Promoting Student Engagement and Imagination Through Project-Based Learning
GEMS presentation.ppt
1. Gender Equity:
Help Girls Be More Successful in
Your Room
Speakers:
Mrs. Christy Gillespie, Veronica Child, Claire
Hagerstrom, Alessandra Leong, Monika Paliwoda, and
Erin Romano
2. Math Stereotypes
• Two main stereotypes
o Girls are not as good at math as boys
o Boys are better equipped for scientific work
• Physics and math are seen as lonely professions
• Students are exposed to stereotypes at a young age
• Exposure to negative stereotypes has been
repeatedly linked to lowered math performance
known as stereotype threat
3. Excerpt from “Research on the Women and Mathematics Issue”
by Susan F. Chipman, published in
Gender Differences in Mathematics: An Integrative Psychological Approach
“Women who indicated their gender before the test scored
significantly lower on the AP-Calculus exam than women
who indicated their gender following the test. Moreover,
social psychologist Christian Crandall determined from the
Stricker (1998) data set that simply having students
indicating their gender following the AP-Calculus exam
would result in as many as 2,837 additional women per year
starting college with advanced credit for calculus ….
Stricker’s (1998) research provides powerful support for the
insidious effects of stereotype threat in the real world….”
AP Calculus Stereotype Threat
Study
4. Stereotype Threat
“merely the notion that one
might ‘live up to’ a negative
stereotype – will undermine
someone’s ability to perform at their highest capability. The fear
of proving a negative negative stereotype true actually causes
someone to underperform – and this can account for girls’
underperformance in math and science.”
- Jon Aronson, NYU Associate Professor of Applied Psychology Why Stereotype Threat
Keeps Girls Out of Math and Science, and What to Do About It
Stereotype threat refers to being at risk of confirming,
as self-characteristic, a negative stereotype about one's group
(Steele & Aronson, 1995). www.reducingstereotypethreat.org
5. Self Confidence
• Direct Link: Confidence = Success
• Questions vs. problems
• Can be influenced, especially by parents and
teachers
• Often weakened when exposed to the
stereotype (from home, school and/or
media) that boys are better at math
6. Gender Differences
• Girls use more areas of brain simultaneously
to solve problems than boys
• Girls have larger right Temporal Parietal
Junction (rTPJ)
o Sole function is in understanding others
o Girls are more social than boys
7. Differences found through
Neuroscience
• Females use more areas of the brain simultaneously to
solve math problem than males (Newsweek 1995, “The Science of
the Brain”)
• With Magnetic Resonance Imaging (MRI) scans,
researchers notice distinct differences between men and
women in which parts of the brain are used to complete
tasks
http://www.webmd.com/brain/news/20060719/men-women-use-brain-
differently
• Girls have larger right Temporal Parietal Junction (rTPJ)
o Sole function is in understanding others
o May explain why girls tend to be more social than boys
8. Differences found through
Neuroscience
•Researchers from the National Institute of Health
(NIH) participated in a five-year study of brain
development in children. Their conclusion: “The
different regions of the brain develop in a different
sequence, and different tempo, in girls compared
with boys”
Gender Differences in the Sequence of Development by Leonard Sax, M.D. Ph.D.
(http://www.education.com/reference/article/Ref_Boys_Girls/)
•Difference in Spatial Skill
“The right hemisphere of the brain is
considered the center for spatial skills. Studies have
shown that, as early as 3-6 months, boys have more
responsivity in the right hemisphere.”
J.L. Shucard & D.W. Shucard (1990); http://www.education.com/facts/quickfacts-
gender-differences/boys-girls-different-spatial-abilities/
9. Spatial Skills: Boy's Versus Girls
• Developed
• Construction and hands on toys
• 3-D models
• Girls v. Boys
11. Research-Based Strategies to
Ignite Student Learning by Judy
Willis (Neurologist and Classroom Teacher)
•Learning causes the growth of brain cells
•An enriched classroom environment helps grow
brain connections
•During periods of stress, the amygdala prevents
new information from gaining access to the
memory circuits needed for learning.
