Blog Post 4
Microaggressions: An Ally’s Guide to Fighting Gender Bias
- What kinds of interaction does the H5P activity require from learners? Does it require learners to respond directly (for example, through questions, decisions, or embedded activities), or is the interaction more limited?
This activity has learners learning in numerous ways. First, students are guided through numerous slides and select buttons to learn background information and terminology. After, there is an interactive game where learners go through numerous in-office and out-of-office scenarios surrounding gender stereotypes. Once getting into the scenarios, there is lots of interaction, as learners must choose the correct answer for the scenario. Students are participating in active learning, actively engaging with the material they are learning.
- How might learners interact with the content beyond the built-in activity? For example, might they take notes, pause to reflect, discuss ideas with peers, or explore additional resources?
I do think that is an activity that can be completed individually, as well as collaboratively. Since the activity allows students to use what they learned in the first module in a problem-based simulation, students would be encouraged to take notes and reflect on what they learned, showing their understanding. Since the application of gender-based stereotypes in a workplace could bring up emotions, especially if the learner understands that they have partaken in this, time to reflect and take a break can be beneficial, and it can be a tough topic.
- If you were using this H5P activity in a learning environment, what follow-up activity might you design? What type of knowledge or skill would that activity help develop?
As a follow up activity, I would first establish the class completing a think-pair-share. Students will be given time to reflect on what they have learned and applied in the activity. Then, with a partner, the students will discuss what they reflected on. And come up with a few key ideas about the activity. Following, the teacher will guide a class wide discussion, leading with questions such as
- What were some important ideas from this activity?
- Why is it important for us to learn about gender roles in the workplace?
- Did anything in these scenarios look familiar to you?
- How can we stop these scenarios from happening?
Having students reflect on what they have learned ties to the BC Curriculum core competency of critical and reflective thinking. Students will analyze and critique what they have learned, as well as question and investigate into the topics. This allows students to build their critical thinking, and learn connections to the real world.
- What technologies or tools might learners use to complete the follow-up activity (for example, discussion forums, collaborative documents, blogs, or other media)?
Since think-pair-share is a very low to facilitate activity, there is not much need for other tools to use. However, to extend the activity, students could share their thoughts onto a discussion form online, instead of a face-to-face discussion. To continue with extension, students can create a blog post or other media post sharing their findings on the topic, and their thoughts and reflections.
Resources
Active learning. Centre for Teaching and Learning – Western University. (n.d.). https://teaching.uwo.ca/teaching/learning/active-learning.html
Microaggressions: An ally’s guide to fighting gender bias. Microaggressions: An Ally’s Guide to Fighting Gender Bias | eCampusOntario H5P Studio. (n.d.). https://h5pstudio.ecampusontario.ca/content/37098
Page 1 of 4 think – pair – share adapted to a HYFLEX learning environment. (n.d.-a). https://www.yorku.ca/teachingcommons/wp-content/uploads/sites/38/2023/01/HyFlex_ToolBox-03-Think-Pair-Share.pdf
Search BC’s course curriculum. Curriculum. (n.d.-a). https://curriculum.gov.bc.ca/
Hi Amelia,
I used the same H5P resource as you, and I really enjoyed reading through your answers to the given prompts. I especially enjoyed reading about how you would incorporate a second activity to follow the H5P lesson, and providing viewers of your blog post with possible questions to ask students during the “Think, Pair, Share.” portion of the lesson. As a future educator, I found it really helpful that you provided ways to make the learning activity more interactive peer-to peer so students could share their findings. I also appreciated how you provided multiple ways for students to discuss their findings, by exploring the possibility of using online forums. This makes the learning much more accessible, and is an easy way to adapt the learning.
Thank you for sharing!