Working with Adolescent Working with Adolescent MalesMales

Dr. Kathleen HerpichDr. Kathleen HerpichPrincipalPrincipal

Fr. Judge High School for BoysFr. Judge High School for Boys

Goals for TodayGoals for Today

Understand some Understand some male/female cognitive male/female cognitive differencesdifferences

Provide specific examples of Provide specific examples of appropriate strategies and appropriate strategies and techniquestechniques

Tie strategies & techniques to Tie strategies & techniques to the support that is availablethe support that is available

The Cold, Hard Facts…The Cold, Hard Facts…

Nationally, boys…– Get 70% of the Ds and Fs– Over 20% receive more than one D/F– Make up 80% of discipline problems– Make up 70% of diagnosed learning disabilities– Make up 80% of those on Ritalin– Are 1-1 ½ years behind girls in reading and writing– Make up 80% of HS dropouts

These numbers have some frightening implications for our young men of today…read on!!

Far-Reaching ConsequencesFar-Reaching Consequences

In 1970, males made up In 1970, males made up 58% of undergraduate 58% of undergraduate students. students.

In 2007, they made up In 2007, they made up less than 45%.less than 45%.

Consequences to this Consequences to this shift can be felt in:shift can be felt in:– EconomyEconomy– SocietySociety– FamilyFamily– DemocracyDemocracy

Research Tells Us…Research Tells Us…By adolescence, a girl’s By adolescence, a girl’s corpus corpus callosumcallosum is 25% larger than a boy’s. is 25% larger than a boy’s. This part of the brain connects the left This part of the brain connects the left and right cerebral hemispheres and and right cerebral hemispheres and facilitates interhemispheric facilitates interhemispheric communication. It is the largest white communication. It is the largest white matter structure in the brain.matter structure in the brain.

Girls have stronger Girls have stronger neural neural connectorsconnectors that are designed to that are designed to receive, process and transmit receive, process and transmit information. information. They also have a a larger larger hippocampus hippocampus that is that is responsible forresponsible for part of a brain part of a brain system responsible for behavioral system responsible for behavioral inhibition and attention and spatial inhibition and attention and spatial memory. memory.

Boys have less Boys have less serotonin. serotonin. It is important in transmitting nerve It is important in transmitting nerve impulses.impulses. Serotonin can be considered a "happy" hormone, as it greatly influences an overall sense of well-being. It also helps to regulate moods, temper anxiety, and relieve depression. It is also credited with being a natural sleep aid. It even plays an important role in regulating such things as aggression.

Girls’ Girls’ prefrontal cortexprefrontal cortex develops earlier and is initially larger than develops earlier and is initially larger than boys. It is responsible for the executive functions, which include boys. It is responsible for the executive functions, which include mediating conflicting thoughts, making choices between right and mediating conflicting thoughts, making choices between right and wrong or good and bad, predicting future events, and governing wrong or good and bad, predicting future events, and governing social controlsocial control

Biological Likelihoods Working Biological Likelihoods Working Against BoysAgainst Boys

Science tells us males are more likely Science tells us males are more likely to…to…– Lose attention quicklyLose attention quickly

– Transition between tasks slowlyTransition between tasks slowly

– Need space to move during classesNeed space to move during classes

– Compartmentalize learning Compartmentalize learning

– Feel discussion/ conversation unnecessaryFeel discussion/ conversation unnecessary

– Prefer nonfictionPrefer nonfiction

– Overestimate their abilitiesOverestimate their abilities

– See success tied to intelligence, not See success tied to intelligence, not efforteffort

– Avoid self-reflection and requesting help Avoid self-reflection and requesting help

– Act out when bored or frustratedAct out when bored or frustrated

“More Likely To…”

Girls BoysBe good listeners -- Math-Logical thinkersSit calmly -- Need space to movePrint neatly -- Settle for messy &

unorganized workGather facts before -- Deduce conclusionsdrawing conclusionsWork well in co- -- Prefer to work aloneoperative learningEntertain themselves -- Act out & disrupt when

bored.

