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garth nichols

Do girls learn differently? - 2 views

  • To hear some ed tech enthusiasts tell it, online learning is sweeping aside the barriers that have in the past prevented access to education. But such pronouncements are premature. As it turns out, students often carry these barriers right along with them, from the real world into the virtual one.
  • These dismally low numbers provide a reminder that “access” to education is more complicated than simply throwing open the digital doors to whoever wants to sign up. So how can we turn the mere availability of online instruction in STEM into true access for female students?
  • One potential solution to this information-age problem comes from an old-fashioned source: single-sex education. The Online School for Girls, founded in 2009, provides an all-female e-learning experience.
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  • But evidence is weak that there is such a thing as “girls’ learning,” online or offline, if what is meant by that is that each gender has cognitive differences that should be accommodated by different instructional methods. Neuroscientist Lise Eliot has argued persuasively that, while small inherent differences in aptitude between males and females do exist (even as infants, for example, boys seem to have an edge in spatial cognition), society takes these small differences and makes them much bigger—by supporting boys in math and science, and by discouraging girls who study these subjects.
  • These same dynamics play out online, as Cheryan demonstrated in a subsequent study. Changing the design of a virtual classroom—from one that conveyed computer science stereotypes to one that did not —“significantly increased women’s interest and anticipated success in computer science,” Cheryan and her colleagues reported.
  • Cheryan notes, “was sufficient to boost female undergraduates’ interest in computer science to the level of their male peers.”
  • Another way to promote female students’ sense of belonging in online math and science courses would be putting more women at the head of virtual classrooms.
  • All these approaches have in common a focus, not on teaching girls and women differently, but on helping them to feel differently about their place in the fields of math and science. Just as in the physical world, in the virtual sphere the barriers to girls’ and women’s advancement in STEM fields remain very much in place. With informed intervention and clever design, however, the digital walls may prove easier to scale.
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    This article is great for those at BSS, Branksome, Havergal, oh and any other school! I was on a panel with Brad Rathgeber, the Director of the OnLine School for Girls, and he was a great speaker on this front...
Christina Schindler

Study: Computer Science Gender Gap Widens Despite Increase in Jobs | Data Mine | US News - 0 views

  • Middle School Is Key to Girls' Coding Interest
  • study offers insight into factors that create either positive and negative associations with computer science for girls at the middle school, high school and college levels, as well as strategies for educators to make computer science more appealing to girls.
  • computing appeal for girls peaks in middle school, where having an inspiring teacher and thinking that coding is "for girls" are instrumental in sparking interest
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  • The study suggests generating coding enthusiasm through fun hands-on experiences like computer games, and supporting parents and teachers as they educate young girls about coding
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    This is a summary of a study that offers insights into the impact that early exposure to coding can have on possible post secondary study and careers in computer science for girls.
gmatthews_11

It's not just hormones: What's really happening in the minds of teenage girls... - 1 views

  • It's not just hormones
  • The sudden force of a teenager’s feelings can catch parents off guard because, between the ages of six and 11, children go through a phase of development that psychologists call latency .
  • Compared to the brain activity of children and adults, the teens’ amygdalas reacted strongly to fearful or happy faces.
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  • the brain remodels dramatically during the teenage years.
  • Adults often tell teens that their feelings are at full blast because of “hormones.” This usually doesn’t go over very well, plus it’s probably inaccurate.
  • research suggests that the impact of pubertal hormones on teenagers’ moods is indirect, at best.
  • Here’s the bottom line: What your daughter broadcasts matches what she actually experiences.
  • Really, it’s just that intense, so take her feelings seriously, regardless of how overblown they might seem.
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    Globe and Mail article, excerpt from Lisa Damour's book "Untangled"
kcardinale

