or seminar. Students are not only physically moving, but also begin to critically question their own beliefs and assumptions. Those statements that contradict common gender stereotypes intensify this process and, through the resulting irritation, often spark particularly engaging group discussions. As a result, both students and instructors can gain insight into the beliefs that are widespread within the group and take them into account moving forward.
Source:
https://spi-praxisbo.de/wp-content/uploads/2024/01/Veroeffentlichung_Genderkompetenz.pdf
Tool 05
The Gender Wheel
The Gender Wheel: Self-positioning typical male / typical female Short DescriptionThe Gender Wheel is an exercise in which students position themselves regarding […]
The Gender Wheel: Self-positioning typical male / typical female
Short Description
The Gender Wheel is an exercise in which students position themselves regarding social gender traits by indicating which traditionally male or female attributes apply to them. The exercise promotes self-reflection and engagement with gender in the context of study or career choices.
Procedure
- A binary gender wheel, visually similar to a spinning wheel, is printed and distributed to all participants. It contains attributes traditionally associated with male or female.
- Participants mark which attributes apply to them personally.
- Slightly applicable: mark inside
- Strongly applicable: mark outside
- Marks are connected to visualize an individual pattern.
- Only then are participants made aware of the stereotypical assignment of the attributes.
- Results can be discussed voluntarily in class.
- Individual gender wheels can be taken home or used for further analysis.
Example
- Digital template: Canva Gender Wheel
Didactic Functions
- Supports self-reflection on gender stereotypes.
- Shows that people can possess any attribute regardless of gender.
- Useful for discussions about gender roles in study, work, and society.
Source
https://www.uebergangschuleberuf.de/wp-content/uploads/2022/01/13070_AWOHRGendersensibel.pdf
Tool 06
XXX
Evaluation von Abbildungen in den Lehrmaterialien Kurzbeschreibung Das in der Lehre verwendete Bildmaterial wird fragegeleitet auf seine Gender- und Diversitätssensibilität hin analysiert. […]
Evaluation von Abbildungen in den Lehrmaterialien
Kurzbeschreibung
Das in der Lehre verwendete Bildmaterial wird fragegeleitet auf seine Gender- und Diversitätssensibilität hin analysiert. Die Methode kann von Lehrenden im Zuge einer Selbstevaluation selbst durchgeführt oder durch die Studierenden gestützt werden, die ihre Ergebnisse anschließend mit der Lehrperson teilen.
Vorgehen
- Zunächst wird das Lehrmaterial gesichtet und personenbezogene Abbildungen gesammelt.
- Dann werden die Bilder nacheinander eingehend betrachtet und anhand der untenstehenden Fragen analysiert. Dabei ist es sinnvoll, sich Notizen zu machen und alle Beobachtungen festzuhalten.
- Im Anschluss reflektieren die Beteiligten den Zusammenhang von Diversitätsmerkmalen und ihrer Abbildung. Was fällt auf?
- Außerdem kann diskutiert werden, wie das Bildmaterial bereits existente Stereotype potentiell verstärkt.
- Zuletzt sammeln die Beteiligten Ideen, inwiefern das Lehrmaterial angepasst werden müsste, um die Lehre gender- und diversitätssensibler zu gestalten.
- Haben Studierende die Bildanalyse durchgeführt, vermitteln sie der Lehrperson ihre Ergebnisse abschließend in einer konstruktiven Feedbackrunde.
Beispiel
Fragen zur Gendersensibilität:
- Wie ausgewogen werden unterschiedliche Geschlechter dargestellt?
- Welche geschlechtsspezifischen Eigenschaften oder Charakterzüge werden durch die Darstellung impliziert?
- Wie viel Raum nehmen die weiblich und männlich gelesenen Personen jeweils ein? Wie verhalten sie sich?
- Welche Berufe üben die abgebildeten Personen aus?
- Lassen sich bestimmte Muster erkennen? Werden Geschlechterklischees und Rollenbilder reproduziert?
Fragen zur Diversität:
- Werden Menschen mit diversen ethnischen Hintergründen und Hautfarben abgebildet?
- Repräsentiert das Lehrmaterial eine Bandbreite an Körperformen und Altersstufen?
- Sind Menschen mit Behinderungen zu sehen? In welchem Kontext tauchen sie auf?
- Welche Rolle spielt Religion und wie werden Angehörige unterschiedlicher Glaubensrichtungen visualisiert?
- Welche Möglichkeiten gibt es, bestimmte Darstellungsmuster aufzubrechen, um die Realität in ihrer Vielfalt ausgewogener abzubilden?
Didaktische Funktionen
Die Bildanalyse unterstützt alle Beteiligten dabei, eine gendersensible und diverse Lehre zu gestalten, indem sie ihnen bestimmte Muster in der Darstellung unterschiedlicher Personengruppen aufzeigt. Darüber hinaus werden sowohl Studierende als auch Lehrende dazu angeregt, eigene Stereotype zu reflektieren und zu hinterfragen. Aus diesem Grund bildet das Tool die Grundlage für eine umfassende Überarbeitung von Lehrmaterialen über die inhaltliche und sprachliche Ebene hinaus.
