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James Banks' frameworks on the lesson "What "Draw-A-Scientists" Reveals about Gender Stereotypes"

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James Banks' frameworks on the lesson "What "Draw-A-Scientists" Reveals about Gender Stereotypes"

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What "Draw-A-Scientist" Reveals about Gender Stereotypes

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Research indicates scientist were almost all men in children's drawings. Teach elementary students how to challenge these gender norms and stereotypes.

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Education gives people an equal opportunity to study skills needed for certain jobs. The more people are employed, the more wealth is brought in. With less unemployment, the need for public assistant programs decreases.

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Schools offer a welcoming place for students of all backgrounds. Public schools are readily available to everyone free of cost. Students spend a majority of their day off the streets and in a place which offers education, shelter, and meals.

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Schools gives students the practice and interaction with others they need. Students are able to collaborate with their peers and learn to work together. They also build connections with their teachers, coaches, and advisors.

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Intelligence can be developed

Mistakes are apart of learning

Basic qualities and talents can improve with effort

Dedication and hard work

Persistence

Accepts challenges

Practice

Improve over time

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What I learned:
In this module, I learned how positivity can go a long way in learning. A growth mindset is focused on developing skills overtime and not giving up.

Classroom:
In the classroom, I can incorporate a growth mindset into my lessons. I can teach students by adding layers to lessons, so they can practice and acquire the skills overtime. My students will know that challenges and mistakes are apart of learning. We will be able to set goals, create meaning to the word "yet", and encourage.

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TPE 1: Engaging and Supporting All Students in Learning

Growth mindset relates to TPE 1 for a number of reasons:

1. Reference their prior knowledge to build, grow, and develop on the topic.

2. Build connections of the topic with those of real life.

3. Create multiple learning opportunities available for students. Modify lessons for different types of learners.

4. Monitor and adjust based on the needs of the student.

This TPE focuses on the betterment of the student and making sure students are grasping the material in a way that best suits them. This relates to a growth mindset because learning material must be unique to the learner. Making achievable goals for development.

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How would you describe your families economic status? -middle class, upper class, working class, or low income? What did that mean in terms of quality of life? 

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How would you describe your families economic status? -middle class, upper class, working class, or low income? What did that mean in terms of quality of life? 

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Growing up I always thought I was well off. I knew we weren't rich, but I felt I had more than my close cousins or the friends I hung around with. Unlike my peers, I did not qualify for free lunch, but I got reduced price lunch. I remember feeling left out when everyone got their lunch for free but I had to always scramble for 2 quarters. As a kid, I didn't always have 50 cents with me everyday. Even though my family on paper made more money, it didn't always feel that way.
My mom has always been cautious about what our family could spend money on. We would buy generic brands and shop at department stores. We had a small house, always had food on the table, and made ends meet. I would say we were apart of the middle class.
It wasn't until high school when I started making more friends that I noticed we didn't have as much money as other's. Some of these friends lived in nice, big, 2 story houses. They wore all the named brand clothes and went on fancy trips every school break.
I always and still am very thankful for what I have. I grew up with just enough and learned the value of a dollar. We had what we needed to live a happy life.

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Were you the first in your family to attend college? If not, who did? -your parents? grandparents? or great-grandparents? 

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Were you the first in your family to attend college? If not, who did? -your parents? grandparents? or great-grandparents? 

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I am the first in my immediate family to attend college. My parents, grandparents, and siblings have never attended college. Overall in my whole family, I come in second to my oldest cousin who was the first to attend college. She was the first to move away to a university, study abroad in Spain, and start a career as a nurse. She was definitely my inspiration and I knew I wanted to also pursue my career in teaching through college.
Since my parents never attended collage nor my 2 older siblings, they never gave me the push I felt I needed. My senior year in high school I had no idea what I was doing. Many of my classmates were filling out college applications for universities and I felt so out of the loop. My parents just figured I would graduate high school and get a job somewhere as my brothers did. I wanted something more for myself.
One day I saw an advertisement at school to apply to my local community college. I signed myself up for the placement test and started the process all by myself. I do feel that if I had more support from home, I could have been more knowledgeable when it came to applying to colleges.
Reflecting back, I wonder why my school counselors didn't give me more guidance with this process. It feels great working towards my degree. My parents definitely are proud of me and see what I am capable of.

