Interactionist theory argues that people learn their gender identities from everyday social interactions and that the family is the primary source of gender role socialization. Explain some of the ways parents and siblings can teach children gender roles.
Sample Solution
1. Verbal reinforcement: Parents can teach children gender roles through verbal reinforcement, such as telling them that certain activities are for boys or girls. For example, a parent might tell a son to “be brave” when he is playing with a toy truck and tell their daughter that she must “always act like a lady” when in public.
2. Modeling behavior: Parents and siblings have the power to influence gender expectations by modeling their own behavior. Children learn from everyday examples of how men and women should behave within society. This could be anything from the way parents talk about occupations or household chores, to the ways they interact with others during social situations.
Sample Solution
1. Verbal reinforcement: Parents can teach children gender roles through verbal reinforcement, such as telling them that certain activities are for boys or girls. For example, a parent might tell a son to “be brave” when he is playing with a toy truck and tell their daughter that she must “always act like a lady” when in public.
2. Modeling behavior: Parents and siblings have the power to influence gender expectations by modeling their own behavior. Children learn from everyday examples of how men and women should behave within society. This could be anything from the way parents talk about occupations or household chores, to the ways they interact with others during social situations.
Lesson 1 was an introduction to Python programming with students recalling knowledge from previous years. A detailed explanation of each stage of the lesson can be found in Appendix XX PART C lesson plan. Bruner (1960) believes that students revisiting information they have already covered will allow for them to further their knowledge and learn new things, called spiralling. An advantage of this approach is that students who recalled a lot of knowledge began to scaffold their peers and experiment with code without being conscious they were doing it. They were discussing key features of Python and communicated well together. A drawback of this method could be said that one of my students has not covered Python before, therefore is not revisiting knowledge but creating new knowledge. I didn’t find this to hinder progress due to students communicating and sharing their already existing knowledge scaffolding their peers. (SCAFFOLD REFERENCE)
Using a flipped approach for this lesson by using worksheet 1 (Appendix) allowed for all students to make outstanding progress. Research into flipped maths teaching, carried out by National Foundation of Educational Research (NEFR, 2015) produced evidence that flipped learning allows more time for active class learning, collaborative learning and class discussion.(date) Class discussions are a big part of students being able to communicate effectively in order to deepen their understanding also supporting the development of literacy. Literacy is not just about reading and writing but being able to communicate. (The National Literacy Trust, 2014).
Furthermore, students began to take more responsibility for their own work, at their own pace, resulting in a deeper understanding. Although this study was aimed at a maths environment, I agree with these findings. This method of teaching allowed me to do individual coaching with select students and students began taking ownership of their own learning which in turn was building their resilience to problem solving. Vygotsky (1978) states that, ‘By giving our students practice in talking with others, we give them frames for thinking on their own.’ To support Vygotsky’s statement, I monitored student’s verbal and non-verbal communications in order to see the progress of students beginning to complete programming tasks on their own using the methods laid out in this first lesson. Certainly by the end of the second lesson, students were beginning to think for themselves. LEARNING BY DISCVOERY. NATIONAL CURRICULUM????