The Good News!The Good News!

Boys (generally)…Boys (generally)…– Have more spatial-mechanical functioning Have more spatial-mechanical functioning

AND it develops earlierAND it develops earlier

– See friendships as built around tasks/ goalsSee friendships as built around tasks/ goals

– Need to move things through the airNeed to move things through the air

– Deal well with moderate stressDeal well with moderate stress

– Possess a more competitive spiritPossess a more competitive spirit

Boys vs. Girls

There are NO differences in what girls and boys CAN learn. But there are BIG differences in the best way to teach them.

What should we do?????

Robert Marzano’s 9 Essential Robert Marzano’s 9 Essential StrategiesStrategies

Helps teachers compensate for Helps teachers compensate for developmental differencesdevelopmental differences

Allows boys to shine by highlighting their Allows boys to shine by highlighting their strengthsstrengths

Creates environments where we can Creates environments where we can nurture paradigm shifts for boys nurture paradigm shifts for boys

Setting Objectives/Providing FeedbackSetting Objectives/Providing Feedback

Broad learning objectives set by Broad learning objectives set by teacherteacher

Easily adaptable to personalize Easily adaptable to personalize learninglearning

Feedback should be timely, Feedback should be timely, specific, and tailored to the specific, and tailored to the assignmentassignment

– Ensure it’s corrective and Ensure it’s corrective and constructiveconstructive

– Doesn’t always have to be from you!Doesn’t always have to be from you!

Activities: Setting Objectives and Activities: Setting Objectives and Providing FeedbackProviding Feedback

KWLKWL

Essential questionsEssential questions

Learning contractsLearning contracts

Reflective learning portfoliosReflective learning portfolios

RubricsRubrics

Multiple drafts/attemptsMultiple drafts/attempts

Creative editing proceduresCreative editing procedures

Exit slipsExit slips

Nonlinguistic RepresentationsNonlinguistic Representations

Research says that the regular Research says that the regular use of linguistic and visual forms use of linguistic and visual forms of knowledge storage…of knowledge storage…

– Plays to boys’ spatial strengthsPlays to boys’ spatial strengths

– Increases brain activityIncreases brain activity

– Compartmentalizes larger topicsCompartmentalizes larger topics

– Addresses multiple learning stylesAddresses multiple learning styles

Activities: Nonlinguistic Activities: Nonlinguistic RepresentationRepresentation

Physical modelsPhysical models

Physical activities tied Physical activities tied to subject matterto subject matter

Graphic organizersGraphic organizers

Pictures or symbols to Pictures or symbols to aid understandingaid understanding

Identifying Similarities and Identifying Similarities and DifferencesDifferences

Has students break concepts into similar/ Has students break concepts into similar/ dissimilar pieces dissimilar pieces

Allows students to solve complex problems by Allows students to solve complex problems by simplifying themsimplifying them

– Teacher- directedTeacher- directed: teacher identifies components : teacher identifies components and/or provides possible classifications. Students and/or provides possible classifications. Students place the components correctly.place the components correctly.

– Student- directedStudent- directed: students are given raw material : students are given raw material and asked to identify the different components or and asked to identify the different components or determine possible classifications. determine possible classifications.

Activities: Identifying Similarities Activities: Identifying Similarities and Differencesand Differences

Venn DiagramsVenn Diagrams

T-ChartsT-Charts

Metaphors/analogies Metaphors/analogies

Reinforcing Effort and Providing Reinforcing Effort and Providing RecognitionRecognition

Boys are more likely to see success as Boys are more likely to see success as intelligence vs. effort-based, but…intelligence vs. effort-based, but…

Studies have shown we can teach them to Studies have shown we can teach them to adapt their views!adapt their views!

Why would this paradigm shift be Why would this paradigm shift be important for boys?important for boys?

