Kimberly Tooley Parkway School District
Just as students in different age groups are typically separated to meet developmental needs, gender specific instructions supports learning differences in boys and girls. We will continue to celebrate the eclectic nature of our schools and take pride in our district’s diverse population of students.
“Thirty years ago,” he says, “we did not ask five-year-olds to sit still, be quiet and pay attention for six hours a day. But now we do, and that has not been developmentally appropriate for boys." -----Dr. Leonard Sax
The difference in what boys and girls can do is small: the differences in how they learn are great.
In language tasks, girls tend to be analytical, while boys are more concrete.
In Mathematical thinking, boys are more analytical, while girls need real-life examples. The areas of the brain involved in skills associated with math and geometry mature earlier in boys than in girls.
Boys may require more movement than girls, and have a higher tolerance for an active learning environment.
The areas of the brain involved in language and fine motor skills such as handwriting develop earlier in girls than in boys. Girls navigate between the right and left hemispheres to process language. They love to talk about their feelings.
Girls hearing acuity can be as much as four times better than boys. This means that boys often require repetition and clarification to understand verbal directions. Where boys and girls sit in proximity to the teacher, does make a difference.
Boys: benefit from the use of visual models for writing. If they draw first, and then write, their writing is richer and more detailed. Girls: are more able to imagine a story with a beginning, middle and end. The need fewer visual models.
When girls are taught math and science in gender- friendly ways, they are more likely to pursue careers in those areas.
When boys perceive themselves as learners they are more likely to: Graduate from high school Succeed in school Avoid harmful life choices
Teachers capitalize on behavioral assets typical to boys: One task at a time Movement opportunities Friendly competition Topics of relevance to boys Clear routines and expectations
Real life examples are used to capitalize on inductive reasoning skills Movement, as needed, generally with less activity and volume than is required for boys An emphasis on problem-solving skills Personal stories are woven throughout all subjects Praise and encouragement to counteract girls self-critical nature
Parent meetings will be held in each participating building – May 2010 2010/ First grade classrooms will begin single gender program 2011/2012 –Second and third grade will begin single gender classrooms. 2012/2013 – Single gender classrooms will become fully implemented into schools
Made sure that all four classes per grade level are balanced class. (IEP, race, ESOL, reading) Parent Education begins with parent meetings to discuss rationale and process, two in May 2010 and three large ones during the first year at each school. Teachers are then given time to collaborate and share ideas and techniques.
Dr. Tooley meets with her supervisor to discuss this initiative – December 2009 Dr. Tooley contacts the Public Relations Director and invites him to visit her to discuss the initiative. Dr. Tooley holds many parent meetings to teach the parents. Dr. Tooley knows the importance of keeping communication open among the staff.
Extraordinary staff Belief in staff members Will produce a culture of collaboration Kids will be learners Staff will be continuous learners Program is proven in research
Known as temporary ‘speed bumps’. Class placements require a great deal of work – will be a huge variable. Challenging for specialists (art, music, P.E..) – they will need a great deal of support.
Present relevant research Show and discuss PowerPoint Take questions from the Board of Education about the program Discuss financial impacts and timelines Discuss implementation timelines Vote on the initiative