We usually think of gender as a set of traits (as in femininity and masculinity), a role (as in scripts for behavior), or a social variable (as in salary differences). The doing of gender discuss in this article is different than all of these. Doing gender shifts our attention away from the inner person and to the interaction, where we can see gender as an achievement.
I will use this in my introductory module preceding a observation activity of watching a conversation between men and women in a social setting. The final culminating activity will be an blog reflection.
Many women who for cultural reasons may feel shy or restrained in the classroom
are able to flourish in an environment of greater anonymity that lacks
face-to-face interaction
Students share perspectives Online forums, provide public areas to post information. Each student can view another student's answers and learn through the exposure to different perspectives. This benefits students because they can combine new opinions with their own, and develop a solid foundation for
learning. Research supports that "as learners become aware of the variations in interpretation and construction of meaning among a range of people [they] construct an individual meaning, " (Alexander, 1997).
Students experience a sense of equality-Another benefit to using web-based communication tools is to give all students a reinforced sense of equality. Each individual has the same opportunity to "speak up" by posting messages without typical distractions such as seating arrangements, volume of student voices, and gender biases. Shy and anxious students feel more comfortable expressing ideas and backing up facts when posting online instead of speaking in a lecture room. Studies prove that online discussions provoke more confrontational and direct communication between students.
Personal epistemological beliefs, one's beliefs about the nature and acquisition of knowledge, and their role in the learning process have become a focus of a growing body research in recent years. Studies show that a person's epistemological beliefs play an important role in their intellectual development as well as in learning specific subjects (Hofer, 2008)
Research in personal epistemology looks into ways of knowing, focusing on the nature of knowledge (certainty, structure and source of knowledge) and beliefs about learning (speed and ability to learn). The exploration of different learning or cognitive styles and in particular the relationship between gender and epistemological beliefs in tertiary education contexts is an area of much current research focus.
Their subjects described five ways of knowing - received knowledge, subjective knowledge, constructed knowledge, procedural knowledge, all similar to those of Perry, and silence. From their data Belenky et al. distilled these five epistemological positions down to focus on two: preprocedural and procedural knowing, which corresponded to 'relativism' in Perry's scheme. In 1986 this work culminated in the publication of "Women's ways of knowing: The development of self, voice and mind".
Importantly, they saw that CK and SK scores were not related to performance and thus concluded that 'ways of knowing' were more reflective of a learning style or approach rather than a reflection of ability or intellectual capacity (Gallotti et al., 1999)
Baxter Magolda (1992) describes ways of knowing as being "related to, but not dictated by gender" (p.8)
Students' separate knowing and connected knowing scores, however, did predict preferences for different kinds of teaching.
Separate knowing scores were always higher in males whereas females had always higher connected knowing scores. The connected and separate knowing scores of males were not significantly different, whereas females typically showed significantly higher connected scores.
, learning occurs in different ways for different people in different situations, and may be affected by the learning styles of others who are present. According to Gallotti et al. (1999), students tend to prefer teachers whose style reflects their own. Schommer-Aikens and Easter (2006) find it likely that teachers' personal epistemological paradigms would impact on their decisions about forms of instruction, curriculum and evaluation. Should this be the case, an awareness on the part of the teacher and the learners of the predominant or favoured ways of knowing within a learning context might be seen as a useful tool in designing classroom activities which take into account student diversity.
ok. so this is a perfect opportunity to do some research. You have your thoughts, assumptions, ideas maybe about why, but can you find research to support our findings? If you have a question, answer it!!
Since Latin is offered alongside other languages such as German, Spanish, and French, I assume that students who choose to take Latin are doing it for a reason, and are interested in a challenge.
I think I will learn a lot about the students’ thought processes and understand which concepts they are grasping (or not).
