This is a presentation inteded for Learning Action Cell discussion.

1. INTEGRATING GENDER AND
DEVELOPMENT IN TEACHING
AND LEARNING
LAC SESSION, DECEMBER 2021
IBABANG TALIM INTEGRATED HIGH SCHOOL
ISAGANI P. NOCUS
SST-I
IBABANG TALIM INTEGRATED HIGH SCHOOL

2. TARGET
At the end of this session, it is expected that the following
questions were clearly addressed:
1. Why integrates gender and development in teaching and
learning processes?
2. Am I considering and/or practicing GAD integration in my
teaching practices?
3. How can I effectively promote gender equality in the classroom?

3. 3
ANG TANONG – ANG SAGOT

4. 4
Ano ang tawag sa
polisiya ng DepEd
patungkol sa
Gender and
Development?

5. GENDER-RESPONSIVE
BASIC EDUCATION POLICY

6. 6
Anong planeta sa solar
system ang ginagamit
bilang simbolo ng
transgendered
community?

7. MERCURY

8. 8
Sang-ayon sa 2016
National Baseline Study on
Violence Against Children,
anong kasarian ang may
mataas na bahagdan na
nakakaranas ng sexual
abuse?

9. BATANG LALAKI (BOYS)

10. 10
Sino ang diyosa sa
mitolohiya na kinikilala
ng lesbian community
bilang simbolo ng lakas
at pagkakaisa?

11. DEMETER

12. 12
Anong artikulo sa
Konstitusyon ng Pilipinas
ang nagsasaad ng
karapatan ng lahat ng uri
ng mamamayan sa de-
kalidad na edukasyon?

13. ARTIKULO XIV, SEKSYON 1

14. 14
Sang-ayon sa pag-aaral
ng mga scientist ilang
percent/bahagdan ang
may orientasyong
homosekswal sa buong
mundo?

15. 5%

16. 16
Para kanino/sino ang
sinasaklawan ng
polisiya ng DepEd ?

17. LAHAT NG KAWANI NG
DEPED AT MGA PRIBADO
AT PAMPUBLIKONG
PAARALAN

18. 18
Anong estado ng
Amerika ang may
pinakamalaking bilang
ng mga gay couples?

19. CALIFORNIA

20. 20
Sang-ayon sa isang
sarbey, ilan sa bawat
tatlong baklang lalaki
ang ayaw ng anal
sex?

21. ISA

22. 22
Sino ang gumawa
o lumikha ng Pride
Flag?

23. GILBERT BAKER

24. FACTS ABOUT WOMEN AROUND
THE WORLD
1. Every 90 seconds, a woman dies during pregnancy or
childbirth. Most of these deaths are preventable, but
due to gender-based discrimination many women are
not given the proper education or care they need.
2. As many as 1 in 4 women experience physical or
sexual violence during pregnancy. Take a stand and
collect cell phones to benefit domestic violence
programs.

25. FACTS ABOUT WOMEN AROUND
THE WORLD
3. Women make up 80% of all refugees and displaced
people. Instruments of genocide such as sexual
violence and rape are often directed at women and
girls.
4. Women are seldom included in formal peace
processes. Women are usually not represented among
decision-makers and military leaders, the usual
participants in these processes.

26. FACTS ABOUT WOMEN AROUND
THE WORLD
5. Women gained the right to vote in America in 1920.
6. More than 16.4 million women in the world have
HIV/AIDS.
7. 603 million women live in countries where domestic
violence is not yet considered a crime.
8. Over 60 million girls worldwide are child brides,
married before the age of 18.

27. ADDITIONAL FACTS
School attendance rates are lower for girls in
Pakistan throughout the basic education cycle.
In Bangladesh, boys are more excluded in both
levels of education.
UNICEF, Gender-responsive Education in the Context of COVID19, Framework and Progressive Standards for South
Asia

28. WHAT THE BIBLE SAYS?
Understanding human rights, gender equality and the Bible

29. Genesis 1:26-28 - “And God created
humankind in God’s own image; in
the Image of God, God created them;
male and female God created them.”
Humankind are both created in the
image of God, and both are given
responsibility to care for the earth.
This passage does not give greater
importance or status to either men or
women.

