COD 2018 - KP328

When speaking about Pedagogy, Does Gender Matter?

Kindergarten and Primary School Teachers, Headteachers and Coordinators. School Psicopedagogas and Special Education teachers

1 sesiones, inicia: 22-Feb

Ficha del curso

Ciclo: 2018
Nivel: Inicial / Primaria
Idioma: Inglés
Estado: Terminado
Lugar: ESSARP - Deheza 3139, CABA
Capacitador/es: Ms. Maria Gabriela Martino de Galindez MA
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Colegios Afiliados
No arancelado
Centros de Examen
ARS 500.00
No afiliados
ARS 500.00

Sesiones

Sesiones Fechas Inicia Termina
1 22 Febrero 2018 09:30 am 12:30 pm

Capacitador/es

Maria Gabriela Martino de Galindez

English Teacher (INSPT – UTN), specialist in Didactics, Teacher Trainer, Bachelor Degree in English Language (UTN), and Magister in TEFL (Universidad de Jaén, España). ¨Profesora Adjunta¨ ¨Didáctica Especial y Práctica de la Enseñanza¨ (INSPT – UTN) and Reseacher Teacher (UTN). Has taught ¨Metodología ¨ and ¨Residencia Pedagógica in UMSA, Dissertation director in ¨LOGE¨- Universidad Austral. Member of the Academic Committee of ¨ALCED Argentina¨. Lecturer on Differentiated Pedagogy applied to teaching boys and girls in Argentina and abroad. Co-author of ¨Nuevo Paradigma Escolar¨ (2012, Ed. Logos-Promesa). Has taught English at Secondary School for more than 25 years and has been English coordinator at kindergarten level. Has been English coordinator at kindergarten level and Head Teacher in the Primary section in Colegio El Buen Ayre and Los Candiles/Los Caminos schools.
Kindergarten and Primary School Teachers, Headteachers and Coordinators. School Psicopedagogas and Special Education teachers
Based on the most recent research and examples of the most effective practice, the course aims to:
- Be a resource in supporting shared understanding, a common language, and access to practical steps to enhance the quality of learning for girls and for boys.
-Identify masculine and feminine social and emotional features and to analyse class management strategies that best suit boys' and girls' behavioural styles.
- Identify the fixed mindsets in female and male students that appear to contribute to the substantial academic gender gap that emerges as from early primary school, and discover ways of transforming them into growth mindsets free of stereotypes.
-Reflect upon the importance of building teacher-student connections that match teachers’ teaching styles with students’ learning styles in order to empower the teaching-learning process.
Gender issues have been a focus for many educational research studies in recent decades, sparked by the differential responses of girls and boys to schooling. Differential retention rates, an apparent gender gap in achievement between girls and boys, subject choices at GCSE and A level, access rates to University, have all been scrutinised, with ambivalent outcomes. This course focuses on one aspect of this gender debate: effective pedagogies for girls’ and boys’ learning. In so doing, an attempt will be made to consider whether learning for boys and for girls is facilitated in equal terms in the classroom, whether girls and boys have different learning styles, whether there are girl-friendly pedagogies which are distinct from pedagogies which support boys’ learning. The essence of the course, however, is to support teachers: to help teachers to identify, within their own contexts, those learning and teaching strategies which enable girls and boys to maximise their own potential, and to succeed in their education, without sacrificing the essence of their own self. It is designed to be a vehicle to support educators through thoughtful reflection, sharing of knowledge, and healthy challenge of current beliefs and assumptions around girls' and boy’s learning.
During the course, the participants will be invited to contribute to discussions, work collaboratively, and share their reflections. The voices of the participants will be invaluable in this course, both because learning is a social activity and because together we own a wealth of experience and knowledge that we should mobilise and share.
- Anijovich, R. & Mora, S. (2017) Estrategias de Enseñanza: Otra Mirada al que hacer en el Aula. Ciudad Autónoma de Bs. As: Aiqué Grupo Editor.
- Baron – Cohen, S. (2005) La Gran Diferencia. Barcelona: Editorial Amat S.L.
- Calvo Charro, M. (2009) Guía para una Educación Diferenciada. Toromítico: España.
- Calvo Charro, M. (2011) La Masculinidad Robada. Córdoba, España.
- Calvo Charro, M. (2005) Los Niños con los Niños, Las Niñas con las Niñas. Almuzara: Córdoba, España.
- Calvo Charro, M. (2016) La Educación Diferenciada en el Siglo XXI. Regreso al Futuro. Portal Derecho: Madrid Ferrara, M. (2009)
Making a Match in the Classroom. Advances in Gender and Education, 1 (2009), 14-21. Printed in the USA. © 2009 Montgomery Center for Research in Child & Adolescent Development. Retrieved July 24th, 2015 from www.drmmferrara.com
Gurian, M.; Stevens, K. and King, K. 2008 "Strategies for teaching Boys and Girls, Elementary Level" San Francisco: Jossey-Bass.
Gurian, M.; Ballew, A. 2003 "The Boys and Girls Learn Differently – Action Guide for Teachers" San Francisco: Jossey-Bass.
James, A. (2007) Teaching the male brain: How boys think, feel, and learn in school. Thousand Oaks, CA: Corwin.
James, A. (2009) Teaching the Female Brain: How Girls Learn Math ans Science. USA: Corwin
Sax, L. (2005) "Why Gender Matters" New York: Broadway Books.
Tomlinson, A. (2017) How to Differentiate Instruction in Academically Diverse Classrooms, 3rd Edition. USA: ASCD
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