Human Development , Learning and Diversity

Louai Rahal, 2014 HumanDevelopment, Learning and Diversity

Birthday Sort January 1st December 31st NON VERBAL COMMUNICATION ONLY Part 1: Community Building Activities

NON VERBAL COMMUNICATION http://louairahal.net/GroupMind/index.html 3 things in common Part 1: Community Building Activities

Community Building Activities • Positive correlation between sense of community and students’ motivation. • Positive correlation between sense of community and academic achievement. Explanations? “In classrooms which operate as a community of learners, students are more likely to be motivated toward learning for its own sake” (Watkins, 2006) http://eprints.ioe.ac.uk/2810/1/Watkins2005classrooms47.pdf Part 1: Community Building Activities

Talking in Class • Talking • Allows children to integrate new knowledge with existing knowledge. • Allows children to explore the boundaries of their understanding. Part 2: Discussion of Classroom Routines

Confucius “What I hear, I forget; What I see, I remember; What I do, I understand.” Part 2: Discussion of Classroom Routines

Taking Walks http://www.lactualite.com/sante-et-science/sante/5-decouvertes-pour-rester-jeunes/ « un entraînement par intervalles à haute intensité (30 secondes de sprint suivies de 30 secondes de marche) améliorait les capacités cognitives d’adultes » « Après quatre mois, ils mémorisaient plus facilement des séries de chiffres ou de symboles » « L’exercice physique, expliquent les scientifiques, améliore la capacité du corps à oxygéner le cerveau » Walk and Talk: Effect on Stereotype on you Part 2: Discussion of Classroom Routines

Stereotype Threat http://aer.sagepub.com/content/19/4/598.abstract • Benbow and Stanley’s experiment (1982): High achiever girls, high achiever boys. • Difficult Math test. • Girls underperformed boys. • Conclusion: Boys have a greater innate ability for Math. Alternative Explanations? Part 3: Stereotype Threat

Stereotype Threat • Blacks and Whites with comparable SAT scores. • Students who are black underperform students who are white. • University of Michigan. Part 3: Stereotype Threat

Stereotype Threat “Our explanation was that frustration during a difficult math test made women worry about confirming, or being seen to confirm, the societal view about women’s poor math ability, and that this worry, in turn, interfered with their performance” Part 3: Stereotype Threat

Stereotype Threat “You may have heard that women don’t do as well as men on difficult standardized math tests, but that’s not true for the particular standardized math test; on this particular test, women always do as well as men” Experimental Group Part 3: Stereotype Threat

Stereotype Threat “Among participants who were told the test did show gender differences, where the women could still feel the threat of stigma confirmation, women did worse than equally skilled men [...] But among participants who were told the test did not show gender differences [...] woman performed at the same high level as equally skilled men. Their underperformance was gone” https://www.youtube.com/watch?v=tS2Bv8Yh1oU Part 3: Stereotype Threat

Stereotype Threat • Golf Task. Males: Caucasian, African American. “Golf Task Measures Ability.” “When they were in situations where those stereotypes could apply to them, they understood that one false move could cause them to be reduced to that stereotype, to be seen and treated in terms of it” Part 3: Stereotype Threat

Stereotype Threat http://www.reducingstereotypethreat.org/bibliography_shih_pittinsky_ambady.html • Women who are Asian and Math. • Two contradictory stereotypes. • Shih, Pittinsky and Ambadi. • Two Groups. Questionaire reminding them of Gender, Questionaire reminding them of Ethnicities. Part 3: Stereotype Threat

? Stereotypes that affect academic performance in Canada Part 3: Stereotype Threat

Course Assignments Team Teaching Lesson Plan + Addendum Auto Geography Part 4: Assignments

Human Development , Learning and Diversity