30. •Ephesians 5:21 – “Be subject
to one another out of reverence
for Christ.”
•Galatians 3:26–28 –“…for in Jesus Christ you are all
children of God through faith, … There is neither Jew
nor Greek, male nor female, slave nor free, for you are
all one in Christ Jesus.”

31. EQUALITY
Galatians 3:
“You foolish Galatians! … Did you
receive the Spirit by doing works of the
LAW or by believing what you heard?
Are you so foolish? Having started with
the Spirit, are you now ending with the
flesh?”
Paul is scolding the church in Galatia
for reducing religion to a set of rules,
which in the end bind people and take
away their freedom to worship in spirit.

32. NON- DISCRIMINATION
Deuteronomy 10:17-19 – “For the Lord your God … is not
partial and takes no bribe, who executes justice for the orphan
and widow, and who loves strangers, providing them food and
clothing. You shall also love the stranger, for you were strangers
in the land of Egypt.”
Matthew 15:21-28 -Jesus is involved in a debate with a non-
Jewish woman about whether Jesus’ ministry is for Jews only.
He at first refuses to help her, in a way discriminating against
her. But Jesus is convinced by her arguments, and does as she
asks. The fact that he has a theological debate with a woman, or
speaks in public with a woman at all (in a society where a man
was seen to degrade himself if he did that) shows that he was not
afraid to break social norms if they undermined someone’s
dignity.

33. JUSTICE
Numbers 27:1-11
The Daughters of Zelophehad advocated for
daughters to inherit in the absence of sons.
God’s response to Moses is: “The daughters
of Zelophehad are right….;you shall indeed…
pass the inheritance of their father to them.
You shall also say to the Israelites: If a man
dies and has no sons, then you shall pass his
inheritance onto his daughter.”
John 8:3-11
The woman caught in adultery. Jesus
deliberately challenges the justice of the
traditional way of meting out justice to
adulterous women.

34. PARTICIPATION AT ALL
LEVELS
Acts 18:18 and 26 - Priscilla was an
active leader in the early church.
John 6:10 – “Make the people sit
down. … about five thousand in
all”

35. John 20:17
Mary is the first evangelist sent to
spread the Good News of Jesus’
resurrection. “Jesus said to Mary:
Do not hold on to me, because I
have not yet ascended to the Father.
But go to my brothers and say to
them: ‘I am ascending to my Father
and your Father, to my God and
your God.”

36. AUTONOMY
Gen 1:28
“God blessed them
and said to them
[both]: … fill the earth
and subdue it…”

37. PHILIPPINE EDUCATION SYSTEM
The State shall promote the right of every individual to
relevant quality education, regardless of sex, age,
creed, socio-economic status, physical and mental
conditions, racial or ethnic origin, political or other
affiliation. The State shall therefore promote and
maintain equality of access to education as
well as the enjoyment of the benefits of education by all
its citizens.
BATAS PAMBANSA BLG. 232, Section 2

38. PHILIPPINE EDUCATION SYSTEM
The state shall promote the right of the nation's cultural
communities in the exercise of their right to develop
themselves within the context of their cultures,
customs, traditions, interest and belief, and
recognizes education as an instrument for their
maximum participation in national development and in
ensuring their involvement in achieving national unity.
BATAS PAMBANSA BLG. 232, Section 2

39. REPUBLIC ACT NO. 10533
SEC. 2. Declaration of Policy.
(a) Give every student an opportunity to receive quality
education that is globally competitive based on a pedagogically
sound curriculum that is at par with international standards;
(c) Make education learner-oriented and responsive to the
needs, cognitive and cultural capacity, the
circumstances and diversity of learners, schools and
communities through the appropriate languages of teaching and
learning, including mother tongue as a learning resource.

