Reducing inequalities one step at a time

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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.

Nhóm tuổi: 13-15,16-18
Thời lượng dự án: 4 tuần

Dự án này góp phần vào các mục tiêu toàn cầu sau

Kết quả học tập

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.

Đánh giá

Kỹ năng cần phát triển

Giao tiếp liên văn hóa

Tư duy phản biện và giải quyết vấn đề

Nhận thức toàn cầu

Năng lực số

Hợp tác và làm việc nhóm

Khả năng thích ứng và lãnh đạo

Trí tuệ cảm xúc

Sáng tạo và đổi mới

Hoạt động của dự án

Project activity

Coexistence Policy Policies for the C2C Teaching Community

Tiến trình dự án

Tuần 1

Presentation

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

Tuần 1

Presentation

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

Người tham gia nói gì

5.0

1 đánh giá

Class2Class .org

Đan Mạch

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