Correspondence regarding this article can be sent to lli bgsu. He can be reached at als unl. This study explored student perceptions of a web-based peer assessment system.
Art supplies construction paper, scissors, tape, glue, magazines to cut up, etc. Begin by discussing with students how people often use labels or categories to describe others and how these labels can be based on such characteristics as clothing, looks, the way a person talks, or the groups to which he or she belongs.
Ask the class to brainstorm categories that are used at school to group people.
Categories could include labels such as "jocks" or "brains. Write these major categories onto five separate pieces of flip chart paper and post these around the room.
Give the class minutes to travel to each posted sheet and write down adjectives related to the category headings.
Remind students that they should only add new descriptions to the list. When they are finished, ask students to take a moment and look at the adjectives that the class has generated under each group heading.
Use the following questions to lead a discussion about what they recorded: Do assumptions apply to everyone in a group? Do most people hold the same assumptions about a group? Why or why not? Do assumptions tell us anything definite about a categorized individual?
How do assumptions affect your behavior toward others? Now ask students to help define the word "stereotype. When assumptions and stereotypes influence our attitudes, we may find that making a fair judgement about someone or something is difficult.
This influence on judgement is called a "bias. Take another look at the adjectives recorded and hold a class discussion around the following questions: Do these adjectives describe stereotypes? How can they be unfair or hurtful? Racial Stereotypes Begin with a discussion on the concepts of race and ethnicity.
Write each word on the board or on a flip chart and ask students to list the attributes that define the terms "race" and "ethnicity.
Next, ask students for the names of five different racial or ethnic groups. Prepare five large sheets of paper flip chart paper.
At the top of each sheet, write the name of one of the groups that the students named. Divide the class into five groups and supply each student in the class with a marker. Give each group one of the five sheets of paper.
Ask them to list as many stereotypes that are commonly used to describe the category of people written at the top of paper. Give students three minutes to complete the exercise.
Emphasize that students should list stereotypes that they have heard, not ones that they necessarily believe to be true. When they are finished, rotate the sheets of paper between groups so that each group works on a new sheet.of gender and the societal constraints that continue to reproduce gender as a binary concept.
The aim of this presentation will be to investigate and further the academic discussion regarding the social conventions and. learning one's social role in society as what it means to be a man or a woman; masculine --> broader, focus on developing and encouraging individuality, independence feminine --> narrower, focus on developing obedience and compliance, emphasis on impulse control.
Male characters such as Gilderoy Lockhart can also serve as examples of non-heteronormative individuals and bridges to a discussion of sex versus gender and the social context of gender.
Further, the implications of J.K. Rowling’s “outing” of Dumbledore as a gay character can spark discussions of sexuality in general as well as the social . Those perspectives have importance to define how FGM is judged and dealt under a human rights premise. Culture and FGM There are more social factors that influence this practice, of course, primarily the family, but the media has a big impact on our perceptions of gender roles in society.
Home > Teachers > Free Lesson Plans > Understanding Stereotypes. Lesson Plan Library. Use the following questions to lead a discussion about what they recorded: which are learning outcomes unlikely to be measurable by traditional assessment methods.
Teachers should look for students' willingness to participate, openness to . Service-learning can play an important role in expanding anthropological praxis. In contrast to its enduring commitment to theory-building in academia, anthropology is only beginning to recognize the importance of praxis in the learning environment (Chrisman, ; Sanjek, ).