40. REPUBLIC ACT NO. 10533
The DepED shall adhere to the following standards and principles in
developing the enhanced basic education curriculum:
(a) The curriculum shall be learner-centered, inclusive and
developmentally appropriate;
(b) The curriculum shall be relevant, responsive and
research-based;
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches that are
constructivist, inquiry-based, reflective, collaborative
and integrative;

41. “THE CHILDREN I TEACH”
By
Sister Sylvester, O.S.B

42. THE BRIGHT CHILD
I admire for
his creative
intelligence and strength
of will. He is leader of
tomorrow.

43. THE SLOW CHILD
He earns my deepest
respect for
his patience and
perseverance.
He will be the
good citizen of the future.

44. THE HANDSOME CHILD
has much to give.
I can teach him to
use his strength
and beauty in
giving joy to
others.

45. THE PLAIN CHILD
I treasure for
his inner
loveliness
and his gracious
personality.

46. THE RICH CHILD
needs my help.
I must train him
to be generous
and to share
his good things
with others.

47. THE POOR CHILD
is not really poor.
He is rich in the
love of his family
and friends.
These treasures
could satisfy him completely

48. THE HAPPY CHILD
makes me happy.
Just to look at
him brings a smile
to my lips. I
can teach him
to value this
great gift of
joy so he
will never lose it.

49. THE SAD CHILD
needs me desperately
I must give him all
the comfort and
security
I have to give.

50. THE BOLD CHILD
I like for his
vigorous ways.
He needs
toning down but
not the extinction
of his personality.

51. THE SHY CHILD
is only waiting for
my warm affection
to wipe away the
film that hides
his true and
lovely personality.

52. THE GOOD CHILD
is a constant
source of joy to
me. I must help
him become even
better.

53. THE BAD CHILD
is not really
bad – only
neglected and
misguided.
I must give him the attention to
get back on the right track.

55. DO_S2017_032
• Support policies on curriculum, instruction and assessment that
are consistent with the principles of gender-responsive education.
• Ensure minimum standards on gender sensitivity that will be
integrated in the subjects or learning areas, trainings, curricular,
co-curricula, extra-curricular programs for learners and trainees.
• Design gender-responsive models of instruction for basic
education appropriate for all types of learners.

56. DO_S2017_032
• Ensure a gender-responsive physical and social learning
environment that promotes respect for all people and has zero-
tolerance for all forms of discrimination, violence and abuse.
• Provide GAD learning resources.
• Ensure that formative and summative assessments at the school
level and any competitions at any level are gender-sensitive and
culture-sensitive for all learners, teachers and other concerned
personnel.

57. OUR PRACTICES

58. OUR
PRACTICES
FIRST AID
TRAINING

59. OUR PRACTICES
MATH CLASS

60. FILIPINO

61. ARALING PANLIPUNAN

62. SCIENCE

63. MATHEMATICS

64. ENGLISH

65. TLE

66. ESP

67. MAPEH

68. SHARING
• Materials were uploaded
via Google Drive
• GAD Coordinator and
Academic Coordinator
review the contents
• Department Heads ask for
validation of the materials
• School Head has access to
this drive

69. HOW TO
INTEGRATE?

70. MUSIC TIME 

71. GENDER-RESPONSIVE EDUCATION
IN THE CONTEXT OF COVID19
Review teacher education curriculum and learning materials for
gender bias and stereotypes and establish a process for materials and
curriculum reform, along with prioritization of content to be delivered
when schools reopen.
Use communication platforms popular with teachers to promote and
reiterate local laws relating to child rights and child protection
reporting and referral systems
Support teachers with gender-responsive language, communication
and resource selections strategies to support girls and boys.

