Group Differences Forum

At the end of this course, we had the opportunity to participate in a group differences forum. This was a really neat experience, as we were able to chose a topic that was of particular interest to us and share our thoughts and questions on the topic with our peers. For my group, we read an article called, "The Myth of Pink and Blue Brains" by Lise Eliot. This article focused on the ways in which the gender gap between girls and boys could be closed. Honestly, prior to reading this, I had not given much thought or attention to why the gender gap exists and what affect this has on boys and girls. I found it surprising that the article mentioned, "the range of performances within each gender is wider than the difference between the average boy and girl" (Eliot, 2010, p. 32). In my mind, I have always pictured the difference level to be greater between boys and girls than between girls and girls/boys and boys. However, reading this helped put it into perspective of how little the difference levels actually are between genders.

One of the suggestions that Eliot provides for reducing the gap that I thought was so obvious, yet is not always practiced in classrooms, is to avoid stereotyping. All children, regardless of gender, should be invited to participate in the same activities. However I have seen it common in classrooms to invite girls to play in imaginary play and dress up, while the boys are invited to play with blocks or participate in physical activity games. Teachers treat these boys and girls differently, and thus results in the gender gap.

After reading the article and discussing it with the class, I realize that I would have loved to have heard more real examples of ways the gender gap has been addressed in classrooms. How are teachers in the field currently working to limit this gap? Or are they doing anything at all?

Another topic that we discussed during the forum that intrigued me was race, and how to modify student's racial attitudes. I wish there was more time to have spent covering this topic because I would love to have heard more practical and ethical ways to help students have a positive attitude towards their peers of different races. I believe it can personally all start with creating a classroom community of trust and openness; however, I am always looking for more strategies to have when I enter into my teaching!

Having heard each of the topics presented during this forum, I believe I will be more aware and conscious of the numerous differences I will encounter among my students. My objective will be to seek out resources and advice from mentors and fellow teachers to address the differences and meet each of my student's individual learning needs.

Chapter 3 Learner-Generated Questions

1. Using your prior knowledge and the list of strategies Ormrod describes on pgs. 87-90, explain how you would address the issue of bullying in your classroom. [Applying]

2. Break down (explain and describe) the different types of peer relationships Ormrod discusses on pgs. 77-80. Do any of these relationships have an affect on or interrelate with one another? i.e., Is there an interrelationship between friendships and romantic relationships? [Analyze]

Chapter 2 Questions.

1) Summarize the four key points Ormrod explains about the brain's role in learning and cognitive development. [Understanding]

2) Refer back to your CSEL case study for this question.
Evaluate the student in your case study in terms of Piaget's stages of cognitive development. What stage would you say the student is in? Justify your answer. Is this the stage Piaget would say the student is in based upon age? [Evaluate]

Chapter 5 Questions

1. Recall the six ways to adapt instruction for students with learning disabilities discussed by Ormrod in this chapter. [Remembering]


2. Imagine in your classroom, you have students that demonstrate naturalist intelligence, bodily-kinesthetic intelligence, and linguistic intelligence. Create a classroom lesson that you could use to incorporate all of these students' different learning styles. [Creating]

Field Trip

For my field trip, I chose to attend a screening of the film, Girl Rising. 

• In this film, the audience was given an eye-opening account of the daily hardships, struggles, and obstacles young women and girls are facing throughout the world today. This documentary shared with us the personal accounts of nine different girls from countries including: Haiti, Egypt, Ethiopia, Cambodia, Nepal, India, Peru, Sierra Leone, and Afghanistan. The stories shared told of natural disasters, violence, slavery, arranged marriages, and death. In the midst of all of this sadness, many of the girls described their hope and admiration for a better life, revolving around receiving an education. 

• A central theme running throughout this documentary was the impact that education has on individuals, particularly girls. Many statistics were given such as, 50% of all sexual assaults happen to girls under the age of fifteen, 14 million girls under the age of eighteen will be married this year (majority not by choice), girls have a 1 in 4 chance of being born into poverty, and the number one leading cause of death for girls between the ages of fifteen and nineteen is child birth. However, the film suggested that if more girls around the world were able to receive an education, numerous positive changes would occur. For example, women with an education are more likely to have educated children and children that live longer. Furthermore, more girls attending school and becoming educated could result in less HIV cases, a slow down of AIDs and a growth in the global economy. Thus, I believe this film hoped to show how by educating women, they can become empowered! 

