Boys and Girls.ppt

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					Learning Differences
         of
   Boys and Girls
   Boys and Girls Learn
       Differently!
• A Guide for Teachers and Parents
  – By Michael Gurian and Patricia Henley
    • With Terry Trueman
• Published by Jossey-Bass
  – A Wiley Company
    • San Francisco, CA 2001
The male and female
       brain
       Female Brain
      Development and
         Structure
• Female brain begins to mature earlier than
  the male brain
  – Absorb more sensory data
• More self-monitoring concerning high risk
  activities
• More development of the left hemisphere
  of the brain
  – Increased verbal advantage
 Male Brain Development
     and Structure
• There is greater development of the
  right hemisphere
  – Increasing their spatial abilities and
    allowing them to excel in mechanical
    design, math, and geography
• Males are more prone to show
  aggression
  – Partly due to difficulty verbalizing
  Chemical and Hormonal
      Differences
• Serotonin levels are higher in girls than
  boys
  – Contributes to impulsivity and restlessness
    many boys face
• Girls have high levels of estrogen and
  progesterone
  – Bond first and ask questions later
• Boys have high levels of testosterone
  – Aggression and sex-drive
     How does it work?
• Girls blood flow       • Boys blood flow
  moves from the           moves from the
  left side to the top     right side down to
  of the brain             the brain stem
  – Where complex          – Fight or flight area
    thought occurs           of the brain
• Never at rest          • “task focus”
  – A clear learning       – Only concerned
    advantage                about task at hand
  Girls are so emotional!
    (and so are boys)
• Boys require a         • Girls collect and
  longer time period       process emotional
  to process emotion       stimulants quicker
  – The disadvantage       – They are able to
    being missed             discuss their
    learning                 emotions and work
    opportunities            through them
  – More emotionally       – Easily overwhelmed
    fragile than girls       by the amount
In the classroom
 Pre-K and Kindergarten
• Boys                   • Girls
  – Need extra work on     – Need a lot of
    fine motor skills        movement related
  – Allow a lot of           games
    manipulative           – Team building to
    activities               help girls assume
  – Teach to use             leadership roles
    “emotion laden”        – Puzzles to
    words                    facilitate
                             perceptual learning
  Boys in the elementary
         classroom
• Direct energy toward       • Build imagination
  academics                     – Lots of stories and
  – Make arrangements for         myth making
    incorporating movement      – Provide opportunities
    into the schedule             for verbalization
  – Allow extra room in      • Look for positive male
    work areas                 role models
• Encourage bonding          • Advocate for boys
  between student and          issues in school as well
  teacher                      as in the community
  Girls in the elementary
          classroom
• Early math using    • Connect math and
  manipulatives         science with
  – This is also        journal writing
    recommended for   • Encourage healthy
    science
                        amounts of
• Access to             competition
  technology
  – Computers and
    internet
Boys in the middle grades
• Create strategies    • Team discipline
  for quick tension      – Consistently applied
  release                  throughout the
                           school
• Separate gender
  activities           • Group work and
  – When appropriate     pair work
• Rites of passage     • Strong male role
                         models
      Girls in the middle
             grades
• Be aware of hormonal    • Encourage class
  and brain development     participation
• Teach math and          • Have high academic
  science with a “hands     and social
  on” approach              expectations
• Use separate sex           – Students will rise to
  classes when                 meet expectations
  appropriate             • Female role models in
                            the school
 High School Classrooms
• A continuation of responding to
  specific gender needs
• Strong role models, character
  education, and separate sex
  activities are all still strongly
  recommended
  Why is this important?
• Middle school teachers need to be
  responsive to the developmental needs of
  their students
• This particular book covers the past,
  present and future development of young
  adolescents
• This book also contains, at the end of each
  section, a guide for parents
 What do we do with it?
• Be an advocate for gender specific issues
  within the community
• Offer assistance to parents, referring
  them to specific chapters, to help them
  understand their children
• Be a link and a valuable resource for
  students between home, school, and
  community
Boys and Girls Learn
    Differently!
A Guide for Parents and Teachers
        by Michael Gurian
   Designed by
   Karen Perry
Teaching Young Adolescents
Dr. Tracy Smith, Instructor
       18 May 2004

				
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