In the PISH toolkit, we included tools to develop students’ intercultural awareness, attitude and skillst. These tools will not only raise awareness about stereotypes, but if used consistently will help students develop attitude and skills against stereotyping. 

For example, the silent game enables students who hitherto have not worked with each other to collaborate, using Lego bricks but without talking to each other. The game reveals the thinking and reasoning capacity of the players. So, if a student held prejudiced thoughts about another student from another culture, the game would help present the latter student as intelligent and knowledgeable. It also shows the student that one is able to overcome stereotypical thinking and actually collaborate with students from other cultures. 

In a nutshell, you as a teacher can guide students in your PBL group to get rid of stereotyping without putting them on the spot. 

So, let’s go back to the warm-up question. Now, based on what you have just learned about stereotyping, would you deal with the problem you faced differently?