COD 2016 - KP246
What makes a great teacher – of girls; of boys?
Teachers, Head teachers, Coordinators, Heads of Department
1
sesiones, inicia: 18-Feb
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Ficha del curso
Ciclo: 2016
Nivel: Inicial / Primaria
Idioma: Inglés
Estado: Terminado
Lugar: ESSARP - Deheza 3139, CABA
Capacitador/es: Ms. Maria Gabriela Martino de Galindez MA
Colegios Afiliados
ARS
ARS
Centros de Examen
ARS
ARS
No afiliados
ARS 200.00
ARS 200.00
Sesiones
| Sesiones | Fechas | Inicia | Termina |
|---|---|---|---|
| 1 | 18 Febrero 2016 | 01:30 pm | 04:30 pm |
Capacitador/es
Maria Gabriela Martino de Galindez
Teachers, Head teachers, Coordinators, Heads of Department
• To reflect upon masculine and feminine teaching styles.
• To identify masculine and feminine learning styles and to recognize teaching strategies that best suit each style.
• To reflect upon the importance of building teacher-student connections that match teachers’ teaching styles with students’ learning styles from a gender perspective.
• To identify masculine and feminine learning styles and to recognize teaching strategies that best suit each style.
• To reflect upon the importance of building teacher-student connections that match teachers’ teaching styles with students’ learning styles from a gender perspective.
As regards teaching and learning, most teachers are either significantly better with girls than with boys, or significantly better with boys than with girls. In this course, we shall explore the evidence regarding the characteristics of a great teacher of girls and how those characteristics differ from those of a great teacher of boys, by analyzing classroom management techniques and motivational strategies that allow teachers to build good teacher-student relationships with all their students. The course will address the following:
- Boys and girls learn differently: biological and sociocultural influence.
- The “Goodness of fit” theory: Students have unique learning styles; teachers have unique teaching styles. How to make them match in a gender friendly classroom.
- Classroom management strategies to build good teacher-student relationships with boys and girls:
1.The head and the heart: how the brain influences the Student-Teacher bond. Oxytocin and serotonin vs. testosterone.
2.Making connections: Face to face, and shoulder to shoulder.
3.Flight or Fight student responses.
4.Girls’ and boys’ friendship dynamics and its influence in the student-teacher relationship.
5.Boys’ and girls’ response to threat and confrontation. How to find the best approach.
6.Learning under stressful situations: useful tips to deal with boys’ and girls’ stress in class.
- Boys and girls learn differently: biological and sociocultural influence.
- The “Goodness of fit” theory: Students have unique learning styles; teachers have unique teaching styles. How to make them match in a gender friendly classroom.
- Classroom management strategies to build good teacher-student relationships with boys and girls:
1.The head and the heart: how the brain influences the Student-Teacher bond. Oxytocin and serotonin vs. testosterone.
2.Making connections: Face to face, and shoulder to shoulder.
3.Flight or Fight student responses.
4.Girls’ and boys’ friendship dynamics and its influence in the student-teacher relationship.
5.Boys’ and girls’ response to threat and confrontation. How to find the best approach.
6.Learning under stressful situations: useful tips to deal with boys’ and girls’ stress in class.
Interactive workshop
- Alced Argentina (ALCED) (September, 2009). Contenidos del II Congreso Latinoamericano de Educación Diferenciada. ¨II Congreso Latinoamericano de Educación Diferenciada – Nuevos Escenarios Para la Educación de Mujeres y Varones.¨ Buenos Aires: Alced Argentina.
- Baron – Cohen, S. (2005). ¨La Gran Diferencia. ¨ Barcelona: Editorial Amat S.L
- Chadwell, D. (2010). ¨A Gendered Choice. Designing and Implementing Single-Sex Programmes and Schools.¨ California: Corwin
- Gurian, M., Ballew, A. (2003) ¨The Boys and Girls Learn Differently – Action Guide for Teachers.¨ San Francisco: Jossey-Bass.
- Gurian, M., Stevens, K. and King, K. (2008). ¨Strategies for Teaching Boys and Girls, Elementary Level¨. San Francisco: Jossey- Bass.
- James A. (2009). "Teaching the Female Brain." California:Corwin.
- James A. (2015). "Teaching the Male Brain." California:Corwin
- Sax, L. (2005). ¨Why Gender Matters.¨ New York: Broadway Books.
- Sousa, D; Tomlinson A. (2011). " Differentition and the Brain." Solution Tree Press:USA
- Tomlinson, C. (2014) " The Differentiating Classroom. Responding to the Needs of All Learners." Second Edition. ASCD: USA
- Baron – Cohen, S. (2005). ¨La Gran Diferencia. ¨ Barcelona: Editorial Amat S.L
- Chadwell, D. (2010). ¨A Gendered Choice. Designing and Implementing Single-Sex Programmes and Schools.¨ California: Corwin
- Gurian, M., Ballew, A. (2003) ¨The Boys and Girls Learn Differently – Action Guide for Teachers.¨ San Francisco: Jossey-Bass.
- Gurian, M., Stevens, K. and King, K. (2008). ¨Strategies for Teaching Boys and Girls, Elementary Level¨. San Francisco: Jossey- Bass.
- James A. (2009). "Teaching the Female Brain." California:Corwin.
- James A. (2015). "Teaching the Male Brain." California:Corwin
- Sax, L. (2005). ¨Why Gender Matters.¨ New York: Broadway Books.
- Sousa, D; Tomlinson A. (2011). " Differentition and the Brain." Solution Tree Press:USA
- Tomlinson, C. (2014) " The Differentiating Classroom. Responding to the Needs of All Learners." Second Edition. ASCD: USA