“I think that we take for granted the huge amount of information that we pass on to our students in a F2F classroom just by our presence and interaction with them (bathroom passes, appropriate conduct with each other, respect for the work and management of time) the aspects of education that never finds its way into our lesson plans. In many ways in learning to teach online we are having to learn how to teach again, to focus on the minutiae that is generally accepted we do, to take nothing for granted, assume nothing and to take the entire content of our and every moment of that course (every moment of 8+ weeks) and place it in text form in a virtual environmen
It isn’t easy to write a good discussion question, but it is essential for a productive discussion.
I understand how and why I did it, and I could do it again.
One cool thing about this course is the ‘meta’ quality.
what is best for the students. How can we serve our students? Are we doing the best we can to teach them? Are we teaching appropriate and relevant courses? Are we being interactive, engaging, are we even able to keep up with our students technology-wise? Do we adapt and change our methods to keep up with their demands, or try to force our students to adapt to our methods?
A teacher’s proficiency is manifested by the ability to look at
the subject from a learner’s point of view, to foresee the
critical junctions in learning, and to design teaching to meet
learners’ information acquisition and collection processes
(e.g., Zombylas, 2007).
van Manen (1991)
claims that as teachers embrace all children, regardless of their
characteristics they become real educators, and thus, educators’
pedagogical love becomes the precondition for pedagogical relations
to grow (p
Individualistic features, position, nationality, gender,
abilities, race, or language do not determine a human being’s
value. Those differences based on skills, intelligence, or knowledge
are insignificant compared with that basic human presence that is the
same for all people: the right and need to be loved, accepted, and
cared for as well as the right and need to grow and develop
(Bradshaw, 1996; Lanara, 1981; Sprengel & Kelly, 1992).
A teacher’s ethical caring
means genuine caring, aspiring to understand and make an effort for
pupils’ protection, support, and development. Because of this
pedagogical caring, the teacher especially pursues pupils’
potential to develop and thus help them to find and use their own
strengths.
Pedagogical
love has been considered the core factor in the definition of good
teacherhood for decades, though the characteristics of a good teacher
have always included a variety of features. Features such as the
ability to maintain discipline and order, set a demanding goal level,
and the mastery of substance have been especially emphasized (e.g.,
Davis, 1993; Zombylas, 2007; Hansen, 2009)
Love influences the direction of
people’s action as well as its intensity. Positive emotions,
joy, strength, and the feeling of being capable lead mental energy
toward the desired goal (Rantala & Määttä, 2011).
Negative emotions, grief, fear, and anger cause entropy, an inner
imbalance that burns off energy, brands the target with negative
status, and pursues nullifying and undervaluing (e.g., Isen, 2001).
he educator’s task is to
provide pupils with such stimuli and environment where students are
guided to limit their instincts by controlling enjoyment and
vital-based values, in order to be able to achieve higher values and
skills (Solasaari, 2003).
Mihaly Csikszentmihalyi
(1990, 2000) has launched the concept that refers to an optimal
or
autotelic
experience
where people are riveted so comprehensively by a challenging
performance that the awareness of time and place blurs. Flow is
possible when the challenges in a task are balanced with an actor’s
abilities. Flow is an enjoyable state of concentration and task
orientation, leading to optimal performance, whether the case is wall
creeping, chess playing, dancing, surgery, studying languages,
painting, or composing music.
This sets
challenges for skill development. If a task is too easy, it will
bore. If it is too difficult, it will cause anxiety and fear. The
exact experience of flow and the active sense of well-being resulting
from the former, encourage people to develop and improve their
skills. People are willing to strive for flow whether it was about
love for math, art, programming, or orthopedics (Csikszentmihalyi,
1990).
In an
interview, Gardner (as cited in Goleman, 1999) said flow is
intrinsically rewarding without the hope for reward or threat of
punishment. We should use learners’ positive moods (love) and
through it get them to learn things about fields they can succeed in.
People have to discover what they like, what things and doings they
love and do these things. Even a child learns the best when he/she
loves what he/she is doing and finds it enjoyable. (p. 126)
Pedagogical
love might contribute to pupils’ learning and success by
providing them with positive learning experiences, initial
excitement, and perceived successes. These are the seeds of expertise
as a positive feeling that can be considered the source of human
strengths (Isen, 2001).