• After watching this documentary,  I realized just how much in life I take for granted, particularly with my education. Constantly I am complaining about a homework assignment I have to complete or an exam coming up, without thinking how lucky I am just to have the opportunity to do these things. In the film, girls were fighting for the chance just to go to school. This really put  into perspective how fortunate we truly are! With that, I want to work better to not complain and fuss about things related to school, when I know there are girls out there that would do anything to be in my position. 

To elaborate on my first point, I want to share the story of one of the girls in the film that really resonated with me. Wadley is a young girl from Port-au-Prince, Haiti. Prior to the earthquake in 2010, Wadley was fortunate enough to have the means necessary to attend school. However, after the devastating earthquake occurred, her home and schoolhouse were destroyed, forcing her and her mother to move to a tent city. During this time of change, Wadley became responsible for going to fetch water each day; one day while out, she noticed an outdoor classroom had been set up and her former teacher was teaching students. When Wadley tried to join the class, she was turned away because her mother was not able to pay the required fee. However, Wadley was so determined to go to school that she came back, sat with the class, and when the teacher asked if she had payed the fine, she said, "No." When the teacher told her to leave, Wadley refused, saying she would come back each and every day until she was allowed to stay. It was such a beautiful thing to see the teacher allow Wadley to remain in the schoolhouse! I was drawn to this particular story, as in 2010, I had the opportunity to visit Haiti and work in orphanages after the earthquake. I was surrounded with children, like Wadley, who remained so optimistic and happy about life, despite the heartbreaking circumstances taking place around them. It was so great to see in this film how excited and passionate this young child is about her education and that is so encouraging as a future educator of children! 

The following link, Girl Rising, is the website linked to this documentary that provides even more information about the film, and the movement to educate girls. 

Chapter 8 Questions

1. Ormrod (2011) discusses transfer as, "the extent to which knowledge and skills acquired in one situation affect people's learning or performance in a subsequent situation" (p. 261). Can you summarize the five instances/perspectives of transfer Ormrod goes on to discuss? [Understanding]

2. Prior to reading this chapter, what thoughts would come to mind when hearing the word "metacognition?" After reading chapter 8, what new ideas and understandings do you have about this process? [Synthesizing]

References 

Ormrod, J.E. (2011). Educational Psychology: Developing Learners. Boston, MA: Pearson.

Service Learning: An Application of Constructivism

In the chapter on constructivism, one idea that really stood out to me was authentic activities. These are activities that are integrated into a classroom and represent similar activities students are likely to encounter in their day-to-day world. I found this to be interesting because I want my students to be able to apply what they learn in the classroom to their daily lives; I feel this is a perfect way to help my students do so! A type of authentic activity that I could picture using in my future classroom is service learning. Ormrod (2011) describes service learning as, "Projects that directly or indirectly enhance the quality of life in the outside community" (p. 232).

An example of a service learning project I could engage an elementary classroom in would be recycling. We could begin by having discussions on what recycling is, what exactly can you recycle, and how recycling is beneficial to our environment. As a class, we could then begin to brainstorm ways in which we could incorporate recycling into our classroom. After the students have ample time collecting recycled goods, a trip could be planned to visit a local recycling center. Here, the students will be able to see what happens next to the things we recycle, as well as would provide a chance for students to turn in all of their recycled goods.

I believe that the students would respond in a very positive manner, as they may be very excited to help the environment! I also feel that when students have some control in the planning process, they become more engaged and interested in what they are doing. For instance, as the students are the ones coming up with the ways to incorporate recycling into the classroom, they may have more motivation to participate than if the teacher was just to assign the student's roles.

One of the obstacles I feel that I could encounter with this project would be fitting it in with the state standards. If it does not align with any of the standards, could I find time in the schedule to incorporate it? Would my administration be okay with a project that does not align with the standards? These are questions I would have to address. Further, scheduling a field trip to visit a recycling center may be a great obstacle in itself, with getting approval, costs of transportation, and finding chaperones.

However, the rewards of a service project like this would be so great as, "we help students discover the reasons that they are learning academic subject matter" (Ormrod, 2011, p. 232), as well as the students will be contributing to the quality of their community.

The following video clip I found is an introduction to an outdoor preschool in Norway. I feel that this is a great example for authentic activities, as the children are learning to do things such as use real tools and create their own boats - activities they are likely to encounter in their real lives outside of school.

References: 

Ormrod, J.E. (2011). Educational Psychology: Developing Learners. Boston, MA: Pearson.

"Arctic Outdoor Preschool - Intro." Retrieved from http://www.youtube.com/watch?v=mIi1WkFhGvc