•The brain needs periodic short rest breaks (one-
two minutes) to allow neurotransmitters to be
replenished so that new material can be
12. Different Mindsets
• Fixed Mindset
o Abilities are fixed
o Born either with or without talent and
success
o Girls see math as a talent
• Growth Mindset
o Abilities can be developed
o Love of learning and determination to
succeed
o Boys see math as a skill
17. Collaboration &
Cooperation
• Student Study Sessions
• Find opportunities for group/partner work
• Incorporate real-life applications through
projects and activities
18. Talking & Thinking
Differently About Math
When teachers tell girls they can increase their intelligence by learning,
they do better on math tests and are more likely to study math in the
future. (AAUW Executive Study)
19. Change the Buzz About Mistakes
• Test analysis and reflection
• Emphasize learning from mistakes and
embracing the struggle
• Consider including a
correction and reflection
component to homework
• Post positive and
20. Communication
• Share Math Struggles (Growth Mindset)
• Teach that intelligence can grow
• Think-Pair-Share
• Change seating arrangement to allow for
easier partner activities
21. Additional
Recommendations
• Take the implicit bias test (Harvard Univ)
• Praise the effort, not the ability
• Conversation Norms
• Encourage equitable "air time"
22. What Have We
Accomplished ?
Summary of Current
Recommendations
Group and/or Class Activities
oReading articles to generate
conversations about math, the learning
of math, & math stereotype threat
oEngage in conversations about how
one learns and the benefits of mistakes
Student Individual Activities
oCompleted reflections after
assessments
oReflection component addition to
homework
TEACHING THAT
MATH IS A SKILL
THAT ANYONE
CAN LEARN.
FOSTERING A
GROWTH
MINDSET.
23. Sources of Research
• AAUW. N.p., n.d. Web. 25 Sept. 2012. <http://www.aauw.org>.
• Beckman Insitute. Illinois University, n.d. Web. 27 Sept. 2012.
<http://www.beckman.illinois.edu/error/FileNotFound?aspxerrorpath=/syne
rgy/SynergySpring2007.pdf>.
• Deak, JoAnn. How Girls THRIVE. N.p.: Green Blanket, 2010. Print.
• Dweck, Carol, Ph. D. Mindset. N.p.: Carol Dweck, 2006-2010. Print.
• “Girls Learn Lesson in Math Anxiety.” Futurity.org. N.p., n.d. Web. 27
Sept. 2012. <http://www.futurity.org>.
• Goodnight, Lisa. “Why So Few? (2010).” AAUW. N.p., n.d. Web. 25 Sept.
2012. <http://www.aauw.org>.
• “How Boys and Girls Learn Differently.” Reader's Digest. N.p., n.d. Web.
25 Sept. 2012. <http://www.rd.com>.
• Krupnick, Catherine G. “Women and Men in the Classroom: Inequalities
and Its Remdies.” Harvard.deu. Harvard University, n.d. Web. 27 Sept.
2012. <http://isites.harvard.edu/fs/html/icb.topic58474/krupnick.html>.
24. Sources of Research
• Palsdorttir, Guobjorg. “Girls' Beliefs About The Learning Of Mathematics.”
The Montana Mathematics Enthusiast. N.p., n.d. Web. 27 Sept. 2012.
• “Project Implicit®.” Project Implicit®. N.p., n.d. Web. 25 Sept. 2012.
<https://implicit.harvard.edu/implicit/>.
• Psychology Today. N.p., 19 Aug. 2008. Web. 27 Sept. 2012.
<http://www.phychologytoday.com>.
• Reid, Sally. “Girls and Mathematics: Confidence and Success are Directly
Proportional.” NCGS.org. N.p., n.d. Web. 25 Sept. 2012.
<http://www.ncgs.org>.
• Strauss, Valerie. “Decoding Why So Few Girls Choose Science, Math.”
Washington Post. N.p., 1 Feb. 2005. Web. 27 Sept. 2012.
<http://www.washingtonpost.om/>.
• Why So Few? AAUW. Web. 27 Sept. 2012. <http://www.aauw.org>.
• Willis, Judy. Research Based Strategies to Ignite Student Learning. N.p.:
n.p., n.d. Print.
Editor's Notes
ms gillespie
Alessandra
girls: more social, learn language faster, biology class is seen as more collaborative
young boys: more physical and spatially aware, exposed to computers and blocks (engineering), programmed for conflict (science), don't mind being wrong
physics and math are seen as lonely. biology is more cooperative
(washingtonpost.com, Decoding Why Few Girls Choose Science, Math)
Yound children in elementary schools are exposed to these stereotypes at school, from home and the media. These students hear that boys are naturally better at math.
There has been research that shows that teachers are more likely to tell girls that math is hard
Negative stereotypes have been found to lower girl’s performance in mathematics and to lower girl’s aspirations for science and engineering field
even checking off that you are female on an exam such as the SAT can lower performance
Alessandra
This was a study in “Research on the Women and Mathematical Issue”
It concluded that when women had to identify their gender on the AP Calculus exam before the test was graded, their scores were lower than those of women who identified their gender after they took the test
Alessandra
Stereotype threat definition
The stereotype threat introduces a stereotype to an individual’s head that can negatively affects a person’s performance on test or performance
Emily/Monika
to say notes:
not sure if these are "formal" enough
- Confidence is directly proportionate to success
- Notice how in English, History, etc. we call examples we do questions. However in math, we call them problems- why? That has an impact on how we approach the equations, doesn't it? If you are given something and your teacher says, solve this problem, one subliminally assumes that it is hard and quite impossible since problems are usually bag and connote something negative.
