Adapted Resource to Complement Gender Bingo: Pre and Post Reflections to Optimize Classroom Dynamics and Gender Understandings in the Classroom

Abstract

This is an adapted resource to complement the Gender Bingo Game. This Pre- and Post- Gender Reflection Bundle is designed to let students document baselines of knowledge before and after approaching the gender topic from a sociological perspective and before testing knowledge about gender using the Gender Bingo Game. The worksheet for the pre-assessment...

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Details

Subject Area(s):

Sex and Gender

Resource Type(s):

Assignment

Class Level(s):

Any Level

Class Size(s):

Any

Usage Notes

Time: Pre-Gender Reflection Exercise: 5 minutes
Materials: Pre-Gender Reflection Worksheet +Take Home Task
Instructors should briefly introduce the topic of gender in class and explain how class will take a sociological approach. Immediately after, the Pre-Gender Reflection should be given. The instructor should distribute a worksheet to every...

Learning Goals and Assessments

Learning Goal(s):

1. 1. Students gain self-awareness as they document their baselines of knowledge about gender from a personal standpoint before engaging in a more scholarly study of gender from a sociological perspective.
2. 2. Students use their self- awareness about latent and/or express ideas about gender in a constructive way in the classroom, understanding the difference between personally attained knowledge/ideas and scholarly attained knowledge/ideas.
3. 3. Students have an opportunity at the end of the gender topic unit to reflect on what they have learned and realize the ways they might be integrating a stronger sociological perspective into their thought processes in and out of the classroom.

Goal Assessment(s):

1. 1. Students create a statement to refer to as a benchmark of their intellectual development for gender understandings. Instructors can use these statements to tailor their classroom approaches to content (Svinicki 2004; Zull 2002).
2. 2. Classroom engagement will be high. Dialogue among students will be constructive and centered around scholarly understandings of gender.
3. 3. Students engage with class content using their baselines of knowledge both before starting to study the gender topic, and then after. Instructors can modify course content to more effectively meet students where they are in their understandings.