Breaking Down the Gender Divide with Hackathons

Getting non-techie types interested in Computer Science can be a real challenge, but it’s not impossible. Adrian Porter shows how a hackathon initiative has taken off, making the subject relevant, fun and personal to a much more diverse group.

Twenty-something pupils in a room, one evening after school, all talking about coding. Yes, coding, and solving problems. Hunched over their laptops, the light from the screens illuminating their faces and having fun. Fuelled by their own imagination and, OK, pizza and cola! Yes, this was our own hackathon and we were very proud of how well it was going.

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      string(5677) "they acquire – they are never passive recipientsof information, but ‘experts’ researching a project withpride and passion. So, the gender discourse project becameembedded in us becoming ‘life coaches’ for three weeks,with three clients to work for.Guiding questions for this ‘Mantle of the Expert’ project:1.  To what extent do the students require theinformation?The information will be in the area of gender discourse theoriesto provide background knowledge for the A2 course.2.   From what frame of reference should theinterrogation of the information take place?Students are framed as ‘life coaches’.3.   How will the information be shaped and placedwhen they first meet it?The information is presented in the form of a business planpresented by the managing director (teacher) and statementcards about male and female discourse styles.4.   What tasks will engage the students in findingthe information?Initial roles as new employees in the company – establishingcompany name and mission statement, working to client briefs(introduced at key moments).5.       What tools are required? Teacher in role as managing director, gender statements toprovide initial direction, letters from clients.6.   What form will be used to preserve theknowledge gained?Creative presentations about gender discourse theories andpresentations to three ‘clients’ -which will mimic the skillsrequired for the A2 coursework.Adapted from pg33 Drama for Learning, Heathcote & Bolton 75Teaching Thinking&Creativity  Vol 10:1www.teachingtimes.com   Teaching approachesThe LureI hadn’t seen my students for three weeks. They arrivedto an advert for the new Life Coaching company on theclassroom door. I greeted them in role – I wore a visitors’badge with my new name.Following some initial confusion, the students quicklyengaged with the idea. They decided on a company name(‘Stepping Stones Life Coaching’), a mission statement andentered the imaginary space.The focus of the enquiry had to be gender related, soI used some statement cards to guide our research. Thequestions were: Do male and female language styles differ?What is important about language gender differences thatwe can use to advise people?Being in role required a shift in my teaching languageaway from instruction – I couldn’t say: “Divide these cardsinto three linked themes”. So I said: “I wonder if thereare different ideas running through these statements?”The students chose the themes (Dominance, Deficit,Difference) through discussion and negotiation. Theymade the decision to conduct more research inthe library. They chose to feed back their researchthrough creative methods covered earlier in theyear.Of course, I was manipulating the direction ofthe drama to expose learning opportunities, butI wasn’t ‘teaching’ in the traditional sense. Onestudent said: “We couldn’t rely on the ‘in role’ MsAstbury, because she wasn’t a ‘teacher’.” Theybecame ‘self-managing’.Links to the curriculumThe Scheme of Work ‘evolved’ over the lessons. Ihad a skeleton plan and an end point. The threeclients were introduced in stages – the lettersgenerated excitement and gave the studentswork focus. The first client required the students to useexisting gender research to inform a training package forHM Prisons, exploring how prison officers can developcommunications skills with prisoners of different genders.The second client required them to investigate languagefor the Women’s National Commission. The third clientasked them to explain gender research to Cosmopolitanmagazine readers.All these tasks mimicked the A2 project, which requiresassimilation of secondary research, conducting andanalysing primary research and producing a ‘mediapiece’ on the theme of their research for a lay audience. Itbecame clear that the syllabus offers considerable scopefor thinking and working in a creative way – I just hadn’tseen it before.Desirable outcomes of creativityThe techniques suggested in Mantle of the Expert involvea longer process of discovery that enables students toUsing role play and freeze frames to explore gender theories.76Teaching approaches   www.teachingtimes.comTeaching Thinking&Creativity  Vol 10:1develop resilience in tackling problems with no quick-fixsolution. The initial ‘lure’ captures interest and the outcomeis exciting. But what happens in between is laborious andmessy. It is an important factor in teaching for creativitythat students need to develop perseverance againstfrustration. We did reflective reviews at the end of eachsession, displayed throughout the three weeks as a recordof their journey.Metacognitive thinking, where students learn toexpress not just what they know but how they know itis fundamental to Heathcote’s Mantle of the Expert. 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Creative Teaching & Learning

