Gender Differences in Learning: One Size Does Not Fit All.
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Transcript of Gender Differences in Learning: One Size Does Not Fit All.
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Gender Differences in Learning:One Size Does Not Fit All
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Session Goals
• Garner insights into differences in attention, learning, and actions based on physiological gender characteristics.
• Learn effective and differentiated (at times)strategies to engage all students.
• Understand why boys struggle in a primarily feminine culture.
• Acknowledge the differences rest on a spectrum and not on absolutes.
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THE CORE ISSUE:
MEN ARE LIKE WAFFLES
WOMEN are LIKE SPAGHETTI
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GENDER STEROTYPESThe masculine boy and the feminine girl…
Gender covers a spectrum from “absolute to, it depends” on the situation, where you grew up, what your personal interests are, your temperament, and the survival skills you learn at home and at school.
Susan Kovalik, Highly Effective Teaching 2009
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MEN AS NATION BUILDERSThey were the first builders, explorers, hunters,
artists, doctors, scientists, architects. They developed roads, bridges, shelters, covered wagons, weapons, log cabins, wheeled carts, cars, trains, trucks (all uses from the smallest to the largest excavators), created mines, logging mills, boats, ships, canoes, houses, water wells. They are mechanics, veterinarians, farriers, create MODERN MARVELS, engage DIRTY JOBS, and are everyday scientists.
They developed roads/highways, telephone lines, inventions old (from zippers to fax machines to palm pilots) and new, planes, jets, rocket ships, space station, subways, technology: Steve Jobs and Bill Gates……..blackberries, ipods, to the pixel technology used during the Inauguration.
Susan Kovalik, Highly Effective Teaching 2009
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Today many boys are bystanders in a virtual world
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THE POWER OF VIDEO GAMES
They are in charge of the action
Immediate Feedback
Meets the need for action
Can lose themselves in the game
Highly competitive
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CULTURAL AUTISMThe end result of a childhood with more time spent in front of a computer than outdoors is what author Richard Louv, Last Child in the Woods, coins as cultural autism resulting in tunneled senses, feelings of isolation and containment and a wired ‘know-it-all’ state of mind.
Susan Kovalik, Highly Effective Teaching 2009
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SILENT EPIDEMIC7,000 a day drop out of school
Will earn $290,000 less over their lifetimes
68% will need public assistance
20% likely to be involved in violent behavior
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Children see
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“BOYS ADRIFT” BY LEONARD SAX
Possible considerations for the changes in boys today:
School HomeVideo GamesEndocrine DisruptorsMedication
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PHYSIOLOGICAL DIFFERENCES
The brain differences between boys and girls are more profound than anybody ever guessed.
Key areas to understand:
Hearing
Vision
Emotion
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Boy’s eyes focus on movement-
WHERE IS IT GOING?
Avoid sitting by the windows or working in the hall
COLOR RANGE
Girl’s eyes focus on the details,
WHAT IS IT?
COLOR RANGE
THE EYES HAVE IT
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VISIONWhat attracts the attention of
newborns:
Girls - Human faces
Boys - Moving objects- a mobile
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VISIONThe male retina has mostly the larger, thicker ganglion
cells.
Where is it? Where is it going?
The female has predominantly the smaller, thinner ganglion cells.
What is it?
Females gather information about color, texture , and many details.
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IMPLICATIONS FOR CLASSROOM
Boys should sit in the front of the class so they can clearly hear the teacher and are not distracted by what others are doing.
Windows are a distraction and so is working out in the hallway
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The range of sounds surrounding speech are difficult for boys to hear.
They should sit in the front of class to hear teacher
Communicate with a boy while in a car
Girl’s hearing is 10X more acute than boys.
Loud voices, loud music, sidebar chatter are distracting, if male teacher has loud voice they believe they are being yelled at.
CAN YOU HEAR ME NOW?
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HEARING
Newborns-music in the nursery
Range of sound surrounding speech
Can they hear you?
Girls are distracted by noise levels about ten times softer than noise levels that boys find distracting
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Boys draw verbs:
Crashing
Flying,
Speeding
Fighting
Skiing
Skating
Girls draw nouns:
Houses
Family members
Trees
Pets
Flowers
Rainbows
NOUNS AND VERBS
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Recess for boys is:
running
kicking balls,
catching balls, playing tag.
Recess for girls is:
Talking
Talking
Talking
Talking
FAVORITE RECESS ACTIVITY
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brainstorm
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Boys enjoy competition, being on a team, not letting their team mates down
Girls prefer to “talk about” it and come to a solution where everybody wins.
