1. Customizing Curriculum for the Single Gender Classroom Presented by: Jodi Lewitt & Dana Zacharko

2. Introductions Jodi Lewitt Teaches 4 th grade all boys Has taught 6 years in single gender and 8 years in the teaching profession. 2 BA’s in Elementary and Exceptional Education from Buffalo State University and a MA in Reading from Grand Valley University. Dana Zacharko Teaches mixed 5th grade class Has taught 3 years single gender and 11 years in the teaching profession. BA in Sociology and Elementary Education from St. John Fisher College Jodi Lewitt Teaches 4 th grade all boys Has taught 6 years in single gender and 8 years in the teaching profession. 2 BA’s in Elementary and Exceptional Education from Buffalo State University and a MA in Reading from Grand Valley University. Dana Zacharko Teaches mixed 5th grade class Has taught 3 years single gender and 11 years in the teaching profession. BA in Sociology and Elementary Education from St. John Fisher College

3. School Demographics Woodward Avenue Elementary was built in 1966, with 232 students in eight classrooms The school is located in DeLand, Florida and it serves students from grades Pre-K - 5 Woodward is a family oriented school, deep in tradition Current enrollment – 680 students with 48 classrooms 70% are Economically Disadvantage (Title I School) Minority Population - 45% Special programs include – ESE (EB/D), ESOL, Gifted, and Single Gender n Professional Development School – in partnership with Stetson University n High performing school! Woodward Avenue Elementary was built in 1966, with 232 students in eight classrooms The school is located in DeLand, Florida and it serves students from grades Pre-K - 5 Woodward is a family oriented school, deep in tradition Current enrollment – 680 students with 48 classrooms 70% are Economically Disadvantage (Title I School) Minority Population - 45% Special programs include – ESE (EB/D), ESOL, Gifted, and Single Gender n Professional Development School – in partnership with Stetson University n High performing school!

4. Getting to know you! How many of you have taught in a single gender classroom? How many of you have never taught in a single gender classroom? How many of you are administrators? Teachers? What grade level(s)? How many of you have taught in a single gender classroom? How many of you have never taught in a single gender classroom? How many of you are administrators? Teachers? What grade level(s)?

5. 5 Social Lives Boys Aggressive empathy Physical relationships group/team more important Drama – I can one up you/ or derogatory statements Talk, talk, talk Girls Nurturing empathy Individual relationships acknowledged publicly Drama- catty, under current, cliques Talk, talk, talk

6. 6 Strategies Boys Verbs Focus on the how Whole to part Visual/tactile Independent Think more outside the box Girls Adjectives Focus on the why Part to whole Verbal/linguistic Group learning Want to be told what to do and given specific parameters

7. Writing What do you think of when you hear the word October?

8. Alternate Writing Assessments for Boys

9. 9 Science What does a scientist look like? Boy’s point of view Girl’s point of view

10. 10

11. 11 Science Strategies Boys Teaching verbs Focus on things that appear dangerous and “yucky” Get them outside and moving Experiential learning Girls Connect to what they can relate to Teach nouns – make it relevant: eat it, wear it, use it Need to encourage to take risks and think outside of the box

12. 12 Social Studies Boys Telling stories of real men making choices Emphasize technical aspects Reenactments/Maps **Once boys are engaged in the story introduce the social studies aspects. Girls Timelines Foldables Salt Maps Guided Imagery **Making connections emotionally with the women of the time period.

13. 13 Math Give a problem and the answer, students have to decipher how the answer was reached. If still don’t get it, give sequencing strips and try to put steps in the right order. Boys tend to be able to spatially manipulate things in their heads and do not need manipulatives. Use games to teach Give sequencing strips to arrive at the answer. Use split notebook: step by step directions to solve problem with example alongside Use manipulatives and videos Use games to reinforce Boys Whole to Part Girls Part to Whole

14. Implementation of Math Activities

15. Reading Comprehension Boys short, high interest passages build suspense work on predictions skill lessons: short and concise incorporate movement Girls passage length does not matter discussion: making connections reading buddies focus on skills

16. 16 How would you teach it? Using what you know and have learned about boys and girls, take the skill you have been given and brainstorm how you would teach it to boys and how you would teach it to girls. How would you access prior knowledge? How would you teach the skill? How would you cross the curricular areas? Using what you know and have learned about boys and girls, take the skill you have been given and brainstorm how you would teach it to boys and how you would teach it to girls. How would you access prior knowledge? How would you teach the skill? How would you cross the curricular areas?

17. 17 Questions?

18. Contacts: Jodi Lewitt jslewitt@volusia.k12.fl.usjslewitt@volusia.k12.fl.us Dana Zacharko dlzachar@volusia.k12.fl.usdlzachar@volusia.k12.fl.us Customizing Curriculum for Single Gender Classroom website -- http://customizingcurriculumfor thesinglegenderclassroom.wikispaces.com/ http://customizingcurriculumfor Wooward Avenue Elementary (386)943-7910 Stetson University (386)822-7100 Jodi Lewitt jslewitt@volusia.k12.fl.usjslewitt@volusia.k12.fl.us Dana Zacharko dlzachar@volusia.k12.fl.usdlzachar@volusia.k12.fl.us Customizing Curriculum for Single Gender Classroom website -- http://customizingcurriculumfor thesinglegenderclassroom.wikispaces.com/ http://customizingcurriculumfor Wooward Avenue Elementary (386)943-7910 Stetson University (386)822-7100

19. Thanks for Coming ! Enjoy the rest of the conference.