AED 204 Week 4 Assignment Debunking Gender Misconceptions

Category: Education

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AED 204 Week 4 Assignment Debunking Gender Misconceptions AED 204 Week 3 DQ 1 and DQ 2 AED 204 Week 3 CheckPoint Personal Statement AED 204 Week 2 CheckPoint Differences in Socioeconomic Status AED 204 Week 2 Assignment Educational Implications of Socioeconomic Status (Appendix D) AED 204 Week 1 DQ 1 and DQ 2 AED 204 Week 1 CheckPoint Top Ten Characteristics of a Multicultural School AED 204 Week 4 CheckPoint Sexual Harassment Scenario AED 204 Week 5 DQ 1 and DQ 2 AED 204 Week 5 CheckPoint Equal Inclusion Case Law AED 204 Week 6 CheckPoint The First Amendment and its Impact on Education AED 204 Week 6 Assignment Religious ImpactMatrix AED 204 Week 7 DQ 1 and DQ 2 AED 204 Week 7 CheckPoint Legal and Ethical Issues Confronting the Education AED 204 Week 8 CheckPoint Identifying Signs of Abuse, Drug Use, and Suicidal AED 204 Week 8 Assignment Creating an At-Risk Program AED 204 Week 9 Capstone DQ AED 204 Week 9 Final Project Creating a Plan for a Culturally Diverse


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AED 204 Week 4 Assignment Debunking Gender Misconceptions Click Here To Buy The Tutorial For more course tutorials visit     Assignment:  Debunking Gender Misconceptions   ·  Resource : Appendix E  ·  Due Date:  Day 7 [ Individual ] forum  ·  Consider  that there are many gender misconceptions in education. For example, some  people believe that boys are more suited for and more interested in math and science.  Think about other stereotypes that exist related to gender. How do these stereotypes and  misconceptions impact education in the United States? What are your beliefs regarding  ability differences between males and females in general and in education? What  evidence can you present to validate your viewpoint? Also consider the existing laws that  are meant to guarantee equal treatment in education for girls and boys.  For this assignment, address at least three of the following common misconceptions:    

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Boys are more suited for and more interested in math and science than girls are.   Boys who participate in the arts are more likely to be homosexual.  Girls are more interested in domestic arts than boys are.  Boys are more interested in auto shop and wood shop than girls are.  Boys are more competitive in sports and academics than girls are.    ·  Check  the  Main  forum to see which discussion cluster your instructor has assigned you  to work with. In this cluster, you and your peers must discuss the impact of at least three  of the above misconceptions on education. You must include information from your  discussion cluster in your Microsoft® PowerPoint® presentation.  ·  Refer  to Appendix E, if you need to, for directions and tips on building a Microsoft®  PowerPoint® presentation.  ·  Create  a 12- to 15-slide Microsoft® PowerPoint® presentation addressing the following  points:    Explain  ways to   "debunk" three of the five gender misconceptions listed above    based on the results of the peer discussion and your own University Library research.    Explain  at least one point made by one of your peers in the discussion cluster.    Cite  at least one reference from the University Library in your presentation.   Use  1 to 2 slides for the introduction; 2 to 3 slides for each misconception; and 1 to 2  slides for the conclusion. The reference and title pages do not count in your overall  slide total.   

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