- Teachers aren't the only ones who influence us. Family and friends also impact in other meaningful ways. If your parents told you math had come easy to them, one might think it will come easy to them. If your grades start to drop, you might feel like you are not only letting down yourself, but you may feel like you are also letting down your family. If your friend is good at math, you might give up hope because math just comes naturally to them.
Olivia/Alessandra
In the 1995 Newsweek article, "The Science of the Brain" neurologists created colored pictures of male and female brains which showed the neurological circuitry in each. These maps demonstrated that females used more areas of the brain simultaneously to solve problems than males did.
(1995, March 27 Newsweek “The Science of the Brain” -- color pictures of male and female brains - neurological circuitry mapping - demonstrated that females used more areas of the brain simultaneously to solve the same problem than males did.)
Brain imaging also shows that in females, the right Temporal Parietal Junction, rTPJ, which sole purpose is to understand others, is bigger than in males.
We also know through brain imaging that in females, the right Temporal Parietal Junction (rTPJ) is bigger than in males. The sole focus of the rTPJ is understanding others.
This may explain why girls tend to be more social than boys
In the 1995 Newsweek article, "The Science of the Brain" neurologists created colored pictures of male and female brains which showed the neurological circuitry in each. These maps demonstrated that females used more areas of the brain simultaneously to solve problems than males did.
(1995, March 27 Newsweek “The Science of the Brain” -- color pictures of male and female brains - neurological circuitry mapping - demonstrated that females used more areas of the brain simultaneously to solve the same problem than males did.)
Brain imaging also shows that in females, the right Temporal Parietal Junction, rTPJ, which sole purpose is to understand others, is bigger than in males.
We also know through brain imaging that in females, the right Temporal Parietal Junction (rTPJ) is bigger than in males. The sole focus of the rTPJ is understanding others.
This may explain why girls tend to be more social than boys
One of the largest gender differences in cognitive abilities is found in spatial skills - boys consistently outperform girls. This can be improved with simple training. (AAUW)
“Explain to young people that spatial skills are not innate but developed
Encourage children and students to play with construction toys, take things apart and put them back together again, play games that involve fitting objects into different places, draw, and work with their hands.
Use handheld models when possible (rather than computer models) to help student visualize what they see on paper in front of them.” (AAUW, pg 56)
girls have more access to verbal resources and tend to be more verbose. On the other hand, testosterone in the boys gives them more resources for spatial manipulation.
Emily/Monika
One of the largest gender differences in cognitive abilities is found in spatial skills - boys consistently outperform girls. This can be improved with simple training. (AAUW)
“Explain to young people that spatial skills are not innate but developed
Encourage children and students to play with construction toys, take things apart and put them back together again, play games that involve fitting objects into different places, draw, and work with their hands.
Use handheld models when possible (rather than computer models) to help student visualize what they see on paper in front of them.” (AAUW, pg 56)
girls have more access to verbal resources and tend to be more verbose. On the other hand, testosterone in the boys gives them more resources for spatial manipulation.
Erin/Claire
-teaching the same material in multiple ways will force the students brain to create additional connections which ensures long-term recall and quicker access
-why material is taught throughout several subjects
-recognize patterns and connections
-organization
-charts
-graphic organizers
-juxtaposing the material
-able to spot differences between the materials
-stress prevents new information from being learned
-prominent thing that occurs in the high school
-syn-naps (pauses) after every twenty minutes so information can be processed
-not long breaks
-laughter builds greater brain memory
-tell jokes in class
-praise
-positive correlation to student motivation
-praise to keep moving on and working, not necessarily for correct work but for effort
Veronica/Monika
Carol Dweck, Ph.D., Stanford University psychologist and developer of the idea of the Growth Mindset and author of Mindset.
Fixed Mindsets
believe abilities are set, can never change or grow = abilities are set Girls are often told that math is difficult, and that there are those who do well in class and those who don't. This mentality creates a fixed mindset in math.
On the other hand, those with a growth mindset believe they can shape their abilities through dedication and hard work. They develop a love of learning and a goal to succeed and expand their abilities. Unlike girls, boys are told that math is a challenge to be understood and conquered. If they do not do well, they are encouraged to try harder until they do and thus create a growth mindset.
