Jigsaw+notes+2010

JIgsaw Group #4

What do we do about our biases?
 * Can we change our biases? Is it enough to just understand our biases and change how we perceive them? I don’t know that we can change something that is so engrained in us.
 * I think it is important to get women speakers in front of our girls, especially women who are well rounded with families and such.
 * Corporate America is catering structures more around families with on site daycares, healthcare, etc.
 * I think it is important to show the need for engineers, the void that we are going to have in that field in the future is astounding. They need to know about this great opportunity.
 * Check out the book “Unlocking the Clubhouse Door” about women in technology. Did you know Ford did not have women involved in the first airbag discussions? Several small women were killed in the first roll out. Did you know that 2 women designed the new 2011 Ford Explorer? They are both named Julie and they job share.
 * You know, I am aware of all that my job does to help women and families that teach there. But, I never thought about pointing it out to my students.

What can we do to raise consciousness in parents?
 * When we do Bookfairs and such, bring in products. We could be more intentional about focusing them on STEM rather than princesses.
 * Annual STEM event “Light Up Your Mind.” Parents and kids listen to a speaker (could be a teacher or outside speaker). Then the parents and kids have to design and build something.
 * On “Meet the Teacher Night, “ I tease them with a question and I intentionally don’t get to it. Finally at the last minute a parent asks “are you going to get to the demo.” And she starts to intro the demo and doesn’t perform it. It drives the parents crazy. She says, “I am out of time but I’ll do it with your daughter.” She points out that she does this to the girls daily. “How often do you go home from work at the end of the day with closure?” The parents come up and say “okay really, what happens with the golf ball?” She says, “ask your daughter!” She purposely doesn’t do the demo for a week or so and the girls say “My Dad is driving me crazy asking what happens.”
 * There is a study that connects Mother’s attitude towards mathematics to her daughter’s success.
 * How is spatial ability related to handedness? If we try to use our other hand how does that help? See video on TED.
 * Check out [|RSA animates] talks as well.

Back to the Biases, what are things that you do?
 * We invite the parents to see the students' STEM work.
 * We put good role models in front of the girls. Bring back alumnae so they can relate with. They can see how life has lead students down roads that they never thought they would take.
 * Good quote, "it's what you do after you cry that matters." (how to learn from your failures)

Jigsaw Group #1 Jigsaw Notes Project Implicit on Harvard University website: https;//implicit.harvard.edu Gender & Science IAT Impressions? Among participants…. Tendency to associate Philosophy with Male Association of Music with Science Faster response time when “Science” paired with “Male” How do we make parents more aware of effects of gender biases? Mothers – at parent nights – tend to abdicate responsibility / knowledge on subjects of math & science to the father. Mothers – should we get a tutor? Unconscious messages to girls? Use of gender pronouns? Word problems may be biased on basis of socio-economics Constructive ways of modifying these biases? - Have girls explain concepts to boys in class - Attention to learning spaces – decorations (inspirational posters) - shape attitudes “Women in Science” research project – promoting role models Students stereotype themselves – middle school girls experimenting with sexuality, images, etc. Consider role models of both genders; emphasize personality traits that might create empathy. Mark Twain vs. Albert Einstein Tangible role models – consider parents, relatives An intelligent, well-educated woman, as a stay at home mother can influence the girl’s sense of self. Are there curricular pieces that can address this? Can content and skills be shaped to influence students? Apply math to “girlie” things – discussion of babies – surface area of baby compared with that of adult; quilts Importance of real-life applications of STEM fields Impact of STEM fields on womens’ issues – research into mens’ health issues vs. womens’ International Issues – Asian students – do we display cultural bias? Asian students tend to arrive with higher math skills Cultural pressures ? traditional male & female roles

Jigsaw Group #3 What are your thoughts about the biases? Everybody has biased based on how they are raised. Perpetuated in the world around us. How do we help? How do you tell the girls they are wrong? Using recorded lesson to hit the skill concepts so that class time can be used to delve into real world concepts and example together.
 *  Tell the girls they need to apply themselves to be good at something
 *  You don't need to be good at something immediately
 *  Address perfectionism
 *  Do girls like LA b/c there is no "correct answer"?
 *  Reshape their picture of right or wrong - what does that mean. Is a different answer a wrong answer? Scientists are wrong most of the time - you learn from your wrong answer and it puts you closer to the right answer. Find the truth in the wrong answer and use that to find your next answer.
 *  Have students read about bias and have them write a response
 *  Educating them about the stereotype threat.
 *  Choose our terminology carefully
 *  Is good for girls to see the male and female perspective on math
 *  It is also important for girls to learn to communicate with men to make them effective in the workplace.
 *  We need to be more causely oriented - rather than worrying about what we call them.
 *  Parent education of stereotype threat.
 *  Create a culture in your classroom that helps the girls overcome their thoughts of being unable to do math & science. Catch them doing things well and comment on the questioning or effort - in the moments of success.
 *  Teacher interaction is very powerful - be excited for them when they ask the good questions
 *  "Park" the off topic questions on a Post-It. She answers them on the "blackboard" page
 * [|www.Wallwisher.com] - sticky notes
 * <span style="margin: 0in 0in 0pt; mso-list: l1 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> ask the other students - do you agree?
 * <span style="margin: 0in 0in 0pt; mso-list: l1 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> often she will correct herself
 * <span style="margin: 0in 0in 0pt; mso-list: l1 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> it opens a discussion
 * <span style="margin: 0in 0in 0pt; mso-list: l1 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> Teach Like a Champion by Doug LeMont
 * <span style="margin: 0in 0in 0pt; mso-list: l1 level2 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 1.0in;"> right is right
 * <span style="margin: 0in 0in 0pt; mso-list: l1 level2 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 1.0in;"> always wants the student you asked to end up with the correct answer
 * <span style="margin: 0in 0in 0pt; mso-list: l1 level2 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 1.0in;"> I don't know is not an option for an answer - ask more questions - give hints
 * <span style="margin: 0in 0in 0pt; mso-list: l1 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> ask why they chose the answer (justify your answer)
 * <span style="margin: 0in 0in 0pt; mso-list: l1 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> rewind - how did you get there?
 * <span style="margin: 0in 0in 0pt; mso-list: l1 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"> the girls need to be taught to be comfortable with failure