Breaking the exam yoke

22 Nov 2009

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      string(4965) "teachers know. n Explore curriculum crossover from maths, English and science. n Invest in face-to-face training to give teachers confidence. n Team up in a collaborative effort to engage your class. n Focus on making it engaging and fun for both teachers andpupils.Anthony Sharp is Deputy Headteacher of MidfieldPrimary School in Bromley, Kent, and they chose CPDfor Teachers to deliver their How to Teach ProgrammingCourse. www.cpdforteachers.com http://www.teachingtimes.comhttp://www.cpdforteachers.comWritten by Sue Hackman – formerDfE Chief Adviser and one of the UK’sleading experts on assessment.Special Offer for AfA associated SchoolsOnly £200 + VATPlus 1 year’s free access to theCreative Teaching and Learning ServiceSee over for detailsIt’s the only inclusive scheme, reaching pupils working belowNC levels, and is recommended by Achievement for AllIt covers all NC subjects and Key Stages 1, 2 and 3It’s more sensitive than its forerunner, APP, for triggeringinterventions and evaluating impactThe cost has been kept low to support the future ofassessment for learningIt works on paper and as an App, and all this is part ofthe priceIt provides a full range of management information forschool leadersIt tracks cognitive development and links to expertteaching strategyÞFind out more atwww.climbingframes.org.ukOr call 0121 224 7599“Fantastic!’ were the words from the headteacher of one of our schools as soon asshe started engaging with the Climbing Frames materials. Clear, focused and commonsense guidance that is based on national expertise immediately made colleagues feelsecure in the next phase of assessment within the new curriculum.”David Hilton, Head of Curriculum and Standards, The Active Learning TrustHere’s why youtoo should chooseClimbing FramesLooking for a sensitive butstraightforward way to track progress?Recommended as“best of breed”byAchievement For AllName:Job title:School/Inst:Address:Town:Postcode:Email:Tel:£ Please invoice me(Official purchase no:)£ I enclose a cheque for £(made payable to Imaginative Minds)£ I wish to pay by MasterCard/VisaCard no:Start date:       /       Expiry date:       /                Sec no:Name on card:Signature:Order your pack today at www.climbingframes.org.ukOrder hotline: 0121 224 7599 Fax: 0121 224 7598            Email: enquiries@imaginativeminds.co.uk6  ways Climbing Frames helps you               track pupil progressCFAFA15“We have seen a large number of systems,and Climbing Frames is by far the best ofbreed. Its pre-levels – for those childrencaught below the start of the new NationalCurriculum – and its Cognitive DevelopmentFramework show how well thought out itis. We would recommend our schools tosubscribe.”Professor Sonia Blandford, CEO, Achievement For AllIt is the only system that has pre-levels for childrenthat will fall behind the starting point of the newNational Curriculum levelsIt is also the only system that tracks cognitivedevelopment, through its Thinking and LearningClimbing Frame.It allows you to track pupils who are slipping behindor racing ahead of their cohort yearOne of the strengths of the system is that it can easilyindicate children moving ahead or behind their cohortyear. This will support differentiated teaching andlearning for the more, and less, able.It’s manageable because it tracks progress againstkey objectivesObjectives have been selected because they aremarkers of significant progress.They have been arranged and sub-divided into year-by-year steps to assist fine judgements.It makes room for the teacher’s professionaljudgementChildren do not always learn in a linear way, and masteryis not always instant. This scheme allows teaches to flexjudgements to reflect how far children have securedtheir objectives e.g. whether they have made clear earlyprogress, substantial progress or whether they havemastered them.Schools can opt to use a special utility for counting upindividual objectives achieved, generating summariesthat give managers a fine-grained view of strengths andweaknesses in learning.It’s big on dataAs well as tracking progress for each pupil, you willbe able to get class, cohort and whole school reports,filtered for gender, ethnicity, special needs, pupilpremium and free school meals.And there’s a special offer for AfA schoolsSpecial Offer for all Achievement for All associatedschools.As an AfA school, you will pay only £200 + VAT for theprinted pack and your first year’s access to the mobileassessment app.➊➋➌➍➎➏PlusOrder today to receive a year’s full school-wideaccess to the Creative Teaching and LearningServices – worth £120!Printed pack The mobile app Creative Teaching and Learning Service At the AfA price of £200 + VATü ü ü P&P for pack £3.50 + VATOrdering online or by phone?Please quote coupon code: CFAFA15 TotalOrder formR I would like to order Climbing Frames pupil progress tracker and receive:"
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Digital Learning

