{"id":17,"date":"2021-09-22T14:35:08","date_gmt":"2021-09-22T13:35:08","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/?page_id=17"},"modified":"2021-09-22T14:35:08","modified_gmt":"2021-09-22T13:35:08","slug":"module-2","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/module-2\/","title":{"rendered":"Module 2"},"content":{"rendered":"<section id=\"builder-section-panels_11\" class=\"builder-section-first builder-section builder-section-panels builder-section-last accordion-mode\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"ttfmp-accordion-container\" data-height-style=\"\"  data-start-collapsed=\"false\">\n<div id=\"ttfmp-panels-item-title-panels-item_19\" class=\"ttfmp-panels-item-title\">\n\tModule 2 &#8211; Content<\/div>\n<div id=\"ttfmp-panels-item-content-panels-item_19\" class=\"ttfmp-panels-item-content\">\n<p><span data-contrast=\"none\">If you have any accessibility requirements or would like to request the course content in a different\u00a0format\u00a0please contact\u00a0<\/span><a href=\"mailto:amy.johnson@educationscotland.gov.scot\"><span data-contrast=\"none\">amy.johnson@educationscotland.gov.scot<\/span><\/a><span data-contrast=\"none\">\u00a0and\u00a0<\/span><a href=\"mailto:hannah.brown@educationscotland.gov.scot\"><span data-contrast=\"none\">hannah.brown@educationscotland.gov.scot<\/span><\/a><span data-contrast=\"none\">\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<h1>Gender and Interactions<\/h1>\n<p><span data-contrast=\"none\">In this module we will build on what was covered in Module 1 and explore:<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"1\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Patterns in whole class interactions and learner participation<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"1\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">How these patterns of interactions can lead to differing levels of self-confidence<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><span data-contrast=\"none\">Practitioners are in a unique position to mitigate the effect of this through:<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">Observing and reflecting on existing patterns of interactions<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"2\" data-aria-posinset=\"4\" data-aria-level=\"1\"><span data-contrast=\"none\">Embedding strategies for equitable interactions<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><span data-contrast=\"none\">Whole class and small group interactions; recognising the patterns<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Note that the term \u2018whole\u00a0class\u2019\u00a0here, is used to refer to whole group interactions in ELC settings as well as in classrooms.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<h2><b><span data-contrast=\"none\">Introduction<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/h2>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"3\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Our interactions with and expectations of children and young people are influenced by gender roles and unconscious bias. For example, we may use gendered pet names. Errands are often gendered, with girls doing more of the domestic or tidying errands, and boys perhaps being more often asked to lift heavier objects. Our expectations of behaviour may vary based on gender. For example,\u00a0sometimes the expectation might be that boys are more likely to exhibit poorer behaviour and as a result are disciplined more harshly; conversely, that expectation of worse behaviour from boys might result in that behaviour being accepted\/excused, whereas girls exhibiting the same behaviour might be reprimanded.\u202f\u202f<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-32 size-full\" src=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2021\/09\/22142347\/Blended-learning-errands.png\" alt=\"infographic that depicts various examples of gendered behaviour\/expectations reading \u2018Gendered Errands: boys being asked to move big or heavy objects, girls given tidying or more domestic errands.\u2019 \u2018Gendered pet names: handsome, champ, princess, sweetie.\u2019 \u2018Gendered expectations: do these impacts how we respond to challenging behaviour? Are boys expected to be louder and listen less? Are girls expected to be quieter and more compliant?\u2019\u00a0\" width=\"806\" height=\"966\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2021\/09\/22142347\/Blended-learning-errands.png 806w, https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2021\/09\/22142347\/Blended-learning-errands-250x300.png 250w, https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2021\/09\/22142347\/Blended-learning-errands-768x920.png 768w\" sizes=\"auto, (max-width: 806px) 100vw, 806px\" \/><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">The way interactions are initiated during a whole class or group activity can impact an individual\u2019s willingness to contribute. This in turn will impact their confidence in their abilities, how engaged they are in the subject and ultimately their attainment. Our interactions with learners can reinforce or dispel stereotypical patterns of behaviour.\u202f (Howe, 1997)<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Research suggests that boys tend to experience a higher number of interactions with their practitioners, and girls a lower number, than would have been expected from their proportionate distributions in the classes. (<\/span><a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/09500790208667005?src=recsys\"><span data-contrast=\"none\">Drudy &amp; Chath\u00e1in,<\/span><\/a><span data-contrast=\"none\">\u202f2010)<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">In whole-class interactions, boys tend to initiate more public interactions than girls. Girls are more likely to seek shorter, more private interactions with practitioners. Boys also tend to talk more overall to practitioners than girls tend to. Children who initiate interactions are also more likely to experience more interactions. (R &amp; R, 2009)<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">Research suggests that most practitioners believe that they give equal time to girls and to boys, particularly in support of their learning.