Reducing inequalities one step at a time

What is this project about?

This project focused on exploring SDG 10: Reducing Inequalities, with a specific emphasis on inclusion and diversity in schools and communities. The students, guided by their teacher, used design thinking principles to identify and address issues of inclusion in their local environment.

Age group: 13-15, 16-18
Project Duration: 4 weeks
Language: Intermediate

This project contributes to the following global goals

Learning Outcomes

Develop critical thinking skills. Students engaged in deep discussions and analyzed real-life situations of inclusion and diversity in their school and community, encouraging critical thinking and empathy for others' perspectives.
Advocate for change through civic engagement. Students took their ideas beyond the classroom, actively engaging with local authorities and community stakeholders to advocate for policy changes and raise awareness about the importance of inclusion.

Evaluate

Skills to develop

Intercultural Communication

Critical Thinking & Problem-Solving

Global Awareness

Digital Literacy

Collaboration & Teamwork

Adaptability & Leadership

Critical Thinking & Problem-Solving

Collaboration

Emotional Intelligence

Innovation

Project Timeline

Week 1

Presentation

Phase:Presentation & Dissemination

Step 1: Empathize

Share a true story, for example, Gisel shared a letter written by a 9-year-old girl about her sister with Down syndrome and autism.
The students read the letter and analyzed it in groups to evaluate how to act in response to the problem.
Adults with different conditions were invited to speak with the students to learn more about the problem.

Step 2: Define

Students researched inclusion in their school and town.
They worked in groups to ask questions, take pictures, and gather information.
Findings were presented to the class.

Step 3: Ideate

After presentations, students brainstormed ideas to take action in their school.
Three main ideas were developed:
Music for a Cause: Changing lyrics of a song to promote inclusion.
Pictograms at school: Using visual aids to improve communication.
Changing desks and chairs: Modifying furniture to be more inclusive.

Step 4: Prototype y test

By proposing more than one solution to the problem, they developed more than one prototype, such as:
The students wrote a special song together.
They collected 230 tennis balls, which would be used to adapt desks and chairs.
They met with local government officials to plan pictograms that will facilitate visual learning for children with disabilities.

Step 5: Presentation

The project was shared with the school and community.
A special opening was held to showcase their work and raise awareness.
The project reached autism institutions, local news channels, health institutions, and the local government.
Students presented their ideas to other schools for replication.

More information about the project: Here

Week 1

Presentation

Phase:Presentation & Dissemination

Step 1: Empathize

Share a true story, for example, Gisel shared a letter written by a 9-year-old girl about her sister with Down syndrome and autism.
The students read the letter and analyzed it in groups to evaluate how to act in response to the problem.
Adults with different conditions were invited to speak with the students to learn more about the problem.

Step 2: Define

Students researched inclusion in their school and town.
They worked in groups to ask questions, take pictures, and gather information.
Findings were presented to the class.

Step 3: Ideate

After presentations, students brainstormed ideas to take action in their school.
Three main ideas were developed:
Music for a Cause: Changing lyrics of a song to promote inclusion.
Pictograms at school: Using visual aids to improve communication.
Changing desks and chairs: Modifying furniture to be more inclusive.

Step 4: Prototype y test

By proposing more than one solution to the problem, they developed more than one prototype, such as:
The students wrote a special song together.
They collected 230 tennis balls, which would be used to adapt desks and chairs.
They met with local government officials to plan pictograms that will facilitate visual learning for children with disabilities.

Step 5: Presentation

The project was shared with the school and community.
A special opening was held to showcase their work and raise awareness.
The project reached autism institutions, local news channels, health institutions, and the local government.
Students presented their ideas to other schools for replication.

More information about the project: Here

What participants say

5.0

1 Review

Class2Class.org

Denmark

🎉 Congratulations on all the great work you've done on this project! Your effort and dedication really shine through. 👏