Session 4: MI-GADpositions (Message Integration about GAD)

Duration of 3 hours
Session
Key  KSAs in the integration of GAD Key Messages, a
Understanding tool to be used that defines various dimensions of
s to be being an effective GAD advocate.
developed  Teachers become gender-sensitive and responsive
to the internal and external stakeholders in the
society.
 Students’ adherence to gender issues and concerns
gearing towards worthwhile GAD implementers.

Learning At the end of the session, the participants will be able to:
Objectives 1. identify underlying gender issue/s from the materials
read;
2. cite possible solutions regarding gender issue/s;
3. write a lesson plan integrating GAD Key Messages; and
4. recognize, promote and appreciate gender equity.

Resources Handouts on: Reading Materials, Sample Lesson Plan

Activity Sheets : Activity Sheet No. 1 “Behind The Texts”
Video Clip On: GAD Video Showing\Bandila- Where the
Philippines stands on gender equality.mp4

Introductory “The Inside Buzz”

Activity
1. Introduce the activity to the participants by:
 playing a video clip of “Bandila” news on gender
equality; and

 asking the following questions:

a. What was the video all about?
b. What gender issue/s can you identify from the
video?
c. How did the video affect your disposition on
gender equality/equity?
“Behind The Texts”

1. Form five (5) groups, then:

a. let each group think of their name and cheer;

b. as a recall, a charade on gender issues (stereotyping,

multiple burden, economic marginalization, political
Activity subordination and violence against women and
children) will be played by choosing one member as
the “guesser” and the rest of the group as “actors.”
 c. choose a leader, a secretary and a reporter in each
group;

d. distribute the envelopes in which the reading texts are

enclosed as basis of the groupings;

e. present the following mechanics for the giving of

points/dollars:
e.1 ask the participants about their dream vacation;
e.2 tell them they will be given a “travel package”
worth $250, if they can give answers to the
questions costing $10 each; and
e.3 each group should have accumulated $50 in each
activity so that they can qualify to the next one;

Note to the Facilitator: The denomination used is

dollars($) because the destination is presumed to
be very far since it is a dream vacation.

f. the literary text for each group will be:

f.1 “How The World Was Created (Panayan Version)”
for Group 1;
f.2 “How My Brother Leon Brought Home A Wife”
by Manuel Arguilla for Group 2;
f.3 “ Wedding Dance” by Amador Daguio
for Group 3;
f.4 “A Shawl For Anita” by Lolita M. Andrada
for Group 4; and
f.5 “On Saving” for Group 5;

g. upon reading the material they are assigned with,

the participants must be able to:

 identify the gender issue/s present in the reading

text; and cite possible solution/s addressing the
identified issue/s using the activity sheet below:

Activity Sheet No. 1: “Behind the Texts”

Literary Text Gender Issue/s Possible

Solution/s

h. after five minutes, group reporters will present their

group outputs; and

i. process the identified issues and their possible

solutions then give feedbacks.
 Ask the following questions:
Analysis 1. How did you find the activities?
2. What did you feel while doing them?
3. What are the insights have you gained from them?
“Underneath The Pics”
Abstraction
1. Flash sets of pictures relative to the stories read.
2. Let each group identify the picture/pictures that
reflects/reflect on the reading texts.
3. Ask the following question:
As a teacher/administrator, how will you promote
gender equality/equity in your own setting?
“Down the Lane”
Application
A. “Post it”
1. With the same groupings, assign a gender issue to each
group.
2. Encourage participants to cite scenarios about the issue
assigned to them and write these in the strips of
paper.
3. Choose a member within the group to serve as “human
post” who will stand wearing the issue on his/her
forehead.
4. Ask the participants to post their strips of paper on their
respective “human post.”
5. Let the group reporter read all the scenarios posted.
6. Process then give feedback.

Note to the Facilitator: The participants may cite

scenarios from the materials read or from other
sources.

B. K-A-P-E It! (Know, Assess, Plan and Evaluate)

1. Make a lesson plan integrating GAD Key Messages using
the 4As method and andragogical approach, utilizing
the previously given literary texts by group.

Note to the Facilitator: Distribute the Sample Lesson

Plans and encourage participants to have creative
modifications but still using the same format.
“The Upside Bound”
Evaluation
A. Critiquing of Lesson Plans
The group leader will present his/her group’s lesson
plan and be ready for constructive comments.
“The Heart Within”
Concluding
Activity 1. Provide pictures about the text assigned to each group.
2. Let a group representative retell the story using the
pictures with a twist, that is, the possible solutions cited
are already reflected therein, or make a movie clip out of
the given/searched pictures about the story with the
integration of GAD Key Messages.

Note to the Facilitator: A group having a laptop with

movie maker application will present a movie clip.

3. Give the “travel package” to the group/s having

accumulated $250 or more.