ISTE | 3 ways to get every student coding - 3 views

  • 3 ways to get every student coding
  • nstead of starting with an elective for computer science, create a class that is required for all students. Better still, integrate it into the core curriculum for a math or science class, or maybe even art.
  • day it is integrated into a required class called CSTEM (the C stands for creativity, collaboration and computer science)
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  • Collaboration also makes coding more fun. Group projects turn it into a social activity, which engages all students, including girls
  • e rules of pair programming are simple: Each pair of students must share a single computer. One student acts as the “driver” and takes control of the mouse and keyboard. One students is the navigator, whose responsibilities include checking instructions, reading code and finding errors as they occur.
  • ast year, three sixth grade girls decided to use Processing with Khan Academy’s JavaScript implementation to create a multi-page yearbook.
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    A great article that was passed to me about coding and computer science in schools. Very fitting seeing as the Hour of Code is coming up soon.
Lisa Picerno

Ruben R. Puentedura's Weblog - 0 views

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    Presentation notes and exemplars from Dr. Puentedura's speaker series and keynotes.
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    "SAMR, STEM and Assessment The slides for my workshops at the Calgary Girls' School are now online: SAMR, STEM and Assessment"
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    SAMR............To achieve transformative results in one-to-one technology initiatives, a basic office suite will not suffice.
garth nichols

Stop Penalizing Boys for Not Being Able to Sit Still at School - Jessica Lahey - The At... - 1 views

  • The authors of this study conclude that teacher bias regarding behavior, rather than academic perfor
  • mance, penalizes boys as early as kindergarten. On average, boys receive lower behavioral assessment scores from teachers, and those scores affect teachers' overall perceptions of boys' intelligence and achievement.
  • The most effective lessons included more than one of these elements: Lessons that result in an end product--a booklet, a catapult, a poem, or a comic strip, for example. Lessons that are structured as competitive games. Lessons requiring motor activity. Lessons requiring boys to assume responsibility for the learning of others. Lessons that require boys to address open questions or unsolved problems. Lessons that require a combination of competition and teamwork. Lessons that focus on independent, personal discovery and realization. Lessons that introduce drama in the form of novelty or surprise.
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  • Split the class into groups of four and spread them around the room. Each team will need paper and pencils. At the front of the room, place copies of a document including all of the material that has been taught in some sort of graphical form--a spider diagram, for example. Then tell the students that one person from each group may come up to the front of the classroom and look at the document for thirty seconds. When those thirty seconds are up, they return to their group and write down what they remember in an attempt to re-create the original document in its entirety. The students rotate through the process until the group has pieced the original document back together as a team, from memory. These end products may be "graded" by other teams, and as a final exercise, each student can be required to return to his desk and re-create the document on his own.
  • Rather than penalize the boys' relatively higher energy and competitive drive, the most effective way to teach boys is to take advantage of that high energy, curiosity, and thirst for competition. While Reichert and Hawley's research was conducted in all-boys schools, these lessons can be used in all classrooms, with both boys and girls.
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    Great article on Boys' Education
Adam Caplan

Technology Integration Matrix - 7 views

shared by Adam Caplan on 22 Nov 14 - No Cached
    • Derek Doucet
       
      Take a minute to make a group shared comment sharing a lesson you did and where it would fall on the matrix.
  • The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below.
    • Derek Doucet
       
      I hosted a Hangout to plan a shared experience with a francophone from Cameroon who writes for Thot-Cursus and is a part of Global Voices en français. He spoke to my class about social media and tech in the classroom. My students posed questions based on his articles. Later in the unit, students were let loose with a framework and they were able to choose the best tech to achieve the learning outcomes. And I forever have a network at Global Voices en français who will be making regular appearances in my courses.
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    • Tia Chambers
       
      the students in grade one collaboratively corrected some "sick letters" at the "printing clinic" on a SmartBoard document during a printing lesson. 
    • Adam Caplan
       
      Students were asked to create a finance spreadsheet for a hypothetical bakery and create formulas to help generate averages and other automatic, referenced calculations in Excel.  Even though the process of discovering the formula and function equations was based in individual inquiry, none of the girls runs a bakery, so the content was not especially authentic. This part of the activity's Tech Integration can be rated at Entry. 
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    For use in Option 1 during TIM exploration
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