Girls" participatory learning activities in the classroom environment (GirlsPLACE) : a view to the experiences of girls

This manual is based on the presumption that improvements in the classroom environment for girls depend on teachers" roles as decisionmakers, a role in which teachers often fail because the need to address the many details involved in running a classroom prevents them from perceiving the classroom as a whole. Specifically, the manual offers a structured format for identifying patterns of instructional interactions, motivation, management procedures, and student-to-student interactions. Part I introduces an observation guide with techniques that can be used in partnership with another teacher, head teacher, or inspector to observe what takes place in a classroom. The objective of observing the classroom is to identify patterns of interaction that will provide the basis for discussion. The classroom observation guide has been designed to deconstruct overlapping activities and capture histories and procedural tasks. Part II consists of Participatory Learning Activities, exercises for teachers and students to take part in that can provide additional information about what occurs. Although these techniques and activities were designed to focus a wide-angle lens on what takes place in classrooms, they were also framed to highlight how gender differentiates the school experiences of girls and boys. By triangulating information gleaned from classroom observations and participatory research activities with both teachers and students, teachers may come to better understand the ways in which gender influences learning opportunities and, as a consequence, become more responsive to the needs of girls in their classrooms. Finally, throughout the manual are Hint and Think boxes highlighting information that may help observers and teachers consider what is taking place in the classroom or aid in implementing the techniques and activities presented in the manual. Not included are guides or techniques to evaluate a teacher"s performance, competency in the subject matter, or ability to present a lesson. Nor is there guidance on the evaluation of instructional materials or textbooks. (Author abstract, modified)