Veronica/Monika
Image shows how the Fixed and Growth Mindset each respond/react to "Challenges", "Obstacles", "Effort", "Criticism", and "Success of Others."
At the end, the Fixed Mindset states "As a result, they may plateau early and achieve less than their full potential."
At the end, the Growth Mindset states, "As a result, they reach ever higher levels of achievement."
This graph may be found online in the free downloadable publication "Why So Few" at the AAUW (American Association of University Women) website.
Interesting Studies about Growth Mindsets:
Dweck study of students (373 moderately-achieving 7th graders in four successive entering classes of 67 to 114 students in a NYC public school; one math teacher taught each grade and there was no math tracking/levels). At the beginning of the study, the students were assessed by the researcher to determine if he/she had a fixed or growth mindset and then students progress was tracked for two years. Results: ‘researchers concluded that a student’s motivational framework rather than her or his initial achievement determined whether students’ math grades would improve.’ Students with growth mindset were outperforming students with fixed mindset. (AAUW Beliefs About Intelligence) (Summary of Dweck’s work which is also described in her book Mindset)
After this, researchers conducted a second study to see if intervention teaching that intelligence is malleable would affect motivation and/or grades. Study included 91 low-achieving math students from a different NYC public school - also 7th grade. Students were split into two groups for 25-minute periods one a week for eight weeks. Half of the students were taught that intelligence is malleable while the other half were taught study skills. Intervention group learned about how learning changes the brain and were asked to think of the brain as a muscle that grows, becomes stronger and develops new connections as one learns -- resulting in a smarter person. Students in this group were also taught that mistakes are a valuable part of learning and that we can learn from our mistakes. Ultimate message: being smart is a choice.
Results: prior to the intervention, grades were declining on average for both groups (between spring of 6th grade and fall of seventh grade). For the group taught that intelligence is malleable, decline was reversed and average math grades improved within a few months. For the study skills group, continue to experience an average decline in grade. (AAUW Beliefs About Intelligence) (Summary of Dweck’s work which is also described in her book Mindset)
Ms. Gillespie - overview of study sessions, specific about articles
-study sessions led by students instead of teacher
-Students read articles for homework - read ~ 1 article per month
- Summary of Why Girls Drop Math
gillespie
Erin
-Study Sessions From a Student Perspective
-Examples of Partner/Group Interaction
-To review homework before problems are discussed
-To work on a problem set or activity
-two brains are better than one, able to hear other ideas so strengthen your own
-projects:
-contagion: exponential equation
-shading in maps to show how the equations work
-can never actually hit the entire population so it gets as close as possible
-angry birds
-parabolas
-Rational Functions, Pollution Project - within small groups, we had to write a business proposal to reduce elimination for a "KPS Electronics" company. Unfortunately, there was not enough money in the company budget to meet the required pollution goals so within our proposal, we also had to pitch budget cuts.
Olivia
go over a test after you have taken it, review what you have done
rubric: see why you made the mistake and how you can avoid it next time
learn from the mistakes
find out what you have done wrong
quotes that talk about learning from mistakes
mistakes are good
an expert is a person in the field who has made every mistake
change the ideal of failure
triumphs can occur from failure
Veronica
Growth mindset: when teachers tell girls they can increase their intelligence by learning, they do better on math tests and are more likely to study math in future (AAUW Executive Study)
Growth Mindset: Sharing Math Struggles encourages students to think of math as a skill to be developed (not a talent they are born possessing). This goes along with the last point; research has shown that when teachers talk about the brain as a muscle which can be "exercised" by learning and that learning has been shown to promote more learning, students are more likely to be successful.
Think-Pair-Share: Research based strategy in which the teacher poses a question; students "Think" about the question individually and then divide into "pairs" to discuss the strategy or answer they thought about, and finally a few pairs will be asked to "Share" their results. Developed by Frank Lyman and his colleagues in Maryland
Emily
Suggestions for Teachers
Take the implicit bias test at https://implicit.harvard.edu to identify and understand personal biases so you can work around them and compensate for them; specifically, there is a gender-science/math test that may be of interest
- “Praise children for effort.” Do not praise for intellectual ability, rather praise the effort of the process they used to arrive at conclusions. (AAUW Executive Report)
-Catherine Krupnik, author of Women and Men in the Classroom: Inequality and Its Remedies, recommends establishing some type of rules for equitable discourse such as conversation norms.
Catherine Krupnik, also recommends keeping tabs on Equitable Air Time
Here are some Ideas
Pause before allowing anyone to answer
Ask everyone to write down a response before allowing anyone to answer
Keep a tally of boy/girl answers