Breaking the code to deliver the new computing curriculum

22 May 2015

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      string(361) "... girls’ and boys’ reading appears to be closing. The report looks at the reading habits of 210,000 British schoolchildren. Although in some academic years girls are continuing to outperform boys, on balance across all years (1 – 11), the reading gender divide is closing.
Leadership Briefing Issue 6.09 (69)"
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      string(319) "... as books read by students who were reading at two or more years above their actual chronological year level. Students up to Year 4 were reading books more than two years ahead of their Year level. This compares very positively with last year when no high ability students were reading ..."
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      string(584) "This new report, written by Professor Keith Topping, Professor of Educational and Social Research, School of Education, University of Dundee and published by Renaissance Learning, shows that the difference in abilities between girls’ and boys’ reading appears to be closing. The report looks at the reading habits of 210,000 British schoolchildren. Although in some academic years girls are continuing to outperform boys, on balance across all years (1 – 11), the reading gender divide is closing.
Leadership Briefing Issue 6.09 (69)"
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      string(2961) "boys’ difficulty is greater than girls, three cases where girls’ difficulty is greater than boys and two cases where it is equal. This can no longer be regarded as a reason for male under-achievement in reading. Turning to APC, this also shows signs of rising. In three (early) Years, APC is well above 85%. In a further three (middle) Years, APC falls below 85% only in one or two cases. In a further three (upper) Years, APC falls below 85% in five cases out of 20. However, in general this represents an improvement over last year. Again, it may well be that teachers are guiding pupils more effectively in the book and quizzing choices.Overall, Roald Dahl remains the top author. Roderick Hunt has many mentions, all with young children. Next in a great surge comes Jeff Kinney with his Diary of a Wimpy Kid series, notable for its relatively high readability. After this comes Francesca Simon again, particularly popular with boys. J. K. Rowling has regained some of her former position. Allen Ahlberg has lost a good deal of popularity from last year, but still does well, especially with girls. For girls, Stephenie Meyer is now more or less equal with Jacqueline Wilson. For boys, Dav Pilkey, Michael Morpurgo and Robert Muchamore feature. Girls tended to choose books with female role models.Books read by high achieving readers were defined as books read by students who were reading at two or more years above their actual chronological year level. Students up to Year 4 were reading books more than two years ahead of their Year level. This compares very positively with last year when no high ability students were reading books at their ability-appropriate level. In all but one Year the difficulty of books read by these high ability students had increased. High-ability pupils enjoy J. K. Rowling, who has 38 mentions in 2012. Roald Dahl has only 21, a reversal of their positions from last year. Recommendations for the future seem clear. Students should be encouraged to: pass all quizzes; sustain a higher level of challenge in their reading, especially on transfer to secondary school; and sustain Average Percent Correct at or above the 85% level. Teachers should be aware of the very different student preferences for reading over time and the marked differences in preferences between boys and girls. Boys are particularly likely to read books that are too easy, and their reading needs closer monitoring than that of girls. Even high-achieving readers do not challenge themselves enough as they grow older. Boys are more interested in non-fiction but need encouragement to read it carefully. Books popular with children should guide school purchasing decisions in the future, but even on these books difficulty eventually declines.AuthorR ChimaDate CreatedFebruary 2012Enquiries to:raspal.chima@yahoo.co.uk(Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

