1. GENDER DIFFERENCES INTRODUCTION

2. Group Rules: 1. One person speak at a time 2. Respect other students opinions and views 3. Can people please raise their hand and wait to be responded to before speaking

3. Objectives - 1. Group will understand gender differences focusing on the following differences: Physical difference - boys are physically stronger and faster than girls, however girls tend to excel in endurance related activities. Intellectual difference - strength and weakness in different areas - boys tend to better at mathematical areas, girls literacy areas. Emotional difference - respond to situations differently- Boys more aggressive tendencies. Will react differently to similar circumstances.

4. 2. Group will develop skills to accommodate gender differences within a classroom. We need to utilise different teaching styles to accommodate both female & male strengths and weaknesses. -- According to the text, people are different, therefore it is good practice to accommodate individual differences and to present information in a variety of ways. It is not recommended to categorise learners and prescribe methods of teaching styles to suit personality types but rather to be diverse in your teaching style Woofolk, A., Margetts, (2010). Educational Psychology: 2 nd Edition (pp.148). Frenches Forest, NSW: Pearson. ensure both females and males are equally engaged in all activities.

5. Reflection questions (to think about during presentation) Q: Can you think of other situations where a teacher must account for gender differences? Q: As a teacher what would you do in this situation? Q: Do you think that gender difference is a significant issue that needs to be addressed in our teaching styles?

6. * According to Woolfolk and Margetts in Educational Psychology, gender differs from sex in that gender refers specifically to behaviour and attitudes constructed through social practice where as sex refers to biological differences. It is also suggested that gender identity can change over time or within context and culture. Gender Differences: Introduction Woofolk, A., Margetts, (2010). Educational Psychology: 2 nd Edition (pp.148). Frenches Forest, NSW: Pearson.

7. Key point: The profound difference between girls and boys is not simple in any brain structure, but is actually in the sequence of development in the various brain regions - For example girls reach the inflection point or halfway point in brain development just before 11yrs old, boys however do not reach this point until about 15yrs old. This therefore would be a major factor influencing the way boys and girls think, feel and learn in our classrooms. http://www.education.com/facts/quickfacts-gender-differences/boys-girls-brains- different/ http://www.education.com/facts/quickfacts-gender-differences/boys-girls-brains- different/ Gender Differences: Introduction

8. Many studies have found that there are differences in the bullying experiences of boys and girls. Most of the studies covered here have found that it is more common for boys to be involved in physical bullying. Girls on the other hand are more likely than boys to be involved in psychological bullying. However, for both boys and girls, the most common type of bullying is verbal. Gender Differences: Introduction http://www.antibullying.net/knowledge/questiononee.htm

9. IS PHYSICAL BULLYING MORE OF A PROBLEM THEN PYSCHOLOGICAL BULLYING?? QUESTION:

10. The research finding that boys are more likely to be involved in physical bullying than girls is unsurprising. However, we should not assume that because of this, bullying among boys is more serious or damaging than that among girls. It could be that the more obvious methods of bullying used by boys makes it easier to spot - and to stop - than the subtlety of girls' bullying. It is also worth noting that many of the cases of suicide where bullying has been identified as a cause, have involved girls who have not been physically bullied but 'only' subjected to name- calling and isolation. http://www.antibullying.net/knowledge/questiononee.htm BULLYING Research.........

11. Research has shown that boys get called on more in class. However, a reason behind this may be that the boys simply volunteer to answer more, which may be related to males more assertive or competition-valuing nature. C:\Users\Public\Documents\Grad Dip ed secondary\Understanding Adolescence\Gender Differences preso resources\Gender Differences printable - WikEd.mht SO??????? Something to Consider:

12. Question: Do Boys and girls need to be educated in separate classes???? At Moulsham High, girls and boys are taught separately until they're 14 C:\Users\Public\Documents\Grad Dip ed secondary\Understanding Adolescence\Boys and girls need separate classes - Telegraph.mht

13. Teachers should be encouraged to tailor classes to fit the needs of boys, with more emphasis on "competitive" lessons and the reading of non-fiction books, according to the review, chaired by Christine Gilbert, the head of Ofsted, the schools watchdog. The recommendation follows the publication of GCSE results last summer which showed that boys were achieving a level of performance that girls had reached seven years before. Question: Are current teaching methods catering more towards girls?????

14. Conclusion Boys Versus Girls Video Game * Gender differences are acknowledged and catered for in everything from computer games, conflict resolution, sports and much more, therefore it is only logical that we do so in the classroom in the ways we teach and assess students. Boys and girls have different learning needs, and teachers need to take this into account when creating learning environments. C:\Users\Public\Documents\Grad Dip ed secondary\Understanding Adolescence\Gender Differences preso resources\Gender Differences printable - WikEd.mht