This week I am continuing my series on how girls learn and what Girls Grammar is doing to facilitate that learning. I want to concentrate this article on the skill of collaboration.
Girls’ schools focus on the development of teamwork, which research shows girls prefer, particularly in science, technology, engineering, and mathematics (STEM). According to the Center for Research on Girls, studies have identified several benefits of collaboration for women in STEM: more confidence in their solutions, combating negative stereotypes that technical work is solitary and competitive, higher quality work produced in less time than when working alone, improved understanding of course material, improved performance on exams, and increased enjoyment of activities.
The world is desperately seeking to plug the leaky STEM pipeline from its shortage of women, and girls’ schools are playing a critical role. Girls’ schools lead the way in graduating women who become our nation’s scientists, doctors, engineers, designers, and inventors. Girls’ school graduates are six times more likely to consider majoring in math, science, and technology and three times more likely to consider engineering careers compared to girls who attend coeducational schools. Why? Because girls’ schools support collaboration and all-girl classrooms foster female confidence and aspirations.
Girls are more engaged in learning the ‘how,’ if they also learn the ‘why.’ When trying new things and applying it to what they already know, girls can more clearly see how a particular subject area is relevant to their world and interests.
Parents and employers are clamouring for an education that teaches students the competencies needed for success in the real world. While real world scenarios can be simulated in a classroom, experiential learning helps girls bridge the gap between theory and practice.
Experiential learning also provides the conditions that are optimal for girls to learn by engaging them in the learning process. The skills gained through experiential learning – having to problem solve in unfamiliar situations – help students develop into self-directed, life-long learners.
Girls’ schools don’t just offer equal opportunity, but every opportunity.
Today’s article is from:
Dr John Fry
Deputy Principal - Studies