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I agree with Rebecca that the thoughts of incorporating STEM into the classroom is a daunting task and difficult with time constraints in the classroom. By integrating and taking small sections makes it more realistic and manageable in the Irish classroom.
Gender stereotypes can significantly influence students from a young age, shaping their interests, behaviors, and self-confidence. In an Irish classroom, I observed a scenario during a physical education session. The boys were encouraged to play football, while the girls were directed towards gymnastics. When I asked why, a teacher explained that football is “too rough” for girls and gymnastics is “too delicate” for boys. This reinforces the stereotype that boys should be tough and active, while girls should be graceful and passive.
Development education methodologies can effectively combat these stereotypes by promoting gender equality and inclusivity in the classroom. Incorporating stories and case studies of women and men excelling in non-traditional roles can inspire students to pursue their interests without fear of judgment. For example, showcasing female athletes who excel in traditionally male-dominated sports, or male dancers who have achieved success in ballet, can challenge and broaden students’ perceptions. Furthermore, implementing mixed-gender group activities where roles are assigned randomly can help students appreciate diverse skills and break down gender barriers. Encouraging critical thinking and discussions about gender stereotypes can also empower students to question societal norms and develop a more inclusive mindset.
I like the concept of dividing the class into groups and engaging in historical research about temperatures and comparing change in temperature over time.
Research Question: How is climate change affecting the weather in our local area, and what can we do to help the environment?
Strategies to Explore the Research Question
1. Class Discussions and Brainstorming: Start with a simple discussion about weather and climate. Ask students what they know about climate change and how they think it might be affecting their local area.
Brainstorm ideas and questions they have about the topic to gauge their understanding and curiosity.
2.Observation and Data Collection: Engage students in observing and recording daily weather conditions. Compare this data with historical weather data (simplified for their understanding) to notice any changes or patterns.
Take a walk around the school or local community to observe and document signs of climate change, such as unusual weather patterns, plant growth, or erosion.
3.Guest Speakers and Experts: Invite local environmentalists, meteorologists, or community members who have observed changes in the environment to speak to the class. This helps students hear real-life experiences and understand the local impact of climate change.
4.Interactive Activities: Use hands-on activities like building simple weather instruments (rain gauges, thermometers) to help students understand how weather data is collected.
Create a climate change model using everyday materials to show how global warming affects the planet (e.g., ice melting demonstrations).To engage my pupils in exploring these impacts further, I would start by incorporating local climate data into our lessons. Students could analyze weather patterns, study changes in local biodiversity, and interview community members about their observations and experiences. Field trips to affected areas, such as coastal regions experiencing erosion, would provide hands-on learning opportunities.
To make a difference, we can take three actions:
1.Reduce Waste: Implement school-wide recycling programs and educate students about the importance of reducing waste and recycling properly.
2.Energy Conservation: Encourage energy-saving practices, such as turning off lights and computers when not in use, and explore renewable energy projects, like installing solar panels.
3.Tree Planting: Organize tree-planting initiatives to absorb CO2 and create green spaces around the school and community.In the classroom, the EO Browser can revolutionize how students learn about geography, environmental science, and climate change. For instance, students can compare satellite images over time to observe deforestation, urban growth, or the effects of natural disasters. They can also analyze vegetation health, water quality, and land use changes using different spectral indices. By engaging with real-world data, students develop critical thinking and data analysis skills while gaining a deeper understanding of global environmental issues. This hands-on approach makes learning interactive, relevant, and impactful.
I have reviewed the “Nose High Up in The Sky” Teacher Guide and Pupil Activities from the ESA.Carrying out the pupil activities myself, I found them well-structured and accessible, with clear instructions and visual aids that make complex concepts understandable for students. Activities such as building simple models of satellites and analyzing satellite images help students grasp the applications and importance of Earth observation.
I like the idea of language classes to immerse people into our school community which it makes it more accessible to build relations.
Our school can be proactive and organize donation drives for essential items such as clothing, toiletries, and school supplies, which can be distributed to local refugee families. Hosting cultural exchange events can also be a powerful way to build connections. These events can include sharing traditional foods, music, and stories, allowing both local students and refugee children to learn from and about each other. A smaller scale of ‘Christmas Shoe Box Appeal’ could be adapted in our school to get each child engaged and make great connections.
