Instructional Planning for Gender Gaps
It is not uncommon to find that female students have more difficulty with subjects that are traditionally associated with males -- such as those pertaining to mathematics and science. Perhaps the most prudent time to account for this disparity in achievement that oftentimes manifests itself in institutions of higher learning in which there are greater amounts of male than female students in math and science classes (the latter of which include chemistry, physics, biology, etc.) is to utilize gender differentiated instruction while students are still in elementary school. Research indicates that even in elementary schools, female students are aware of the stereotype that males are supposed to be good in math and science while they are not (Halpern et al., 2007). Simultaneously, it may be prudent to do the same for male students in critical aspects of language arts and social studies.
One of the fundamental ways that instructors can account for the frequent occurrence in which female students tend to gravitate away from science and mathematics (Shaw, 1925, p. 455) is to make a point to provide examples of concepts that are unambiguously feminine for female students. Even when instructors teach mathematical concepts with the usage of currency and money, the numeric nature of this approach may be perceived as too abstract by some female students. The objective is to utilize examples of concepts in math -- including very basic concepts such as addition and subtraction in the earliest stages of arithmetic -- in such a way that it resonates with female students.
Perhaps a viable means of doing so is to leverage examples that involve interests that are common to girls. These includes various aspects of things that are perceived as cute, such as puppies, kittens and pets, items of clothing and dress (for example berets,...
In accordance with relevant theoretical readings, preschool curriculum should also be objective toward the importance of the school as a bastion for health awareness. The early reinforcement of good nutritional values through the provision of healthy snacks and the regimenting of fun exercise activities proved to be a focal point of the day. According to current research, "if we do not provide adequate health care and nutrition for our
Gustav Klimt Lesson Plan Central Focus "Describe the central focus and purpose for the content you will teach in the learning segment". Students will learn the art of Gustav Klimt, which will assist in creating the work of art that will resemble Klimt's style. Moreover, students will be introduced to the Gustav Klimt's artwork focusing on his love for cats. (Weidinger, 2007).Students will also learn their artistic style and utilize their patterns and
Lesson Plan PreparationTo a large extent, this lesson plan preparation exercise will help me and other teachers know the strategies to be deployed and the measures to take while teaching in this particular context. It would be prudent to note that MT is in this case the hypothetical name of a 7-year-old girl in 2nd grade. MT had not been diagnosed with any learning disability before. She is in a
Counseling: Group SessionsGroup Counseling Plan 1Group name: At-risk high school studentsGroup topic:�Ice-breaking among the group participants, getting to know each other, accepting cultural differences, and building trust between them�Session focus:�Conducting an ice-breaking talking session so that all the newcomers who might have met each other for the first time and are now face-to-face to reveal about themselves should become comfortable with each other. In the initial stage, it is inevitable
Another important strategy is that of exploring spatial relations. In such activities, children gain a better visual and practical sense of the spatial relations within mathematics. Scholastic's article portrays two girls discussing the appropriate spatial placement of a couch in a dollhouse. Such thinking methods can be influenced utilizing activities asking the children to map their house, their school, or their neighborhood in proportions. This will help open the
Social Interdependence Stanne M. Johnson, D.W. & Johnson, R.T. (1999) Social Interdependence and Performance and Motor Performance: A Meta-Analysis. Psychological Bulletin. 125. 134-154. Evaluate organization and writing style of author This article attempts to evaluate the importance of positive forms social interdependence in such psychological factors as building student self-esteem and in creating more effective educational environments for students through the medium of cooperative learning. Firstly, the article attempts to define the
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