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Hi Hilary, I have noticed similar in infant classrooms. I think society as a whole is slowly moving away from these ‘gender norms’ now but there is still a way to go. Ensuring that gender stereotypes are not reinforced in infant classrooms is extremely important so it is great to hear that ye have filtered out any books that do so!
In my 6th class, I observed a scenario where during a career discussion, girls expressed their ambitions to pursue traditionally male-dominated careers, such as engineering or computer science, but faced remarks like “Those are boys’ jobs.” On the other hand, boys were discouraged from considering careers like teaching because they were labeled as “girls’ jobs.”
This scenario shows the harmful impact of gender stereotypes on students’ career aspirations. When children are limited by societal expectations and told that certain professions are only suitable for one gender, it hinders their potential and highlights gender inequality. Open discussions about career stereotypes and real-life examples of people going against these stereotypes will help shift this notion that jobs can be categorized into ‘male’ and ‘female’
The paper by Ehigie (2021) emphasizes the importance of development education in fostering global citizenship. As an educator, I see the value in equipping students with knowledge, skills, and perspectives to engage with global issues and become agents of change.
In my teaching, I would integrate global perspectives across subjects, fostering open discussions, critical thinking, and empathy. Through case studies, current events, and interactive activities, I aim to inspire students to analyze and reflect on global challenges.
To encourage colleagues to plan development education activities, I would share my experiences through workshops and professional development sessions. I would emphasize integrating global perspectives into the curriculum and offer support in designing engaging activities. Collaborating on cross-curricular projects, we can collectively inspire students to become active global citizens.The paper reinforces my commitment to promoting development education. By nurturing global citizenship skills, I empower students to understand and address global challenges in an interconnected world.
Love this idea Colm. Observing the school garden and setting up simple experiments to measure rainfall and track plant growth will make them feel like real scientists and really engage them in the project, as would inviting a local TD to see their work. Will be using some of these ideas in my own classroom!
Research question: “What can our school do to help prevent climate change?”
Reflection: I would firstly prompt a discussion on our contribution to the greenhouse effect and brainstorm potential solutions and initiatives to raise awareness about climate change. Our school used to get green flags every year but recently it has not been a priority so that could be used as a motivator to explore this question.
Students would engage in a think-pair-share activity to identify the main causes of climate change. In groups, they would then create a concept map to brainstorm ways our school community can address these issues. The class would present their ideas to the Green Schools Committee. To raise awareness and educate other classes about climate change, we could organize a poster competition. Additionally, we could establish a weekly litter-picking schedule for different classes to clean the school grounds and local area. Other initiatives might include battery collections and regular audits of recycle bins, all pupil led.
Finally, students would reflect on and evaluate the effectiveness of their proposed solutions in addressing the initial question and review their progress throughout the year.
Task 2 – Elevator Pitch
The EO Browser is a user-friendly tool that offers easy access to full-resolution satellite images, enabling teachers and students to explore Earth’s surface in real time. By selecting areas of interest and adjusting time ranges, users can visualize various environmental changes and phenomena. In the classroom, EO Browser can enhance geography, environmental science, and climate change lessons. Students can compare satellite images over time to observe deforestation, urban growth, or the impact of natural disasters. They can analyze vegetation health using NDVI, monitor water quality, and track land use changes. This interactive approach promotes critical thinking, data analysis skills, and a deeper understanding of global environmental issues. By incorporating EO Browser, lessons become more engaging and relevant, making complex concepts more accessible and concrete. The app also supports the new mathematics curriculum through data analysis. Overall, EO Browser is an invaluable, freee resource that can hugely enhance classroom learning.
Hi Jane. I do think that some of the videos on climate change could be distressing for younger classes so the differentiation you mentioned there would be brilliant for junior classes. I entirely agree that focusing on hope and action rather than the damage that has already been done to the planet would be important.
The film “HOME” and related video clips in Module 3 offer a compelling visual representation of the climate change crisis. To introduce these facts to my class next year at school, I would show “HOME” and facilitate a class discussion to explore its impact and the urgency for action. We would then analyze additional clips, such as Greta Thunberg’s TED Talk, to delve deeper into youth activism. Students would research and present on various climate change topics, and we would incorporate hands-on activities like measuring carbon footprints. By combining video resources, discussions, and practical tasks, my class would develop a comprehensive understanding of climate change and their role in addressing it. This approach would foster critical thinking and empower students to make a positive difference in the world. It would also be important to emphasise the change that is possible rather than focusing too much on the negative when dealing with climate change in order to ensure there isn’t a high level of anxiety around it.
I would begin with the Paxi video to spark discussion and use a Kahoot or Blooket quiz to gauge prior knowledge. Students would then work in groups to research climate predictions using iPads. We’d watch a video on carbon emission scenarios and use the C3S Climate & Energy Education Demonstrator to calculate average temperatures, integrating nicely with the new maths curriculum. Students would reflect on the gathered information and brainstorm ideas to combat climate change locally. This adaptable method would work for different age groups and abilities, with outcomes varying by lesson length. It would help enhance research skills, critical thinking, and tech engagement while tackling climate change. Adding hands-on activities or simulations could further enrich the lesson.
I agree, activity two would be great in conjunction with the new mathematics curriculum. It is definitely something I will use in the coming year when integrating the new curriculum into my teaching.
Reflecting on Liston’s (2018) insights, STEM education in my classroom emphasises interdisciplinary learning, integrating science, technology, engineering, and mathematics through hands-on projects. For instance, my students could engage in building weather stations, which combines engineering principles with scientific inquiry. This approach fosters creativity, problem-solving, and critical thinking, ensuring a comprehensive understanding of STEM concepts.
I found the resources in Module 1, particularly the ESA resource “Nose Up High in the Sky,” to be extremely valuable. The activities provided great flexibility and could be adapted for all grade levels. For my students next year, I plan to simplify the initial activity on weather and climate. The weather detective activity will be suitable for all levels, teaching essential skills like instrument usage and weather recording. I am eager to set up a weather station at our school using homemade rain gauges and anemometers. Overall, I anticipate these resources will significantly enhance my students’ understanding of weather and climate in the coming school year.