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Teaching girls

Teaching girls. Plus ca change?. Good teaching is good teaching Diversity of learning styles Variety Pace Challenge Assessment for Learning approaches Good questioning Opportunities for discussion Quality feedback Regular review of material. Male and female brains.

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Teaching girls

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  1. Teaching girls

  2. Plus ca change? • Good teaching is good teaching • Diversity of learning styles • Variety • Pace • Challenge • Assessment for Learning approaches • Good questioning • Opportunities for discussion • Quality feedback • Regular review of material

  3. Male and female brains

  4. What are the differences? • Common (mis)conceptions • Better at exams? • Which subjects? • The female and male brains

  5. Possible causes for concern (1) Does school success mean success in later life?

  6. Pupils’ approaches to thinking and learning Attitude to thinking ACTIVE PASSIVE PASSIVE ACTIVE Attitude to learning

  7. Possible causes of concern (2) The course work approach

  8. Possible causes for concern (3) Ongoing inequality in the workplace

  9. Barriers to success 1 : risk avoidance • “Children need risk to thrive as adults” – Dragons’ Den judge article • TES article on risk and challenge • Surprisingly low self confidence • What are we telling them? (Dweck article) • What are we praising?

  10. “Students are not fools. If regurgitation and getting the “right” answer are what bring high marks, then that is what they will try to do.” McPeck, “Teaching Critical Thinking”

  11. “We need to encourage children to push themselves, to go beyond their limits, in order to build a nation of bold and confident people … Helping children to experience risks in a managed way is not only key to their general development but also to bringing on the next generation of entrepreneurs, to the benefit of the economy and society as a whole.” Simon Woodroffe, founder of Yo! Sushi, judge on BBC’s Dragons’ Den and supporter of HTI’s Go4it award

  12. Barriers to success 2: Lack of creativity X • Prefer to repeat other people’s ideas than generate own • See this as safest route to praise and school success • Schools killing creativity? Ken Robinson talk

  13. Barriers to success 3: Low resilience

  14. When we and others look at bright girls in our studies, we find that they are the group with the greatest vulnerability to helplessness. They are more likely than boys to hold an entity theory of their intelligence (i.e. that their intelligence is fixed and can’t be changed, for example by effort or experience), they are more likely to want tasks they are sure they can do well at and they are more likely to blame their abilities and show impairment when they encounter difficulties.” Prof Carol Dweck, Self Theories, 2000

  15. Gifted girls need to “learn that the hallmark of intelligence is not immediate perfection, but rather the habit of embracing new tasks that stretch your skills and build your knowledge.” Prof Carol Dweck, Self Theories, 2000

  16. Building habits for success • Activities to raise awareness of habits and their application • Strategies for rewarding habits • Focus on the dispositions which we wish to promote – show what we value – give them responsibility – report writing • Provide quotations and role models

  17. Teacher behaviours which help (and hinder) • How we label • How we give feedback • What we praise • How we plan our lessons • How we become role models

  18. “… one factor in the development of … (helpless) patterns may be bright girls’ early successes which undoubtedly bring them acclaim from their teachers and parents for their intelligence and goodness. This may teach them a framework that can limit their later achievement.” Dweck, Self Theories, 2000: 124

  19. “ … teachers may be over-indulgent in their praise of girls’ intelligence, as a means of overcoming harmful stereotypes and encouraging girls’ achievement.” Dweck, Self Theories, 2000: 125

  20. “… these experiences can encourage an entity theory, performance goals, challenge avoidance and helpless responses to later difficulties. The diet of early success and praise may even make girls eager to buy into the entity theory and now we have a recipe for trouble.” Dweck 2000

  21. “Analysis suggests that, while on the outside bright girls may appear industrious, well-integrated, responsible and successful, a paralysing instinct drives them to avoid the unknown – an undeniable sign of a lack of confidence and belief in their own intellectual abilities. A self-reinforcing cycle is set up and perpetuated in which girls become increasingly less likely to develop their strengths and more content to hide within the confines of what is known and safe.” C J Simister, Bright Girls who Fail, Gifted Education International, 2005

  22. Study strategies & classroom tools to develop deeper understanding • Lesson planning: content – disposition – thinking/learning skill • Diamond 9 • Information mapping • Mandalas • Odd one out • Jigsaw method • Mysteries • “Teach it”

  23. Study strategies and classroom tools to develop deeper understanding • What is the question? • Random limits • Spot the mistake • Waynflete! • Personal challenge award • Summarising (in 20 words) • What’s always true about …?

  24. Study strategies and classroom tools to develop deeper understanding • The main problem with • 10 ways to do X • Oxbridge questions • What if/just suppose … ? • De Bono “Thinking hats” • Ten steps to independent thinking • Alternative explanations • Persuade me that … • Patchwork thinking

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