Activities: Reinforcing Effort and Activities: Reinforcing Effort and Providing RecognitionProviding Recognition

Pause, Prompt, PraisePause, Prompt, Praise

Understanding “Positive Understanding “Positive Consequences”Consequences”

Improvement recognitionImprovement recognition

Incentive programsIncentive programs

Healthy competitionsHealthy competitions

Homework and PracticeHomework and Practice

Provides opportunities for practice, review, and Provides opportunities for practice, review, and applicationapplication

Enhances a student's ability to reach a level of Enhances a student's ability to reach a level of expected proficiency for a skill or concept expected proficiency for a skill or concept

Students need to practice a skill 24 times to reach Students need to practice a skill 24 times to reach 80% competency, with the first four practices 80% competency, with the first four practices

yielding the greatest effect.yielding the greatest effect.SOURCE: Marzano and PickeringSOURCE: Marzano and Pickering

Cues, Questions, and Advance Cues, Questions, and Advance OrganizersOrganizers

Help scaffold prior knowledgeHelp scaffold prior knowledge

Allows exposure before new learning Allows exposure before new learning occursoccurs

Corrects misconceptions/ stereotypesCorrects misconceptions/ stereotypes

Should be:Should be:

– analytical analytical

– focused on the most important topicsfocused on the most important topics

Activities: Cues, Questions, and Activities: Cues, Questions, and Advance OrganizersAdvance Organizers

Increase wait time! Increase wait time!

Skimming/scanningSkimming/scanning

KWKW-H--H-L ChartsL Charts

The Big 6! The Big 6!

Anticipation guidesAnticipation guides

OpinionairesOpinionaires

Jamie McKenzie’s Jamie McKenzie’s Questioning ToolkitQuestioning Toolkit

WebquestsWebquests

Anticipation GuidesAnticipation Guides

OpinionairesOpinionaires

To Kill a Mockingbird bTo Kill a Mockingbird by Harper Leey Harper LeeIssue-based OpinionnaireIssue-based Opinionnaire

1--------------2-------------3----------------4-----------5---------------1--------------2-------------3----------------4-----------5---------------66

StronglyStrongly Strongly StronglyDisagreeDisagree Agree Agree

1.1. The effects of discrimination are long-lasting, even if The effects of discrimination are long-lasting, even if you are not the one directly affected.you are not the one directly affected.

2.2. Racism is a weapon.Racism is a weapon.3.3. Small town gossip is usually harmless.Small town gossip is usually harmless.4.4. Parents are the strongest influence in a child’s Parents are the strongest influence in a child’s

development.development.5.5. The court system is usually a reliable way to punish The court system is usually a reliable way to punish

the guilty and release the innocent.the guilty and release the innocent.

Summarizing and Note-TakingSummarizing and Note-Taking

A collection of verbal and A collection of verbal and reasoning skills that include:reasoning skills that include:

– Imposing Imposing structure/organizingstructure/organizing

– Analyzing (for importance)Analyzing (for importance)

– Self-scaffoldingSelf-scaffolding

– Rewording/Combining Rewording/Combining ideasideas

– DeletingDeleting

Note-taking is difficult -- it needs to be taught to ensure Note-taking is difficult -- it needs to be taught to ensure success!success!

Activities: Teaching Summarizing Activities: Teaching Summarizing and Note-Takingand Note-Taking

Consistent note- taking Consistent note- taking formatformat

Unfinished outlinesUnfinished outlines

Mind mapsMind maps

Character MapsCharacter Maps

WebbingWebbing

Double-entry journals/ Double-entry journals/ Cornell NotesCornell Notes

Word boxesWord boxes

Cornell NotesCornell Notes

Cue Words

AND

2. Question- ASAP after class, create questions that can clarify concepts, reveal relationships, build in continuity, and help your brain remember