\u00a0However,\u00a0focus group interviews with students and classroom observations suggest that this is rarely achieved in practice. In most schools, boys appear to dominate public classroom interactions, while girls participate more in practitioner-learner interactions. These differences are learned not innate. The patterns are likely to start to emerge early and become reinforced over time. (<\/span><a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/01425699995290?src=recsys\"><span data-contrast=\"none\">Younger, Warrington &amp; Williams<\/span><\/a><span data-contrast=\"none\">, 2010)<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">The pie charts below show data from the Improving Gender Balance Scotland pilot. When working with settings we see these patterns in our observations repeatedly (although not universally), however the data presented here was collected from twelve classes ranging from S1 \u2013 S6. The results presented here are the averages across all twelve classes\u202fand show that despite there being marginally more girls on average in the classes, the girls were less likely to answer questions, and even less likely to be checked up on by the practitioner.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-30 size-full\" src=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2021\/09\/22142343\/BL-interactions.png\" alt=\"pie charts displaying proportion of interactions in the classroom, disaggregated by gender. The charts show that classes are roughly 50:50 however boys give more answers and almost 75% of\u00a0check ups\u00a0are directed at boys.\" width=\"506\" height=\"376\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2021\/09\/22142343\/BL-interactions.png 506w, https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2021\/09\/22142343\/BL-interactions-300x223.png 300w\" sizes=\"auto, (max-width: 506px) 100vw, 506px\" \/><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">These interactions in the classroom,\u00a0i.e.\u00a0the more public learning process of boys and the more private and individualised interactions for girls, may create learned behaviours. For example, the consistently more private interactions adopted by many girls may not help them develop\u202fconfidence in engaging publicly in general. There are suggestions these patterns impact\u00a0confidence\u00a0around speaking up in professional contexts in the future such as public speaking or presenting in meetings. (OECD, 2015).<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-31 size-full\" src=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2021\/09\/22142345\/BL-reflective-Qs.png\" alt=\"Graphic showing reflective questions, the reflective questions read, \u2018Do our expectations lead us to believe that boys need more support?\u2019, \u2018Do we feel the need to \u2018check-up\u2019 on \u2018noisy boys\u2019 more frequently to ensure they are kept on track?\u2019, \u2018Are we giving learners space to speak? Especially if they have lower confidence.\u2019, \u2018What impact might there be on quieter learners (of all genders) who might receive less input?\u2019\u00a0\" width=\"962\" height=\"1002\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2021\/09\/22142345\/BL-reflective-Qs.png 962w, https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2021\/09\/22142345\/BL-reflective-Qs-288x300.png 288w, https:\/\/blogs.glowscotland.org.uk\/glowblogs\/public\/genderawarepractice\/uploads\/sites\/9739\/2021\/09\/22142345\/BL-reflective-Qs-768x800.png 768w\" sizes=\"auto, (max-width: 962px) 100vw, 962px\" \/><\/span><\/p>\n<\/div>\n<div id=\"ttfmp-panels-item-title-panels-item_357\" class=\"ttfmp-panels-item-title\">\n\tModule 2 &#8211; Examples and case studies<\/div>\n<div id=\"ttfmp-panels-item-content-panels-item_357\" class=\"ttfmp-panels-item-content\">\n<p><div class=\"ttfmake-embed-wrapper aligncenter\" style=\"max-width: 960px;\"><iframe loading=\"lazy\" title=\"Interactions (1)-  IGBE Participation and self-efficacy course: supporting video -  Module 2\" width=\"960\" height=\"540\" src=\"https:\/\/www.youtube.com\/embed\/f6MdGuFUsc4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/div>\n<\/p>\n<p>\u00a0<\/p>\n<p><div class=\"ttfmake-embed-wrapper aligncenter\" style=\"max-width: 960px;\"><iframe loading=\"lazy\" title=\"Interactions (2) - IGBE Participation and self-efficacy course: supporting video -  Module 2\" width=\"960\" height=\"540\" src=\"https:\/\/www.youtube.com\/embed\/TMgPCgfzLJw?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe><\/div>\n<\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"9\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">As\u00a0discussed,\u00a0boys and girls often interact in different ways and for different reasons. Whole-class interactions can be dominated by a sub-group of learners (for example, a sub-group of the boys in the class), often because they are making themselves more visible. There are various strategies and techniques that can be employed to support learner understanding of what balanced participation looks and feels like.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"9\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">When strategies to promote more equal participation such as Assessment is for Learning are used consistently this can have a positive impact on all learners and the interactions they have, developing confidence to contribute\u00a0in\u00a0class and increasing\u00a0confidence. (<\/span><a href=\"https:\/\/www.oecd.org\/site\/educeri21st\/40600533.pdf\"><span data-contrast=\"none\">OECD, 2008<\/span><\/a><span data-contrast=\"none\">)<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"9\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">High quality questioning and thoughtful scaffolding of answers can support more balanced interactions and increased understanding across a group of learners.