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What are some of your family traditions-holidays, foods, or rituals? 

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What are some of your family traditions-holidays, foods, or rituals? 

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When it comes to family traditions, I immediately think of the holidays. Starting with Thanksgiving, we always spend it with my moms twin sisters side of the family. We set up one long table where we all sit around. Before eating, we take turns around the table saying what we are each thankful for. It is the only time of the year we all get to be together and enjoy a meal-aunts, cousins, and all!
Christmas is another major holiday we celebrate. Every year we gather again at my aunts house. We first enjoy Christmas morning with some yummy homemade breakfast. Hot chocolate is a must! Then we sit in a circle and take turns opening our gifts to each other. We like to take our time and appreciate the spirit of giving.
Being Mexican-American, I grew up with many different foods. The main meals I remember are enchiladas, tamales, mashed potatoes, and meat loaf. I feel I lived a well-rounded experience when it came to food, but Mexican food definitely shined through.
Something I will always remember is my Quinceanera. When I turned 15 years old, it was part of our culture to have a big celebration. I wore a poufy dress, stood in front of the church, and danced the night away. It was an event very important to my mom. It was a special day to represent my coming of age.

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James A. Banks describes "The Contributions Approach" as the most commonly used for inclusion in curriculum. In the "Draw-A-Scientists" lesson students are able to identify stereotypes and how harmful gender norms can be. When they are asked to draw a scientist, most students drew males. This lesson shows inclusion to their ethnic groups as students are given the opportunity to create their own character of who they can relate to.

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James A. Banks describes "The Ethnic Additive Approach" as adding themes and concepts without changing the structure of the curriculum. After students draw and view each other's scientists, they are given an article for additional information.  Newsela article, “More Children See Scientists as Women.” is introduced so students can not only analyze stereotypes, but in particularly how women are perceived.

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Newsela | Only 3 in 10 kids draw scientists as women; but that's more than ever

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Study finds as students grow older, the proportion of male scientists in their drawings increases

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James A. Banks explains "The Transformative Approach" as a way for students to see concepts and issues in different points of view. The "Draw-A-Scientists" lesson gives students two opportunities to view their classmates ethnic perspectives of a scientist and gender norms. Students get to participate in a gallery walk to see how their classmates drew a scientist and they can write a story about a character they can connect to.

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James A. Banks describes "The Decision-Making and Social Action Approach" as an opportunity for students to make a decision and take action on an issue. In the "Draw-A-Scientist" lesson, students are given research articles to explore the topic of stereotypes and gender norms. While they gather this data and information, they can write a story about how to address this problem.

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I appreciate how this lesson contains multiple formats of learning such as drawing, research, and writing. I think this lesson could use more of the "Social Action" approach. I would give students the opportunity to share their ideas about how we can break the stereotypes and gender norms.

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Differentiation is giving students the opportunity to express their learning and findings in a way that makes the most sense to them. This can include their comfort level, creativeness, and special needs.

One example of differentiation is giving students options on how to submit an assignment. Different formats can include the use of technology, poster boards, and/or Orally.

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In my lesson, students can express differentiation by receiving the content in a variety of ways. For example students with reading difficulties can be offered an audio version of the text (instructor can create one if needed). For visual learners pictures, graphs, video clips, and other images would come in handy. Examples of what is expected from the assignment would also give the content more meaning and understanding.

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In my lesson differentiation in process will include working with others and independent work. As students gather the information from the text, they will be able to collaborate with one-another on creating a poster board. Other options can be given for delivering this assignment such as digital slide shows, writing, drawing, and/or preforming. Students can transition from independent research from the reading then compare their findings with their groupmates. This allows for multiple learning styles and adjusting to their needs/comfort levels.

