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= = Annamae Hein-BLOG LESSON PLAN 2-D-2**
 * ED 5023 Module 4-C-3 Wiki Lesson Plan


 * EDUCATORS-ENCULTURATION AND EMPLOYMENT**

The latest available statistics show that a dichotomous socio-economic class system persists with men greatly outnumbering women in the technical, industrial and trade occupations and women greatly outnumbering men in the care-giving occupations (Hobaugh, 2001). Increasingly, males have declined higher education for more favorable high paying careers in the trades and industrial fields (Poe, 2004). Conversely, females have struggled in the lower paying care-giving fields and/or entering higher education in order to obtain a middle class income (Poe, 2004). Combined with the historical evidence that gender bias continues to be embedded within our American social structure, attitudes and values about the abilities and contributions of each gender must change in order to create equitable career opportunities.
 * //Overview://**

Since our nation looks to the educational community to transmit our social priorities and gendered culture to the next generation it is logical to look to the teacher candidacy and faculty development programs to affect these necessary changes.


 * //The Purpose://** to increase the awareness of participants to the overt and subtle influences that our culture/educators have on the stereotypical career choices made by our students.

**//Directions://**
1) Reflect on your own experiences in relation to gender and the affect that educators/other adults have had on your career choices/aspirations or the career choices/aspirations of another. 2) Write a short reflective essay describing a memory that illustrates how you or they were affected by the encounter. How old were you? What was the setting? Did it influence your/their career path positively or negatively? Did your respect for the educator/adult increase or decrease from your experience? How did you feel about it then? Evaluate the experience as the education professional you have become. How will this inform your student encounters in the future? Will you change anything you do because of this reflection; why or why not? 3) Post your essay in your blog. 4) Comment on another student’s essay and provide a link to it in your own blog. //**Objectives:**// The student will be able to: 1) Gain experience using the blogging venues. 2) Reflect on their experiences in relation to gender topics. 3) Increase their awareness as to the extent to which they influence the lives of their students. //**Uniqueness of Blogging:**// This blogging plan provides a unique lesson in the following ways: 1) Each student will have the chance to say something. No one gets out of it and no one is left out of the discussion because of lack of time. 2) Everyone will have the opportunity to become aware of overt and subtle cultural influences that affect career choices by reading others’ blogs. //**Assessment:**// A generalized class rubric will be given at the beginning of the course and used for all of the assignments. It will be based on the standard 0-4 rubric. 4 Clearly demonstrates an understanding of the task, completes all requirements, and provides an insightful explanation or opinion of the text, or extends aspects of the text.
 * Open-Ended Question Scoring Rubric**

3 Demonstrates an understanding of the task, completes all requirements, and provides some explanation or opinion using situations or ideas from the text as support.

2 May address all of the requirements, but demonstrates only a partial understanding of the task and uses text incorrectly or with limited success resulting in an inconsistent or flawed explanation.

1 Demonstrates minimal understanding of the task, does not complete all requirements, and provides only a vague reference to, or no use of, the text.

0 Is completely irrelevant or off-topic. // References: // Hobaugh, J. S. (October, 2001). // Status report on education in Pennsylvania: A statistical // // summary. // PA Department of Education. Compiled from: Career and Technical Education Statistics 1998-2001 (CTES). Retrieved January 19, 2004, from [] Poe, M. (2004, January/February). The other gap: Maybe boys were not meant for the classroom. **// The Atlantic Monthly //, 293 (1) p. 137. Retrieved January 26, 2004, from ** []

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