Posts Tagged ‘curriculum’

July 15, 2011

Matthew Lynch says that we need to expose girls to great women in history as we support them in the complex modern world.

matthew_lynch
Matthew Lynch

 

In a responsive model of instruction, teachers seek out and include examples of achievements from both genders. While women and women’s classroom parity has come a long way since the days of Dr. Edward Clarke, it is still difficult to find curriculum texts that reflect an equitable picture of female accomplishments. Progress has been slow to incorporate gender-fair terminology into textbooks. Girls need to read about role models in science and mathematics—not just see pictures of women in lab coats with occasional references to females in the text.

The accomplishments of minority women, women with disabilities, local women from the community, and working class women all are important to help present a complete, realistic and equitable picture of female role models in society. It is valuable for young women to see the variety of ways in which females can impact their communities and their society, regardless of race, ethnic background or financial status. Teachers help overcome the gender inequities and change present perceptions by presenting accomplishments, experiences, and hard work of both men and women.

A balance of the particularistic and the inclusive is required. It is not healthy or productive to promote the historical female experience as completely negative—or to emphasize the struggles and minimize the triumphs—such an approach presents an unrealistic picture and may produce bitterness. Nor is it positive to emphasize men as the “oppressors”—this fosters resentment. Balance promotes equitable, respectful, and cooperative relationships with men in society.

There are many important reasons to emphasize women’s achievements. One of the most important is to build girls’ self-esteem. Blame the magazines, the movies, the models—blame Barbie—pin it on the pin-up girls, but the fact remains: girls struggle with the mixed messages about body image. Particularly impressionable adolescent girls struggle with bulimia, anorexia and the obsession with weight, and sometimes self-inflict injuries and other damage to their bodies.

Many girls who are bulimics and/or cutters have indicated that these actions are the only aspects of their lives over which they have control. Teachers lack the ubiquitous influence of the media to manipulate girls’ self-image. Advertising often pitches to the fundamental needs of the subconscious mind. Sex sells, to be frank—and while we cannot deny it, we do have some means to counter it.

Girls must be guided to see their potential in areas other than the physical. One helpful strategy is to acquaint young girls with the accomplishments of great women, including: Phyllis Wheatley, Marian Wright Edelman, Rosa Parks, Clara Barton, Mary Shelley, Jane Addams, Shirley Chisholm, Elizabeth Blackwell, Sacagawea,Wilma Mankiller, Isabel Allende, Deborah Sampson GannettDolores HuertaFrida KahloMaya AngelouSonia Sotomayor, Margaret Sanger, Unity Dow, Sally Ride and other women who overcame great odds to be strong and successful.

Each of these women is a standout figure in history or in society because of her hard work, her inner strength and her determination. In a society where supermodels and sex appeal are overvalued, adolescent girls must be reminded of their important inner qualities.

Dr. Lynch is an Assistant Professor of Education at Widener University. Dr. Lynch’s scholarship is intended to make a redoubtable, theoretically and empirically based argument that genuine school reform and the closing of the well-chronicled achievement gap are possible. Dr. Lynch is the author of three forthcoming books; Its Time for Change: School Reform for the Next Decade (Rowman & Littlefield 2012), A Guide to Effective School Leadership Theories (Routledge 2012), and The Call to Teach: An Introduction to Teaching and Learning (Pearson 2013). He is also the editor of the forthcoming 2-volume set, Before Obama: A Reappraisal of Black Reconstruction Era Politicians(Praeger 2012).

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Children, especially from low-income families, can lose reading and math skills during vacation so schools are offering summer camp-style programs.
In North Hills, CA, at a place called Camp Akela, kindergartners are keeping their young minds fresh for the upcoming school year at Noble Avenue Elementary Schools.  Other students will be studying volcanoes, creating travel journals, learning to dance the hula and even playing in a portable pool.  But the students, most of them low-income English learners, are also learning literacy, math facts and science and are honing writing skills with “coaches” dressed in tropical shirts and grass skirts.

