Creating Lesson Plans for Girls

Instructional Planning for Gender Gaps It is not uncommon to find that female students have more difficulty with subjects that are traditionally associated with males -- such as those pertaining to mathematics and science.

Perhaps the most prudent time to account for this disparity in achievement that oftentimes manifests itself in institutions of higher learning in which there are greater amounts of male than female students in math and science classes (the latter of which include chemistry, physics, biology, etc.) is to utilize gender differentiated instruction while students are still in elementary school.

Research indicates that even in elementary schools, female students are aware of the stereotype that males are supposed to be good in math and science while they are not (Halpern et al., 2007). Simultaneously, it may be prudent to do the same for male students in critical aspects of language arts and social studies. One of the fundamental ways that instructors can account for the frequent occurrence in which female students tend to gravitate away from science and mathematics (Shaw, 1925, p.

455) is to make a point to provide examples of concepts that are unambiguously feminine for female students. Even when instructors teach mathematical concepts with the usage of currency and money, the numeric nature of this approach may be perceived as too abstract by some female students. The objective is to utilize examples of concepts in math -- including very basic concepts such as addition and subtraction in the earliest stages of arithmetic -- in such a way that it resonates with female students.

Perhaps a viable means of doing so is to leverage examples that involve interests that are common to girls. These includes various aspects of things that are perceived as cute, such as puppies, kittens and pets, items of clothing and dress (for example berets, combs and dresses) and other items that girls frequently interact with and pay attention to in their leisure time.

By explicating mathematical concepts to girls based on their points of interest, instructors have a greater proclivity for galvanizing their interests and captivating them with the subject matter. Another valuable aspect of instructional planning that is necessary for helping to correct the imbalance of proficient female students in subjects such as math and science is to provide salient examples of female role models in these subjects. Teachers can do so in a number of different ways that affects their lesson planning process.

For instance, they can utilize biographies or even female guests who are accomplished scientists, mathematicians, or even just students of higher education that are majoring in some aspect of these subjects. Additionally, teachers can present material that is merely written from a gender neutral perspective in textbooks and classroom handouts in a way that can involve characters or pet animals that are female.

The point is to have female students repeatedly see other females involved with math and science as a means of encouraging their own innate abilities in these subjects. Another facet of instructional planning that teachers should utilize is to tailor content and the projects/activities that surround them to points of interest with students. Doing so does not necessarily require examples that are based on items or subjects of interest to girls, and can instead relate to points of interest for children of either sex.

For example, instead of relying on conventional math activities and word problems that "reinforce existing gender stereotypes" (Halpern et al., 2007, p. 31), teachers of elementary school students can present word problems in a context that is both fun and inspiring to children. Doing so may involve characters on television shows or cartoons, or activities such as saving certain populations from imminent disaster. It is also necessary for pedagogues to be confident in teaching math to female students.

This confidence translates into a thorough knowledge of the subject matter involved in specific lessons and their planning, as well as a delivery of that knowledge to students in way that empowers them. This aspect of instructional planning pertains more to female teachers than to male ones, since it has been noted that approximately 90% of elementary school teachers are female (Beilock, 2010, p. 1860).

Students, and female students in particular, can detect anxiety on the part of their instructors when teaching subjects that have traditionally been assigned as gender superior (such as math and science. Thus, when "math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students" (Beilock, 2010, p. 1860). This tendency can be ameliorated by instructors planning lessons thoroughly, understanding the subject matter, and projecting their knowledge of it with confidence to students -- especially to female students.

The reality of the need for differentiated instruction based on gender in subjects such as math and science is predicated on the notion that between the sexes "there is no difference in math aptitude before age 7" (Wade, 2013). The problem is that after second grade and third grade, the way that math is taught tends to favor boys and the perception that it is too difficult for females.

One of the ways that teachers can counteract this tendency is by allotting time in their lesson plans for the sort of feedback that is both encouraging and linked to different strategies for encountering issues in math. Instead of merely offering a student praise or criticism for his or her academic performance, teachers should denote "gains in children's strategy use" and "gaps or errors in problem solving" (Halpern et al., 2007, p.23). Instructors should plan lessons accordingly to leave room for such feedback in a detailed, individual manner.

Finally, it is necessary for teachers to be aware of stereotype threat and to plan lessons in such a way that they do not inadvertently or deliberately induce this phenomenon.

According to Vedantam, stereotype threat occurs when "there's a stereotype in the air and people are worried they might confirm the stereotype by performing poorly, their fears can inadvertently make the stereotype become self-fulfilling." Therefore, if girls are reminded of the fact that there are fewer female professional scientists and mathematicians than their male counterparts, or that boys are supposed to be better.