1. Record- Write everything as succinctly as possible- phrases and simple sentences only

3. Recite- Study and review -- cover the notes column and say aloud 1) answers to questions and 2) ideas prompted by cue words

4. Reflect- What’s the significance of these facts, and how can I apply them to my life?

5. Review- Study regularly to retain information!

At the bottom of the page, summarize the main points in your own words

Mind MapsMind Maps

Cooperative LearningCooperative Learning

Provides task to socialize learningProvides task to socialize learning

Can feed a positive competitive Can feed a positive competitive spiritspirit

Allows for purposeful groupingsAllows for purposeful groupings

Core components: Core components: – positive interdependencepositive interdependence

– group processinggroup processing

– appropriate use of social skillsappropriate use of social skills

– face-to-face interactionface-to-face interaction

– individual and group individual and group accountabilityaccountability

Activities: Cooperative LearningActivities: Cooperative Learning

Jigsaw with defined rolesJigsaw with defined roles

Problem-solving groupsProblem-solving groups

Webquests with defined Webquests with defined rolesroles

Group presentationsGroup presentations

In-person or online book In-person or online book discussionsdiscussions

Team gamesTeam games

Generating/Testing HypothesesGenerating/Testing Hypotheses

Uses a deductive approachUses a deductive approach

Allows for males “solve-it” Allows for males “solve-it” predilectionpredilection

Encourages students to Encourages students to explain/defend their explain/defend their hypotheseshypotheses

Activities: Generating and Testing Activities: Generating and Testing HypothesesHypotheses

Socratic SeminarSocratic Seminar

Question TreeQuestion Tree

DebateDebate

Predictions (If ____ were Predictions (If ____ were changed, then…)changed, then…)

You Be the HistorianYou Be the Historian

Thank you for your participation!Thank you for your participation!

Works CitedWorks CitedAnissimov, Michael. “What is the Prefrontal Cortex?” Anissimov, Michael. “What is the Prefrontal Cortex?” Webgeek.Webgeek. 15 September 15 September

2010. <www.wisegeek.com/what-is-the-prefrontal-cortex.htm>.2010. <www.wisegeek.com/what-is-the-prefrontal-cortex.htm>.“Integrating Technology into the Classroom using Instructional Strategies based

on the research from: Classroom Instruction that Works.” Cherry Creek Cherry Creek School District. School District. 16 September 2010. <http://www.tltguide.ccsd. 16 September 2010. <http://www.tltguide.ccsd. k12.co.us/instructional_tools/ Strategies/Strategies.html>.k12.co.us/instructional_tools/ Strategies/Strategies.html>.

Jansen, Barbara A. “The Big 6: Research Paper Organizer.” Jansen, Barbara A. “The Big 6: Research Paper Organizer.” St. Andrews St. Andrews Episcopal SchoolEpiscopal School. 15 September 2010. <http://library.sasaustin.org/ . 15 September 2010. <http://library.sasaustin.org/ paperOrganizerUS.php>.

McBride, Bill. “Girls Will be Girls and Boys Will be Boys: Teaching to Gender McBride, Bill. “Girls Will be Girls and Boys Will be Boys: Teaching to Gender Differences.” Differences.” University of ArizonaUniversity of Arizona Center for Recruitment and Retention Center for Recruitment and Retention Mathematics Teachers.Mathematics Teachers. 15 September 2010. <http://crr.math.arizona. 15 September 2010. <http://crr.math.arizona. edu/GenderKey note.pdf>.edu/GenderKey note.pdf>.

Pauk, Walter. “The Cornell Note-Taking System.” Pauk, Walter. “The Cornell Note-Taking System.” Cornell University.Cornell University. 16 16 September 2010. <http://lsc.sas.cornell.edu/Sidebars/Study_Skills_ September 2010. <http://lsc.sas.cornell.edu/Sidebars/Study_Skills_ Resources/cornellsystem.pdf>.Resources/cornellsystem.pdf>.