What three areas am I initially interested in regarding my Inquiry 1 & 2 project?
Consent
Understanding and respecting consent is one of the fundamental necessities for human interaction. And yet, we have a societal tendency to undermine or ignore children's boundaries both inside and outside the classroom. Sometimes, when the child's safety is a concern, an adult must intervene. But how much do we ignore student consent in order to accomplish our goals? My interest in this area is finding out how these actions impact students' ability to learn. Moreover, how to we healthily and helpfully incorporate non-coercive practice into the classroom?
Additions - How do we balance student comfort and the learning goals?
Sex and Gender Education
There is plenty of literature to support the positive impact of comprehensive, realistic sex education. My question is how sex education impacts students' learning in other areas. We know that by the time they've hit grade 7 or 8, students have already internalized some of the sexist myths of learning (i.e. that girls are bad at math and good at language, and that boys are the inverse). So what happens when the students learn just how untrue this is? As a woman of STEM, I'm particularly interested in looking at how we can unpack these gender/brain myths in order to improve girls' confidence and success in science, technology, engineering and math.
Interdisciplinary Teaching and Learning
We live in a world with increasingly fuzzy disciplinary boundaries. And yet, our high schools are still structured using the traditional discipline models. Biology and History are taught separately, Math and Music are distinct; and Chemistry and Home Economics happen in different rooms. While there are benefits to this model, there are also drawbacks. Students may not realize the way these disciplines will interact once they leave high school behind. How can we, as specialized educators, bridge the perceived gaps in between disciplines in order to set our students up for success in an interdisciplinary world?
Additions - How do we do this in a system that is still discipline-specific?
Consent
Understanding and respecting consent is one of the fundamental necessities for human interaction. And yet, we have a societal tendency to undermine or ignore children's boundaries both inside and outside the classroom. Sometimes, when the child's safety is a concern, an adult must intervene. But how much do we ignore student consent in order to accomplish our goals? My interest in this area is finding out how these actions impact students' ability to learn. Moreover, how to we healthily and helpfully incorporate non-coercive practice into the classroom?
Additions - How do we balance student comfort and the learning goals?
Sex and Gender Education
There is plenty of literature to support the positive impact of comprehensive, realistic sex education. My question is how sex education impacts students' learning in other areas. We know that by the time they've hit grade 7 or 8, students have already internalized some of the sexist myths of learning (i.e. that girls are bad at math and good at language, and that boys are the inverse). So what happens when the students learn just how untrue this is? As a woman of STEM, I'm particularly interested in looking at how we can unpack these gender/brain myths in order to improve girls' confidence and success in science, technology, engineering and math.
Interdisciplinary Teaching and Learning
We live in a world with increasingly fuzzy disciplinary boundaries. And yet, our high schools are still structured using the traditional discipline models. Biology and History are taught separately, Math and Music are distinct; and Chemistry and Home Economics happen in different rooms. While there are benefits to this model, there are also drawbacks. Students may not realize the way these disciplines will interact once they leave high school behind. How can we, as specialized educators, bridge the perceived gaps in between disciplines in order to set our students up for success in an interdisciplinary world?
Additions - How do we do this in a system that is still discipline-specific?
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