72. GENDER-RESPONSIVE EDUCATION
IN THE CONTEXT OF COVID19
Support teachers’ recognition of trauma from gender-based violence,
ensure hotlines for information and counselling services are known
by all teachers and support staff.
Support teachers’ understanding and facilitation of cyber safety
messages, sensitizing girls about the risks of online abuse and
exploitation.
Ensure associations of female teachers are represented in the crisis
response, particularly in the design, delivery and monitoring of distance
learning programs.

73. TIPS TO PROMOTE GENDER
EQUALITY
1. Use gender-neutral language when referring to children, e.g., instead of saying,
‘Choose a boy to go with you’; say, ‘Choose a friend to go with you’. Similarly, avoid
organizing children according to gender, e.g., ‘Boys, line up here and girls here.’ This
only reinforces gender segregation.
2. Avoid stereotyping children, e.g., boys are noisy and loud, girls are calm and
sweet; boys show less emotion and girls cry more readily. Note that these often-
subconscious assumptions will affect your behavior and expectations towards the
children.

74. TIPS TO PROMOTE GENDER
EQUALITY
3. Self-regulate your own interaction with the children. We tend to comfort girls more
and send boys on their way earlier. Encourage all children to share feelings and
emotions equally
4. Jumble together all the dress-ups, toys, games, blocks, etc. so all genders have
an equal opportunity to use the equipment rather than the girls traditionally drifting
towards the dress-ups and the boys towards the blocks
5. Provide a wide range of diverse stories about the genders in non-stereotyped
roles. If such books are limited, change ‘he’ to ‘she’ in some books so the girls have a

75. TIPS TO PROMOTE GENDER
EQUALITY
6. When reading books where typically the tiger or bear is a
‘him’ and the butterfly or bird is a ‘she’, change the gender
around. Alternatively, use the gender-neutral term, ‘shim’ or
‘hen’.
7. Try not to assign classroom tasks that traditionally relate
to a specific gender, e.g., boys moving desks or taking out the
bins, while girls are asked to tidy up the dress-up corner.

76. TIPS TO PROMOTE GENDER
EQUALITY
8. Some children will come to school with preconceived ideas about gender. If a child does
say, for example, ‘Marnie can’t play because it's a boy’s game.’ Use that as a ‘teachable
moment’ and unpack how the comment made Marnie feel, and why you don’t have any
gender-specific tasks in the classroom.
9. Ask children to draw their idea of a fire-fighter, police officer and nurse. Then invite a
female fire-fighter and police officer, and a male nurse into the classroom. Invite them to talk
about their jobs and unpack the children’s drawings and expectations about the visitors.
Always use non-gender specific terms when referring to occupations, e.g., chairperson, flight
attendant.

77. TIPS TO PROMOTE GENDER
EQUALITY
10. Encourage the school staff to devise a gender-equality policy that promotes gender-neutral
language and encourages non-traditional gender roles and activities.
11. Hold a parent night to unpack your classroom/school’s policy on gender equality and the use
of gender-neutral language. Many parents will find this challenging, so it is best to explain the
reason behind the decision, i.e., all genders have the right to equal opportunities.
12. Be inclusive of a child who identifies as another gender to the one they were assigned at
birth. Refer to the child in the gender they prefer. Your modelling of how this child is included and
referred to will be paramount to the attitudes of the other children and their families

78. 6 WAYS
YOU CAN
PROMOTE
GENDER
EQUALITY

79. 1. BE REFLECTIVE AND BE OBJECTIVE
• First, pay attention to the trends and do your best to offer more
gender-neutral responses to students.
• You may feel like you already do a good job of this, but it can
be difficult to judge your own teaching objectively. It may help
to record a video of your classroom in order to take a closer look
at your own teaching methods and interactions with students.

80. 2. GET FEEDBACK FROM COLLEAGUES AND
STUDENTS
•Consider getting feedback from colleagues on any
differences they may notice that you don’t. Further,
consider getting similar feedback from the students
themselves using an anonymous comment box.