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"9\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Levels of learner participation in whole class interactions rely on\u00a0a number of\u00a0factors (Lemov\u00a0&amp; Robinson, 2017):<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"9\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">The preparation by the practitioner of key questions (including anticipated responses)<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"9\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Whether or not the means of participation is clearly defined (Assessment is For Learning, hands up, shout out, lollipop sticks etc\u2026)<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"9\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Whether time is given to learners to allow responses to be prepared (written or verbal)<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"9\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">The expectations around how learners respond (is saying \u201cI don\u2019t know\u201d acceptable or is scaffolding used?)<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"9\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">How practitioners react to learner responses (i.e.\u00a0are responses accepted directly or are they scaffolded and unpacked?)<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"9\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">Both within group or class teaching, it is important to ensure all learners are aware of the expected process for giving responses and that these are reinforced.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"9\" data-aria-posinset=\"4\" data-aria-level=\"1\"><span data-contrast=\"none\">Evidence from\u202f<\/span><a href=\"https:\/\/www.mtvt.org\/resources\/evidence-of-thinking\/\"><span data-contrast=\"none\">Making Thinking Visible<\/span><\/a><span data-contrast=\"none\">\u202fapproaches\u00a0suggests\u00a0that mapping out an interactions route in your setting to follow each day can support more equal interactions across learners. Seating plans should be used to support learning and teaching and equitable interactions whenever possible.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"9\" data-aria-posinset=\"4\" data-aria-level=\"1\"><span data-contrast=\"none\">The below is an excerpt from \u2018<\/span><a href=\"https:\/\/teacherhead.com\/2019\/10\/04\/the-1-problem-weakness-in-teaching-and-how-to-address-it\/\"><i><span data-contrast=\"none\">The Problem in Teaching and How to Address It\u2019<\/span><\/i><\/a><span data-contrast=\"none\">, 2019 by Tom Sherrington. It suggests approaches that can be used to support engagement from all learners.\u00a0&#8211; case studies<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span>\n<p><span data-contrast=\"none\">\u201c<\/span><b><span data-contrast=\"none\">Weak questioning or response techniques<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Echoing the issues with testing\u00a0procedures,\u202fweak\u00a0questioning allows lessons to be\u00a0driven exclusively\u00a0by the students who know, rather than the students who don\u2019t. I\u2019ve seen many\u00a0many\u00a0lessons where 2 or 3 students answer all the\u00a0questions,\u00a0and the teacher has used their responses as the gauge for the level of understanding in the room. \u202f\u2018Hands up\u2019 or \u2018call out\u2019 questioning\u00a0is widespread as the default mode of questioning. \u202f It is possible to sit in far too many lessons as a low-confidence or shy learner and never be asked to contribute, never be asked to explore your ideas or understanding \u2013 because other, more confident\u00a0students\u00a0chip\u00a0in and dominate and this is just how things are all the time. \u202fI feel quite strongly that this kind of practice really\u00a0has to\u00a0change.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><b><span data-contrast=\"none\">Solution<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"10\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">View the purpose of questioning as providing feedback to you: \u202fhave I explained this well? \u202fDo we have enough understanding across the class to justify moving on? Sample enough students to get a reasonable picture.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"10\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Use a good repertoire of questioning! \u202f<\/span><a href=\"https:\/\/teacherhead.com\/2018\/08\/24\/great-teaching-the-power-of-questioning\/\"><span data-contrast=\"none\">Great Teaching: The Power of Questioning<\/span><\/a><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"10\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Cold Call and Pair-Share should be\u00a0absolutely routine. \u202fI really feel that if more pair discussion, tightly focused and time\u00a0managed, \u202fwas\u00a0built into lessons, involving all students, a lot more practice would be\u00a0happening\u00a0and more misconceptions and difficulties would emerge. \u202fIf you listen in discreetly as all students air their ideas \u2013 it gives a powerful insight. There is great power in giving students space to rehearse their thinking; to hear their own thoughts.\u201d<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<div id=\"ttfmp-panels-item-title-panels-item_372\" class=\"ttfmp-panels-item-title\">\n\tModule 2 &#8211; Reflection<\/div>\n<div id=\"ttfmp-panels-item-content-panels-item_372\" class=\"ttfmp-panels-item-content\">\n<p><span data-contrast=\"none\">This section contains some prompts for reflecting on the themes above. You might like to consider, for your context:<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">What kind of interactions are learners initiating? (Public, personal, academic, comments on other learners etc\u2026)<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">Are there patterns of who tends to respond, and who tends not to?