Gender Learning: What it means for your classroom By: Christine, Christina, Jake, Rebecca and Lauren.

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Presentation transcript:

Gender Learning: What it means for your classroom By: Christine, Christina, Jake, Rebecca and Lauren

Test Your Facts! Read the fact Decide in groups whether fact relates to males or females Put the fact on chart Jake

Management and Procedures Boys Need space to spread materials out and be active Higher tolerance for noise and sound Teacher needs strong “matter of fact” voice Provide variety of seating options- floor, desks, carpet Move throughout the day Respond to competitiveness Girls Arrange desks in circles to eliminate self-consciousness More wait time Encouraged to take risks Positive reinforcement Answer higher cognitive questions Don’t “over-nurture” girls Use many manipulatives High Expectations Gender-free language Stress “Safety” not “Danger” Christina

The Brain on Math Boys Maintaining and manipulating a visual image in order to apply knowledge Need to communicate math through actions Use manipulative to demonstrate knowledge Solving problems individually Reasoning from Cause to Effect- Deductive Reasoning (Part to Whole) *multiple choice math tests Girls Use long term memory figure out math (times tables) Need to communicate math through writing Explained in everyday language and in relative terms Work in cooperative groups with task list Reason from observation in order to relate-Inductive (Whole to Part) *open-ended solutions Reba

Math Activity A.01 B.02 C.03 D. 04 E. 05 F. 06 G. 07 H. 08 I. 09 J.10 K.11 L.12 M.13 N.14 O.15 P.16 Q.17 R.18 S.19 T.20

Test your ! Pretest Activity- Brain Break! Post-test Lauren

The Brain on Language Arts Boys Right Hemisphere- imagery, analogy and word association Inductive Reasoning Male literacy role models Social Activity Practice with auditory memory for retention Girls Left Hemisphere- semantics Deductive Reasoning Faster processing speed for judgment and reading Perform better at timed reading test

The Brain on Science Boys Learns competitively Practical/Hands on Activities Naturally predisposed to enjoy Sciences “Hunter/Gather” Mentality Christine Girls - Stereotyping Teachers make girls feel unworthy of learning something “hard” Reinforcement Encouragement Examples of Successful Females Simplify concepts Develop large motor and spatial skills to gain success

Your Brain on Social Studies Boys Girls Christina

Your Classroom and the Brain How have you already implemented these strategies in your classroom? How can you improve your teaching based on gender? What other information would you like to know in order to continue brain research in your classroom?

How “ y” is your group? Jake

Extra! bbc.co.uk/science/humanbody/sex/