Pedagogical love springs from an
individual learner’s presence persuading it to come forward
more and more perfectly and diversely. A skillful educator does not
just sit by and watch if a learner makes worthless choices or fails
in his or her opportunities to grow and develop.
Haavio emphasized the meaning of pedagogical love in teachers’
work and considered that teachers’ work consists of the
following two obligations: attachment to learners and dutiful
perseverance of life values.
Pedagogical love speaks to
interdependence—the recognition and acceptance that we need
others.
Love
appears in teaching as guidance toward disciplined work, but also as
patience, trust, and forgiveness. The purpose is not to make learning
fun, easy, or pleasing but to create a setting for learning where
pupils can use and develop their own resources eventually proceeding
at the maximum of their own abilities
A loving
teacher reveals for a pupil the dimensions of his or her development
in a manner of speaking. This is how a pupil’s self-esteem
strengthens and he or she can develop toward higher activities from
the lowest, pleasure-oriented ones. Achieving high-level skills is
rewarding because it brings pleasure, and yet, it often demands—as
mentioned previously—self-discipline and rejections
A
teacher’s work is interpersonal and relational, with a
teacher’s own personality fundamental to building relationships
with students. A teacher’s work involves plenty of emotional
strain. In addition, a teacher inevitably has to experience
frustration in his or her work. There are many situations when a
teacher will feel like she or he has failed regardless of the
solution he or she creates.
Consequently,
teachers are likely to experience guilt because they cannot
sufficiently attend to all pupils in an appropriate way that is
congruent with the notion of caring.
However, teachers have to realize that their own coping, motivation,
and engagement require attention; they are not automatic.
Pedagogical
love emerges through teachers’ emotions, learned models, moral
attitude, and actions
Good
teachers are examples to learners even in the most difficult life
situations. Teachers have to believe in their work and endeavour to
build a nurturing environment and a more humane world.
To be
happy about life, to guide students to see the wonder and joy in the
mundane is a teacher’s most important skill. Being able to help
students find and negotiate the joy, wonder, happiness, and pain in
the everydayness of life is an increasingly important quality in
today’s insecurities, with the mounting pressure of increased
demands for efficiency
pedagogy assumes that the child learner is a dependent
personality, has limited experience, is ready to learn based on age level, is
oriented to learning a particular subject matter, and is motivated by external
rewards and punishment (Guffey and Rampp 1997; Sipe 2001).
Not everyone is the same at the same age, and they certainly don't have the same experience.
traditional teaching practices, not considered appropriate for adults,
are suited to the needs of children and adolescents
The ongoing debates—andragogy
vs. pedagogy, teacher directed vs. learner centered—may mean that no single
theory explains how adult learning differs from children's learning (Vaske 2001).
Some question the extent
to which these assumptions are characteristic of adults only, pointing out that
some adults are highly dependent, some children independent; some adults are
externally motivated, some children intrinsically; adults' life experience can
be barriers to learning; some children's experiences can be qualitatively rich
(Merriam 2001; Vaske 2001)
Power differences based
on race, gender, class, sexual orientation, and disability can limit adults'
autonomy and ability to be self-directed
Adults do not automatically become self-directed upon achieving adulthood. Some
are not psychologically equipped for it and need a great deal of help to direct
their own learning effectively (Beitler 1997; Titmus 1999)
Adults may be self-directed
in some situations but at other times prefer or need direction from others (Courtney
et al. 1999).
Research shows that motivational,
affective, and developmental factors are more crucial in adults than in younger
learners; adults are more able to be self-directed and reflective and to articulate
learning goals, and they are more disposed to bring their life experiences to
what and how they learn (Smith and Pourchot 1998)
Studies of metacognition
indicate that children and adults differ at each level due to acquired expertise
and active use of expert knowledge