Additionally, our students can participate in mentorship programs, offering academic support and friendship to refugee peers. This not only aids the refugees in adjusting to a new education system but also fosters a sense of belonging and community.
Partnering with local organizations that work with refugees can amplify our efforts. By volunteering time and resources, we can help facilitate language classes, job training programs, and other essential services that assist refugees in integrating into the community.
Using the Paxi video to start this lesson on climate change for young children engages their attention and simplifies complex concepts through visuals and storytelling. This video can illustrate the impact of climate change in relatable and age-appropriate ways, making abstract ideas more concrete. They can also evoke emotional responses, fostering empathy and a personal connection to the topic. Additionally, this video provides a common reference point for all students, stimulating discussion and encouraging questions. This multimedia approach caters to various learning styles, enhancing comprehension and retention while sparking curiosity and interest in environmental issues. This video will prompt discussion and will encourage use of whiteboards for peer assessment.
Activity 1:
Liston’s paper emphasizes interdisciplinary STEM education, critical thinking, and real-world applications. In my classroom, the “Is it weather or climate?” activity exemplifies these principles by integrating science, technology, and mathematics, fostering critical analysis of atmospheric data, and helping students distinguish between short-term weather patterns and long-term climate trends.
Activity 2:
In my classroom, the “Weather Detectives” activity reflects these principles by having students investigate weather phenomena using scientific methods and technological tools. Students collect and analyze weather data, apply mathematical concepts to interpret patterns, and use engineering skills to design simple weather instruments. This activity promotes problem-solving and collaboration, helping students understand the interconnectedness of STEM fields while making learning engaging and relevant to real-world issues. It encourages them to think like scientists and engineers, aligning with Liston’s vision for effective STEM education.
To encourage my students to take action supporting SDG 4, I would initiate a project-based learning approach. Students could research educational challenges faced by children in different parts of Ireland and the world. They could then collaborate on initiatives such as organizing book drives, fundraising for educational charities, or creating awareness campaigns about the importance of education for all. Incorporating technology, students could connect with peers in other countries to share experiences and solutions, fostering a sense of global citizenship. Additionally, engaging with local community leaders and educational organizations to understand and address local educational needs can make the impact tangible. Reflective discussions and classroom debates on educational equity can help students critically analyze these issues and understand their role in promoting quality education.
Gender stereotypes can profoundly impact students even at a young age, influencing their self-perception, interests, and aspirations. For instance, I’ve observed a scenario where boys gravitated towards building blocks and girls towards the play kitchen/dolls. This separation often stems from societal norms that dictate ‘appropriate’ activities for each gender, limiting their experiences and development. I found it is good to introduce students to diverse role models who defy traditional gender roles, such as female scientists or male nurses, broadening their understanding of what is possible. Reflective discussions and storytelling can also help students understand and appreciate gender diversity, fostering a more inclusive mindset. Through these methodologies, DE can empower students to move beyond stereotypes and embrace their full potential, creating a more equitable classroom environment.
Yes I found the same experience that children gravitate towards gender specific roles whilst playing together.
Ehigie’s (2021) paper, “The Role of Global Citizens in Today’s World,” underscores the significance of global citizenship in fostering a cohesive and sustainable world community. It highlights the need for individuals to understand global issues, promote cross-cultural understanding, and engage in sustainable practices.
Development Education (DE) is crucial as it equips students with the knowledge and skills to address global challenges such as poverty, inequality, and climate change. DE fosters critical thinking, empathy, and cultural sensitivity, preparing students to be proactive global citizens.
To integrate DE in my teaching, I would embed global issues into the curriculum, utilize project-based learning, and encourage reflective practices. For example, incorporating discussions on climate change in science lessons and human rights in social studies can provide practical insights into these issues.
To encourage colleagues, I would organize professional development workshops, promote collaborative planning, and create a repository of DE resources. Additionally, initiating school-wide projects like sustainability drives and Global Citizenship Days can help inculcate a culture of DE across the school. By adopting these strategies, we can collectively nurture informed, empathetic, and active global citizens, as envisioned by Ehigie.
