Gender stereotypes in Education, Edpuzzle and Bloom’s Taxonomy.

This is one of the activities I’ve prepared for one of my courses at the CARLEE. We were discussing stereotypes (regional, national stereotypes, profession-related stereotypes), and then we moved on to gender stereotypes in the school context. We used this BBC news video as the basis for our next activity:

We saw different versions of the video, and discussed the possibilities of using either in a classroom context:

a. Video subtitled by the teacher (either completely, or modifying YouTube’s automatic captions):

b. “Purified” version: link to share the video, and the video alone (the video plays without any ads, pop-ups, inappropriate comments…):

I wanted teachers to create Edpuzzle quizzes from the original YouTube video, so I had asked them to bring a device, preferably a laptop. An Android tablet would do as well, or even an iPad as long as it had Puffin browser installed (Edpuzzle uses flash, that’s why you need to use Puffin instead of other browsers on iPad).

As you probably know, Edpuzzle is one of the tools typically associated with the flipped classroom model. We had used Edpuzzle before, mainly as students (I created the quiz, then my “students” watched the video at home, before starting a new unit). Now I wanted them to create their own questions for their students.

Some weeks ago Claire Manners reminded us that, when designing a CLIL unit, we should take into account Bloom’s taxonomy, and deal not just with LOTs (low-order thinking skills), but also with HOTs (high-order thinking skills). However, it seemed to me that typical Edpuzzle quiz questions tended to focus on LOTs (remembering the information that has just been mentioned, or understanding either the content, or not even that, simply testing listening comprehension):

So, this activity involved different processes, both technological and methodological: they had to create an Edpuzzle quiz…

In previous days, they had been assigned this Edpuzzle activity to model what they would have to do in class later:

Click on the image to watch the video quiz

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(This Monty Python sketch revolves around stereotypes about Scottish people). 

As you can see then, in this activity, the main tenets of our teaching at the CARLEE were put into practice:

  1. Integrating  content (methodology) and language. (if we’re training teachers in / for CLIL, it seems just logical).
  2. We were dealing with English for Specific Purposes (ESP for teaching).
  3. Metacognition and reflection on teaching-learning process.
  4. Using real materials and grading the tasks accordingly because this is what we believe should be done in bilingual education.
  5. No textbooks were involved.

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