What Kids Are Reading 2012

29 Feb 2012

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Leadership Briefing 11.03(123)"
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      string(354) "... recent years. But women are still less likely to enterand graduate from more advanced levels of tertiary education, such as doctoral or equivalentprogrammes. ■ The gender divide in education is also reflected in students’ field of study. Women remain under-represented in certain fields, such as science and engineering, and ..."
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Leadership Briefing 11.03(123)"
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      string(5650) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.EDUCATION AT A GLANCE 2016KeywordsEducation,output,educationalinstitutions,impact, learning,countries,resources,access,participation,progression,ranking tables,universitiesSummaryThis OECD report provides key information on the output of educational institutions; theimpact of learning across countries; the financial and human resources invested in education;access, participation and progression in education; and the learning environment andorganisation of schools.It shows a very different map of higher education than the ranking tables, which are dominated by USand UK universities, such as Harvard, MIT, Stanford, Oxford, Cambridge and UCL.The OECD tested literacy skills among graduates – and the high-flyers were not in the US or UK, butin Japan and Finland.The OECD’s top 10 highest performing graduates are:1. Japan2. Finland3. Netherlands4. Australia5. Norway6. Belgium7. New Zealand8. England9. United States10. Czech RepublicNone of the countries in the top places make much of an appearance in conventional universityrankings.But while the names of US Ivy League universities are familiar around the world, Norwegian andAustralian universities seem to be turning out more capable graduates.Main Findings: ■ OECD countries spend an average of 5.2% of their GDP on educational institutions from primaryto tertiary education, public and private expenditure combined. Around one-third of the totalexpenditure is devoted to tertiary education, where spending per student is highest. The highercost of tertiary-level teaching staff and the prevalence of research and development in tertiaryeducation contribute to the high cost.Week Commencing 24th October 2016http://www.oecd-ilibrary.org/docserver/download/9616041e.pdf?expires=1476986039&id=id&accname=guest&checksum=AA8DD0172D76F076C19C32A96961BECBLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ To ease the strain on already tight public budgets, more countries are shifting the cost of tertiaryeducation from the government to individual households. On average, 30% of the expenditure fortertiary institutions comes from private sources – a much larger share than seen at lower levels ofeducation; and two-thirds of that funding comes from households, often in the form of tuition fees. ■ Understanding that high fees may prevent eligible students from enrolling in tertiary education,many governments allow for some differentiation in tuition fees. For example, tuition fees maybe higher for students attending private institutions or for foreign students, or lower for studentsin short-cycle tertiary programmes. To support students, many countries also offer scholarships,grants and public or state-guaranteed loans, often with advantageous conditions, to help studentscope with the direct and indirect costs of education. Over the past decade, most countries sawan increase in the number of tertiary students taking public or state-guaranteed loans – andgraduating with both a diploma and a debt. ■ The reversal of the gender gap in tertiary education – more women than men are now tertiarygraduates – has been well-documented in recent years. But women are still less likely to enterand graduate from more advanced levels of tertiary education, such as doctoral or equivalentprogrammes. ■ The gender divide in education is also reflected in students’ field of study. Women remain under-represented in certain fields, such as science and engineering, and over-represented in others,such as education and health. In 2014 there were, on average, three times more men thanwomen who graduated with a degree in engineering and four times more women than men whograduated with a degree in the field of education. ■ Gender imbalances in fields of study are mirrored in the labour market – and ultimately inearnings. Graduates in the field of engineering, for example, earn about 10% more than othertertiary-educated adults, on average, while graduates from teacher training and educationscience earn about 15% less. ■ There is also a gender divide within the teaching profession itself. The percentage of femaleteachers shrinks – but teachers’ salaries tend to increase – with each successive level ofeducation. Women are also less likely to become school principals, even though principals areoften recruited from the ranks of teachers. ■ Education systems play a critical role in integrating immigrants into their new communities –and into the host country’s labour market. For example, immigrant students who reported thatthey had attended pre-primary education programmes score 49 points higher on the OECDProgramme for International Student Assessment (PISA) reading test than immigrant studentswho reported that they had not participated in such programmes. This difference correspondsto roughly one year of education. In most countries, however, participation in pre-primaryprogrammes among immigrant students is considerably lower than it is among students withoutan immigrant background. Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and"
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Leadership

Education at a Glance 2016

21 Oct 2016

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