COLLABORATION/COMPETITION
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Boys will do it if it interests them!
Projects that require making something, solving a problem or inventing a new game
Girls will do it because they care about what the teacher thinks of them
HOMEWORK
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For Boys:
Stress enhances the growth of neural connections in the male hippocampus,
and improves learning in some situations
Girls:
Stress inhibits the neural connections in the hippocampus
STRESS
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The developmental language area of a five year old boy looks like the language level of a 3 ½ year old boyBoys spatial memory develops 4 years earlier than girls
Girls fine motor and language skills mature about 6 years earlier
DEVELOPMENTALLY APPROPRIATE
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If a boy fails in kindergarten, especially today when the Kindergarten curriculum is equivalent to the first grade of years past, they hold the idea that they are not smart.
PERCEPTION IS REALITY
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BoysHard to verbalize as the connection between the limbic system and the language system are not as wired as a females
An action movie, car chases, good guys and bad guys, shooting and crashing.
GirlsA good ‘chick movie’, a television show that expresses feelings (American Idol, Dancing with the Stars, Extreme Makeover all, “feel good” experiences
HOW DO YOU FEEL?
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Boys take the risk because it is there
Engage in risk taking events within the family.
Girls ask, “Why would they do that?”
RISK TAKING BEHAVIOR
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The gender differences are so specific that, in many ways the second grade girl is more like a twenty-five year old woman than a second grade boy.
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BOYS WILL BE BOYS BEHAVIOR
Rough and Tumble
Like recess best, running, throwing balls etc.
Punches pal to show he likes him
If in a fight, will be best friends tomorrow
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FEELINGS
Asking a 7 year old to tell you why they are sad or distressed is difficult for them because the wiring from the emotional center of the brain has little direct connection to the verbal center in the cerebral cortex.
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EMOTION AND GIRLSReflective Thinking
Journal Writing
Reading
Sharing with other girls
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GIRLS AND RECESS
Girls like recess best because they can talk with their friends
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SCHOOLThe curriculum of kindergarten
today is essentially the first-grade curriculum of thirty years ago.
Starting students reading before they are ready can actually boomerang and turn them off to reading.
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-Boys who fail to do well in kindergarten develop negative perceptions of competence, and those negative attitudes are difficult to reverse as they progress through school.
It is much more difficult to unlearn something learned incorrectly than to learn it correctly the first time.
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WHERE OUR BOYS STAND:
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SCHOOL WORKGirls are more likely to do their
homework even if the assignment doesn’t interest them. They want the approval of the teacher.
Boys will be less motivated unless they find the material intrinsically interesting.
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-Fine motor and language skills mature about six years earlier in girls.
In boys spatial memory matures about four years earlier.
Once over thirty these differences even out.
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ADOLESCENT EMOTIONSBrain activity dealing with emotions
moves up to cerebral cortex, language center (reflection, reasoning, language)
A 17 year old girl will be able to explain why she is sad in great detail
Not so for boys!
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LITERATUREIntroduce a piece of literature by
reading the most exciting, action-filled pages first….
Have them do some predicting and then begin in earnest
In processing literature have boys draw maps of the setting indicating where events took place
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TO IMPROVE WRITING
Encourage boys to brainstorm with pictures before they write their stories.
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MALES ARE PROBLEM SOLVERS
They want to attend to something presented and stay with it until completion. (Must be interesting and best if involves physical movement)
Movement between classes doesn’t count.
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STRATEGIES-Guyify your classroom to balance-Ask yourself the question, “What
will they DO in order to learn skills, concepts, standards, knowledge?” and make their learning involve movement as often as possible.
-Become informed about what they are good at outside of school
-Consider offering instruction in some gender specific settings
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COLLABORATIONBoys will collaborate as a team to
win the competition, they don’t want to let their team down.
Moderate stress improves boys’ performance on tests – while the same stress degrades young girls performance on tests.
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BOYS TAKING RISKSThree principles when reducing risk
behavior that could lead to serious injury:
1. “Boys in groups do stupid things.”
2. Supervised is better than unsupervised (organized sport, skiing, camping, scouts)
3. Parents and teachers assert your authority “Don’t argue, don’t negotiate, just do what you need to do.”
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ADEQUATE TIMESchool schedules hamper
completion of a problem and/or the attainment of success.
Think about drama, sports, dance, or any activity where assessment is authentic- we give it adequate time.