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">What learned behaviours might be influencing why certain individuals or groups dominate interactions?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">What learned behaviours might be influencing why certain individuals or groups tend not to contribute\u00a0publicly?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">Do learners have feedback on the dynamics of group interactions? What do learners feel would support more balanced interactions?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">How is a shared understanding of what \u2018balanced participation\u2019 might look like achieved within your setting<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">What strategies from Assessment is For Learning or Making Thinking Visible might be useful to promote equitable interactions in your setting?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<\/div>\n<div id=\"ttfmp-panels-item-title-panels-item_37\" class=\"ttfmp-panels-item-title\">\n\tModule 2 &#8211; Enquiry<\/div>\n<div id=\"ttfmp-panels-item-content-panels-item_37\" class=\"ttfmp-panels-item-content\">\n<p><span data-contrast=\"none\">Please try something out in your classroom\/setting. The questions\/ideas below are prompts but are not exhaustive or prescriptive. You might want to spend time observing patterns, reflecting on practice, trying a new approach etc. Please use your reflective journal to record your thinking.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"7\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Observe patterns of interactions in small teaching groups\/whole class.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"7\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Reflect on the types of interaction you find yourself initiating in your setting, do you think these encourage some groups to engage more than others?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"7\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">What kind of interactions are children and young people initiating? Are there gender differences?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"7\" data-aria-posinset=\"4\" data-aria-level=\"1\"><span data-contrast=\"none\">Could you try out a new\u00a0AiFL\u00a0strategy? Here are some possible\u202f<\/span><a href=\"https:\/\/www.teachthought.com\/pedagogy\/20-simple-assessment-strategies-can-use-every-day\/\"><span data-contrast=\"none\">AiFL strategies<\/span><\/a><span data-contrast=\"none\">.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"7\" data-aria-posinset=\"4\" data-aria-level=\"1\"><span data-contrast=\"none\">Pre-develop questions to use in whole class or group teaching experiences.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<\/div>\n<div id=\"ttfmp-panels-item-title-panels-item_48\" class=\"ttfmp-panels-item-title\">\n\tSharing Practice<\/div>\n<div id=\"ttfmp-panels-item-content-panels-item_48\" class=\"ttfmp-panels-item-content\">\n<p><b><span data-contrast=\"none\">Recording What You Did<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335551550&quot;:1,&quot;335551620&quot;:1,&quot;335559738&quot;:480,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">What did you observe?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">What did you try?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">What worked well?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-aria-posinset=\"4\" data-aria-level=\"1\"><span data-contrast=\"none\">What were the challenges?<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:160,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><span data-contrast=\"none\">We would love to hear what you\u2019ve observed\/tried this\u00a0module. You can contact us any time. We will try to reply\u00a0quickly, but\u00a0will ensure we set aside time to respond during the feedback\u00a0week to\u00a0discuss. Please use the email address given to you at the introductory day.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><b><span data-contrast=\"none\">Collaboration Week:\u00a0<\/span><\/b><span data-ccp-props=\"{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335559738&quot;:480,&quot;335559739&quot;:480,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Please also make time to share your reflections\/activities with the rest of the group &amp; read what they\u2019ve been up to. Click on the relevant link below<\/span><\/p>\n<\/div><\/div>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"<p>Module 2 &#8211; Content If you have any accessibility requirements or would like to request the course content in a different\u00a0format\u00a0please contact\u00a0amy.johnson@educationscotland.gov.scot\u00a0and\u00a0hannah.brown@educationscotland.gov.scot\u00a0\u00a0 Gender and Interactions In this module we will build on what was covered in Module 1 and explore:\u00a0 Patterns in whole class interactions and learner participation\u00a0 How these patterns of interactions can lead &hellip;<\/p>\n","protected":false},"author":71166,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-17","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/pages\/17","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/users\/71166"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/comments?post=17"}],"version-history":[{"count":3,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/pages\/17\/revisions"}],"predecessor-version":[{"id":34,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/pages\/17\/revisions\/34"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/genderawarepractice\/wp-json\/wp\/v2\/media?parent=17"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}