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Students will show differentiation in their product, as no two posters or other format will be the same. They will be encouraged to get creative and reflect the main ideas of the reading in the way that best makes sense to them. Different groups will include diversity and a chance to build on each other's ideas. Each group will be given the chance to showcase their end project to the class for everyone to see how other's interpreted the lesson.

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The learning environment during this lesson will be welcoming and inclusive. There will be time for independent work at their individual seating. once groups are broken out, they can arrange their desks to best accommodate their needs. The instructor will float around to the different groups for help and check for understanding. Grouping will be diverse and presentation time will be respectful and encouraging.

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1. Written Check-in/Out Question

See what students know prior to the lesson and compare answers of the same question at the end.

2. Writing Reflection

Students spend the last 5 minutes of class reflecting on the lesson.

3. Scoring Rubric

To ensure all grading is concise, fair, and equal

4. Provide Feedback

Review student work and provide feedback on improvement and successes.

5. Resubmission Opportunities

Allow for students to re-do the assignment once they know what they can improve on.

6. Quizzes

Ability to check for comprehension and see areas to review.

7. Ask Students to Summarize

Orally, written, or with a partner have students summarize what the lesson was about.

8. Response Boards/Cards

Ask student to write their answer down and hold up to the teacher.

9. Think-Pair-Share

Students can turn to discuss with a partner what they learned for the day then share out to the class.

10. Project/End Product

Students can base their understandings on a final project in a variety of formats.

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1. In-class discussion:

Opportunity for students to ask questions about identity terms and gender.

2. Group Work:

Students work together to gather information from a text (a character from a story) and add it to the Identity Flower sheet.

3. Individual Practice:

Students are able to work independently to fill out their own Identity Flower chart based on themselves.

4. Share Out

Student can share something special about their identity. They can compare to the responses of their peers.

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2. Brainstorm alternative assessment based on learning objectives

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2. Brainstorm alternative assessment based on learning objectives

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Objectives of Identity Flowers Lesson Plan:

Students will reflect on their own identity in regards to group identities.

Summative Assessment: Students can create a portfolio and add to it overtime as they feel their identity changes or as new events occur in their lives.

Students will analyze story book characters to determine fitting identity terms and adjectives.

Summative Assessment: Students can create a character chart or map to identify character traits.

Students will identify words, adjectives, and identity terms that describe themselves.

Summative Assessment: Quizzes can be done at the end of the unit to check for understanding on vocabulary terms.

Students will discuss the importance of respecting people’s identity terms and descriptive words.

Summative Assessment: Students can participate in self-evaluations or 1-minute writes. They can explain how their own identity reflects them and why it is important to respect others. They can share their responses to a partner.

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Student Voice, Student Choice Webinar Main Ideas

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Student Voice, Student Choice Webinar Main Ideas

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Some main ideas included in this webinar are for students to have a voice and an impact on their learning. Giving students opportunities to choose topics can have a positive impact while still staying on track with standards. This webinar gave ideas on how students can submit projects in a variety of formats. They also gave tips on what to look out for and what are some good apps and tools available to teachers.

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Student Voice, Student Choice | K-12 Online Teaching Academy

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Ideas for lesson to increase student choice

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Ideas for lesson to increase student choice

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Choices for Lesson:

Platform Options: Flipgrid, Blog, Podcast, Youtube

Student Create Assignments: Newscast, Video Analysis, Website, Newspaper

Performance

Gallery Walk

Bulletin Board/Newsletter

Art

For the lesson I am currently writing, I would like to give students the option to reflect on the reading in a variety of ways. For example technology via flipgrid, google docs, and/or padlet. Or they can choose to create a poster including artwork.

Increase Student Choice in Productive Way:

Start off with 2-3 options instead of offering all at once

Rubric for assignments

Give instructions before choices

Address Privacy Concerns

Inform Parents/Guardians

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TPE 1
1. Apply knowledge of students, including their prior experiences, interests, and social- emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.

This Webinar relates to this TPE because students are able to submit assignments based on what they are interested in. By doing so, they will also be addressing their personal needs and portraying their cultural backgrounds. Students are given choices and therefore, are being set up for success.