81. 3. USE GENDER-NEUTRAL LANGUAGE WHEN
APPROPRIATE
• You can also alter the language within your lessons to help expand students’
perspectives beyond gender stereotypes.
• For example, in assignments you can challenge students’ expectations by
including a female construction worker or soldier, a male secretary or nurse, and
other professions typically associated with a particular gender.
• Also, when referring to the group, avoid using gendered terms like ‘guys,’
which may make female students feel excluded. Instead, reach for gender-
neutral pronouns like ‘everyone.’
• Similarly, you shouldn’t refer to stereotypical characteristics like ‘boys don’t
cry’ or ‘girls don’t fight.’ This language lays a foundation that may limit
students’ understanding of gender roles.

82. 4. EXPLAIN THE CONTEXT
• If you hear students using phrases like ‘you play like a girl’ or ‘man
up,’ it’s important to point out the social implications of these
statements rather than simply admonishing the use of that kind of
phrasing.
• The struggle for and history of gender equity parallels similar
struggles and histories for race and religious equity. Understanding
how individuals and groups become marginalized through the most
basic of cultural tools like language can, depending on the grade
level of your students, is more important than having ‘clear rules’
to simply ‘protect students’ from bias

83. 5. SEAT AND GROUP STUDENTS
INTENTIONALLY
• It’s common for boys and girls to segregate when choosing
friends and seating arrangements. Teachers sometimes
encourage this by asking girls and boys to form separate lines
in the hallway or even organizing separate sports activities for
each group
• By creating a dynamic seating chart, you can break up boys- or
girls-only cliques and encourage both groups to engage with
each other.

84. 6. USE PROJECT-BASED LEARNING
• You can also be intentional about integrating a mix of boys and girls
within small group projects.
• The work can be purely academic, with the lessons on gender equity
indirect and implicit. By working together, girls and boys can—if
supported well—better understand the nuance of individual behaviors
rather than stereotyping ‘girls’ and ‘boys.’
• Projects can also be created to explore concepts in and around gender
and cultural equity, or to do work in select spaces and communities to
nurture the growth of healthy human interdependence.

85. WHY?
•Do we have to integrate?
•Craft lessons integrating gender and
development?
•Designs materials and physical facilities
conformed to gender-responsiveness?

86. MONITORING

87. MONITORING
A copy SDO Lucena GAD Monitoring Tool
as of 2020-2021

88. BY INVESTING IN
GENDER-
RESPONSIVE
TEACHERS, WE
INVEST
IN LEARNERS
-UNICEF

90. QUESTIONS?

91.  Modern Trends in Education: 50 Different Approaches in Teaching, https://
www.teachthought.com
 https://www.dosomething.org/us/facts/11-facts-about-women-around-world
 150 Teacheing Methods, https://teaching.uncc.edu
 https://www.teachthought.com/education/promote-gender-equality/
 https://e2epublishing.info/blog/2016/9/11/tips-to-promote-gender-equality-in-
your-classroom
 Gender-responsive Education in the Context of COVID19, Framework and
Progressive Standards for South Asia, UNICEF Regional Office for South Asia
December 2020
 DIVISION-LOCALIZED-GAD-MONITORING-TOOL-Research-Output
 DO_s2017_032: Gender-Responsive Basic Education Policy
 Understanding human rights, gender equality and the Bible,
https://www.kirkensnodhjelp.no/contentassets/c2cd7731ab1b4727897258c5d49246c8/
nca-createdingodsimage-tool05-jun2015-open2.pdf
 BATAS PAMBANSA BLG. 232: AN ACT PROVIDING FOR THE ESTABLISHMENT AND
MAINTENANCE OF AN INTEGRATED SYSTEM OF EDUCATION
 REPUBLIC ACT NO. 10533: AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION
SYSTEM BY STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF
YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR
OTHER PURPOSES
 google.com photos/pictures
 https://www.youtube.com/watch?v=rjkrdy2A_HI