From The Los Angeles Times:

Melding education with typical summer fun, the program is part of a statewide campaign aimed at combating a growing problem known as the “summer slide,” the loss of academic skills during the vacation months. Decades of research, including a new study by the Rand Corp., has documented that children lose two to three months of reading and math skills while on break and that the problem is particularly acute for lower-income children with limited access to travel, museums, libraries and other enriching experiences.

Studies have found that the cumulative effect of summer learning loss during the elementary school years accounts for two-thirds of the achievement gap between lower-income students and their more affluent counterparts by ninth grade.

“There is a real disparity in summer learning opportunities for children in disadvantaged communities,” said Steven Wirt of the Partnership for Children and Youth, an Oakland-based nonprofit promoting the Californiasummer learning campaign.

“We want to be sure these kids are not subjected to this devastating summer learning loss. It becomes exponentially detrimental as students move through their academic careers and later on in life,” he said.

A survey conducted by an education advocacy group for after-school programs, found that 1.8 million California children participated in summer learning programs last year.  They also learned that an additional 3.2 million wanted to enroll.  In addition, The David and Lucile Packard Foundation has launched a $20-million, eight-year summer learning initiative aimed at reaching 100,000 children in 10 regions throughout the state. Foundation spokesman Jeff Sunshine said the grants are aimed at providing

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The President will honor schools that commit to making environmental literacy a part of students‘ lives.

Next Earth Day, the Obama administration will select 50 schools around the country to be named the Green Ribbon Schools, CNSNews reports. This is part of a new program announced this April that will honor schools that focus on sustainability and teach their students about the environment.

Although the selection criteria hasn’t been finalized, according to the spokeswoman for the U.S. Department of Education Jo Ann Webb, the program seeks to recognize schools that make the environment part of kids’ classroom experience:

“[E]ngaging students on environmental issues and producing environmentally literate students; increasing energy efficiency and using renewable energy technologies; and creating healthy learning environments by addressing environmental issues in the schools.”

Nancy Sutley, chairwoman of the White House Council on Environmental Quality, said that the Green Ribbon School program, and others like it, are part of the administration’s environmental policy.

The program will give students another way to apply what they learn in science classes to the world around them, and will teach them the basics of green living.

The DOE is not the only agency developing programs that aim to make young people more environmentally literate. In its 2011 Strategic Plan, the U.S. Department of Energy discusses its own environmental initiative which is part of the administration’s national energy goals:

“Because today’s young generation are tomorrow’s world leaders, we will champion outreach through competitions, project-based learning, interactive gaming, and social media,”

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INDIANAPOLIS – An east side charter school stands out from the rest with an emphasis on going green while guiding students into a future driven by technology.

You know just by looking at the building, the Paramount School of Excellence is something special. Once inside the main office, there is no doubt.

It took $4.5 million to convert what was once an old Mason Lodge to a state-of-the art charter school on the city’s near east side. Surrounded by a wind farm spread out over nine acres, the Paramount School offersinteractive white boards, Apple computers and an eco-room for students in kindergarten through eighth grade.

“Two of the main focuses here are on conservation and technology. The five wind turbines on the grounds here produce enough electricity to power all of the technology in the building,” said Tommy Reddicks, Paramount School director.

That includes AWESOME the robot.

AWESOME stands for Autonomous Working Smart Machine. All of the students get to see robots on a regular basis, they see them in the classroom and there’s a curriculum built around them,” said Reddicks.

In the eco-room its all about respecting the environment.

“I learn to not litter and recycle,” said Zenia Palmer, student.

Classroom work has become more comfortable.

“This is the fourth grade classroom. We’ve tried to bring the concept of home to school, so we have easy chairsinstead of desks,” said Reddicks.

School leaders and teachers believe the breakthrough approach here goes well beyond the basics of elementary school education, putting students on the right track to pursuing their future while protecting the environment.

By Bruce Kopp – bio