1. Sex Cells!

2. You can’t tell by looking at a slice of someone’s brain whether that person is Black, White, Jew, or Muslim, but you can tell whether the person is male or female.

3. The Brain

4. Our job as adults is to serve as external frontal lobes. . .

5. The difference in WHAT men and women can do is small
The difference in WHAT men and women can do is small. The difference in HOW they do it is LARGE.

6. Research
By adolescence, a girl’s corpus callosum is 25 percent larger than a boy’s. This enables more “cross talk” between hemispheres.
A girl’s prefrontal cortex develops earlier and is larger than in boys. Girls also have more serotonin than boys
There are stronger neural connectors in the brains of girls, and a larger hippocampus
The Minds of Girls

7. So What?! Girls are able to multitask Fewer attention span problems
Can make faster transitions between lessons
More detailed memory storage
The Minds of Girls

8. So What?! Creates better listening
Better discrimination between among voice tones
Greater sensory memory details in speaking and writing
Fewer impulsive decisions
The Minds of Girls

9. Research
A girl’s brain experiences approximately 15% more blood flow, which is located in more centers of the brain than a boy’s
There are more cortical areas devoted to verbal functioning in a girl’s brain
The Minds of Girls

10. Research Girls are better at sitting still
Girls are better at listening
Girls are better at tonality
Girls are better at mental cross talk
Girls are better at the complexities of reading and writing
The Minds of Girls

11. The very skills and behaviors often rewarded in schools!!
observation
The very skills and behaviors often rewarded in schools!!
The Minds of Girls

12. Girl behavior becomes the gold standard. Boys are treated like
observation
Girl behavior becomes the gold standard. Boys are treated like
DEFECTIVE GIRLS
Dr. Michael Thompson
PBS Series Author of “Raising Cain”

13. Research
Boys have more cortical area devoted to spatial-mechanical functioning and half as much to verbal-emotive functioning.
Boys have less serotonin and less oxytocin
Boys have less blood flow to the brain and tend to structure or compartmentalize learning
The Minds of Boys

14. So What?! Boys want to move objects through the air.
Balls, Airplanes, Little Sisters, Their Arms and Legs
Boys are less likely “to talk about it”.
The Minds of Boys

15. So What?! Boys are more impulsive!
Boys’ brains are better suited to symbols, abstractions, and pictures
The more words a teacher uses, the greater the chance a boy will zone out
The Minds of Boys

16. Teaching, Learning and discipline
GIRLS
BOYS
Use lots of puzzles to foster perceptual and symbolic learning
Promote leadership by using working groups and teams
Verbally encourage quieter girls
Play physical games
Use manipulatives that require boys to use fine motor skills
Surround the room with books so boys get used to their omnipresence
Make lessons experiential and kinesthetic – use technology

17. Teaching, Learning and discipline
GIRLS
BOYS
Take digital pictures of girls being successful at math/science tasks
Use manipulatives in science and math
Generalize the meaning of their failures because they interpret them as indicating that they have disappointed adults, and thus of little worth
Use physical lessons so boys can work in a large space
Keep verbal instructions to no more than a minute. Don’t layer instructions one after another.
Use male mentors and role models.

18. Teaching, Learning and discipline
GIRLS
BOYS
Prefer inductive exercises
Prefer fictional books
Like role-playing activities in learning new concepts
Prefer to learn using manipulatives and objects
Hearing is 7 times more sensitive than the average boy
Expect healthy physicality and aggression among boys at times.
Create opportunities for boys to get up and move around
Use brain breaks to revive boys during and/or after rest states
Use visual dictionaries and play word games especially on the computer

19. Teaching, Learning and discipline
GIRLS
BOYS
Typically navigate landmarks that can be seen or heard
Small learning groups work well for girls
Story problems are a good way to teach Algebra to girls
Girls like to talk about feelings and relating characters when reading
Take them to the library and introduce them to male role model readers and authors
Link screen time with study rewards
Can learn much more easily from chalkboard instruction
Tend to prefer nonfiction
Provide reading material that boys enjoy

20. Teaching, Learning and discipline
GIRLS
BOYS
Are more likely to learn better if what is learned is connected to the real world
Texts filled with spatial-kinetic action – sports, science fiction, thriller and suspense
Graphic and visual in nature – graphic novels and comics
Technical and mechanical books and articles on cars, aerospace, sports magazines
Without females present, will take more risks

21. Teaching, Learning and discipline
BOYS
Prefer deductive exercises
Thrive on competition
Technical and mechanical books and articles on cars, aerospace, sports magazines
Teachers should use loud voices and be aggressive
Thrive better in violent stress

22. Teaching, Learning and discipline
See their failures as relevant only to specific subject area
Tend to create structured teams
Are more likely to use abstract concepts like north, south, and absolute distance when giving directions
Can not talk about feelings
Not motivated to study material unless it interests them
BOYS

23. Teaching, Learning and discipline
Formal terms of address work well
Enjoy stories with male protagonists
Less likely to do homework that is practice. Prefer to be challenged.
Personalize items in classroom to increase his sense of attachment
BOYS