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ADULT GENDER DIFFERENCESMen are like waffles, his thinking is
divided up into little boxes that have room for one issue at a time.
When he is at work, he is at work
When in the garage, he is in the garage
When watching sports, he is watching sports
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MALES FEEL BEST:WHEN THERE IS A PROBLEM TO SOLVE
When what they do makes them feel successful
Knowing that the computer makes predictable moves and gives predictable feedback
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WOMEN/SPAGHETTI
LIKE spaghetti, every thought and issue is connected to every other thought and issue in some way. Life is a myriad of connections
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EVERYTHING IS CONNECTED
FEMALES PERCEIVE the WORLD WHERE EVERYTHING IS CONNECTED.
They want order out of disorder, and something significant to do.
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HOW WAS WORK TODAY?A female response……………………
A male response……………..
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Projects
Team events
Science Fairs
Field Trips
Aerobics
Clear targets for each lesson
Role playing
Enrichment activities
Extensions to lessons
CLASSROOM STRATEGIES
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ENDOCRINE DISRUPTORS
Environmental estrogens:– bisphenol A and phthalates found in plastic bottles (soda, water, baby) pacifiers,
Susan Kovalik, Highly Effective Teaching 2009
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ENVIRONMENTAL ESTROGENS
Effects not confined to the brain
They appear to make boys and girls fat contributing to childhood obesity
Causes fat cell to get bigger
63.7 percent of boys have their first broken bone by age 15 (39.1% of girls)
Susan Kovalik, Highly Effective Teaching 2009
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RESULT OF TOXINS:
Girls are both masculine and feminine
Boys are neither masculine or feminine
Boys today have 3x more genital abnormalities than 30 years ago
Lower testosterone levels
Leonard Sax, Why Gender Matters, “boys adrift”
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WHAT YOU CAN DO?Avoid plastic bottles, use glass instead,
for babies and the rest of us!Do not use plastic wrap on food you are
reheating in the microwaveCook or reheat in microwave with glass
plates and not plasticLook for products labeled “PVC-free”Do not put sealant on your children’s
teeth unless the dentist can prove they are phthalate-free
Susan Kovalik, Highly Effective Teaching 2009
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ADHD
Primarily boys who don’t focus, fidget, are inattentive….
Onset before seven years old
www.amenclinic.com
Some medications may damage the crucial area of the brain responsible for drive and motivation.
Susan Kovalik, Highly Effective Teaching 2009
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ALTERNATIVE TO MEDICATION:
Questions to ask regarding activity in classroom:
1. What besides seat work is presented?2. Are there projects?3. Class plays?4. Variety of movement?5. Art projects in class?6. BEING THERE EXPERIENCES?
Susan Kovalik, Highly Effective Teaching 2009
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WHAT THE FUTURE HOLDS?A SMALLER AND SMALLER
PROPORTION OF BOYS ARE GOING TO COLLEGE-CURRENTLY 42 PERCENT ARE BOYS, 58% ARE GIRLS
Most girls will eventually earn a degree, most boys won’t.
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WHAT SCHOOLS MUST DO Increase projects
Physical activities
Major problem solving opportunities
RECONSIDER SEAT WORK LOAD
Offer gender specific classes “Why Gender Matters” Dr. Leonard Sax
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WE ARE THE ONLY SPECIES THAT CREATE THE CONDITIONS THAT CREATES WHO WE BECOME.
Susan Kovalik, Highly Effective Teaching 2009
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RESOURCESWhy Gender Matters by Leonard Sax, Ph.D.
Boys Adrift by Leonard Sax, Ph.D.
Boys and Girls Learn Differently and The Minds of Boys by Michael Gurian and Kathy Stevens
by Michael Gurian
Real Boys by William Pollack
Reviving Ophelia by Mary Pipher, Ph.D.
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A DAY IN THE LIFE OF A STUDENT StartStartStopStopStartStartStopStopStart…Start…
StopStopStartStartStopStopStartStartStop…Stop…StartStartStopStopStartStartStop…Stop…StartStartStop…Stop…StartStartStopStopStart….Start….StopStopStartStartStopStopStStartartStop….Stop….StartStartStopStopStart…Start…StopStopStartStartStopStopStart…Start…StopStopStartStartStopStopStart….Start….Stop………..Stop………..
EveryEvery Hour Of The DayHour Of The Day
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REGRESS/PROGRESS
R---------------------P R---------------P
R------------P
R-------P
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