Tool 07
Think-Pair-Share
Discussion of a question in three phases Short DescriptionStudents are activated and encouraged to reflect individually on the learning content through a […]
Discussion of a question in three phases
Short Description
Students are activated and encouraged to reflect individually on the learning content through a three-phase discussion: first alone, then in pairs or small groups, and finally in a plenary discussion.
Procedure
- The instructor poses a question or task.
- Think phase: Students reflect individually for 30 seconds to 3 minutes and take notes in silence.
- Pair/Share phase: Students discuss their thoughts in pairs or small groups for 1 to 3 minutes. Grouping can be random or based on seating arrangements.
- Share phase: Selected groups present their results in the plenary, and others can add or complement answers.
Didactic Functions
- Activates all students and encourages engagement with content, making it especially suitable for large classes.
- Supports students who are hesitant to speak in plenary by providing structured opportunities for exchange.
- Provides additional time for reflection, promoting inclusive learning.
- Encourages diverse participation and generates a variety of perspectives, benefiting both students and instructors.
Tool 08
Gender-Alphabet
Relay with gender terms Short DescriptionLearning cards are used to actively reinforce students’ subject knowledge. Students create their own question-and-answer cards on […]
Relay with gender terms
Short Description
Learning cards are used to actively reinforce students’ subject knowledge. Students create their own question-and-answer cards on seminar content and quiz each other. The exercise can be done individually, in pairs, or in teams.
Procedure
- The instructor distributes index cards and instructs students to create review questions based on the seminar content.
- Students write questions on the front and answers on the back of each card, using any seminar materials.
- Team version: Cards are collected, teams answer questions read aloud by the instructor, scoring points. If a question cannot be answered, the next team tries. The team with the most points wins.
- Tandem version: Students pair up, quiz each other using their cards, then switch partners on the instructor’s signal.
- Individual version: Cards are collected, redistributed, and students review them independently to test their knowledge.
- Cards are kept by the instructor for repeated use or updates throughout the semester.
Didactic Functions
- Reinforces learning in a playful way.
- Improves communication and expression skills.
- Helps students discover their own learning styles and develop systematic study strategies.
- Enables instructors to identify knowledge gaps and plan follow-up exercises or new learning inputs.
- Particularly useful for lower semesters needing extra guidance.
Source:
Tool 09
World Café
Debating in rotating small groups Short DescriptionThe World Café is a method in which different questions on a main topic are discussed […]
Debating in rotating small groups
Short Description
The World Café is a method in which different questions on a main topic are discussed in rotating small groups.
Procedure
- A main topic and several core questions are defined in advance, usually 3–6 depending on the group size.
- A moderator is assigned for each group to guide the discussion, motivate participants, clarify questions, and manage the exchange. Moderators can be volunteers from the group or experts.
- Participants may read texts or research the main topic beforehand.
- At the start, participants draw numbers determining the table sequence.
- At each numbered table, around 5 participants discuss one core question under moderation. Results are recorded on posters.
- After 20–30 minutes, participants rotate tables while moderators remain to brief the new group on interim results. This continues for up to 4 rounds.
- At the end, moderators present the results to the whole group for joint reflection.
Example
Main topic:
Gender aspects in study and university life
Core questions:
- Table 1: Where does gender based discrimination appear in everyday university life?
- Table 2: How can students from different disciplines be better sensitized to gender in teaching?
- Table 3: How do societal role expectations influence individual study choices?
Didactic Functions
The World Café raises awareness of gender specific issues from multiple perspectives. It encourages independent thinking, debate skills, and can generate concrete solutions.
Source:
https://library.fes.de/pdf-files/akademie/mup/15236.pdf
Tool 10
3-R Method
Representation Resources and Reality at HM Short DescriptionThe 3-R Method is a gender analysis tool that helps both students and instructors reflect […]
Representation Resources and Reality at HM
Short Description
The 3-R Method is a gender analysis tool that helps both students and instructors reflect on prevailing role patterns and gender specific behaviors in the higher education context. The process examines gender representation and the distribution of resources quantitatively and then explores reality qualitatively.
Example
Representation:
- What is the proportion of men women and nonbinary persons?
- How often are persons of different genders cited or depicted?
- How often are leadership or decision making positions occupied by men women or nonbinary persons?
- How often are issues described in a gender inclusive manner?
Resources:
- How are available resources distributed among men women and nonbinary persons?
- How much space or time is given to persons of different genders?
- To what extent are gender specific areas of interest supported?
Reality:
- Why do gender related inequalities exist in representation and resource distribution?
- Why are women and nonbinary persons less frequently cited or depicted?
- Why does gender influence the professional path a person takes?
- Why are persons of different genders unequally represented in committees?
Didactic Functions
This method raises awareness of gender specific differences in the higher education context. It can be applied to various situations and contexts – from individual courses to entire departments or the whole university. Inequalities are highlighted and the understanding of connections in gender and teaching is strengthened.
Source:
(To be added in the future)
