1 / 17

Single-Gender Initiative : A Look at How Boys and Girls Differ

Single-Gender Initiative : A Look at How Boys and Girls Differ. Information provided by Blue Ridge Middle School. Differences between the Genders. Getting Information Seeing Hearing Engaging. Working the Information Processing Responding Choosing. Seeing the World for Boys.

quincy
Download Presentation

Single-Gender Initiative : A Look at How Boys and Girls Differ

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Single-Gender Initiative:A Look at How Boys and Girls Differ Information provided by Blue Ridge Middle School

  2. Differences between the Genders Getting Information Seeing Hearing Engaging Working the Information Processing Responding Choosing

  3. Seeing the World for Boys • Eyes: Dominance of Rods (B/W) to M cells (motion). Object in motion (verbs), the location and movement • Cool colors: silver, blue, black, grey, brown • Inventive with how things work and fit together • Brain ready for spatial tasks earlier than girls

  4. Seeing the World for Girls • Eyes: Dominance of Cones (color) to P cells (description). • Objects (nouns), their description and details • Warm Colors: red, yellow, green, orange • Descriptive about objects and the world • Brain is ready for phonics and spelling earlier than boys

  5. Teachers move: arms and body during instruction Provide movement within the lesson or they will! Expand their literacy spectrum Teachers do not move around very much Discussions in a circle or U-shaped Use more description during discussions Illustrations are colored Strategies - Seeing

  6. Hearing the World • Boys tend not to hear as well as girls, particularly at the 1000-4000 Hz range. There is rarely a time when something is too loud. • Girls tend to hear better and are more sensitive to sound. They can interpret loud or deep voices as “yelling” at them…and that you are mad at them.

  7. Talk louder or use a portable microphone Very the volume when talking to boys Tone goes down when giving commands Be calm and patient when talking with girls Keep noise distractions to a minimum When talking to girls, use emphasis at the end of your statement. Strategies - Hearing

  8. Engaging the World • Brain remains alert when standing and the temperature is cool. • Brain tends to be structured for kinesthetic activities. • Brain remains alert when • seated and the • temperature is warm. • Brain tends to focus on • verbal activities.

  9. Engage their energy by using movement. Give brief directions bulleted then students get to work. Allow standing when taking notes. Study while standing/pacing. Engage girls with discovery by involving peers. Extend time allotment for completing tasks. Students sit and work with others. Strategies - Engaging

  10. Processing the World • The brain is more likely segmented. Processing emotions does not develop until the late teens. Maturity toward school tasks tends to develop later as well. • The brain is more likely integrated. • Processing emotions develops earlier than • boys, around the age of 10. Maturity is • typically 1-2 years ahead of boys.

  11. Bond through actions. They work side by side while accomplishing tasks. Discuss issues while walking side by side. Sit in rows with pairs. Address boys with surnames. Be clear and direct with rules and consequences. Have your tone go “down” not “up”. Tell, not ask! Bonds through face to face communication. Sit in a circle or a U-shape. Encourage to express themselves and discuss issues. Confront privately and listen to explanations by girl of behavior. Create boundaries/limits for discussions. Get their attention with fairness, statistics, or situations. Strategies - Processing

  12. Responding to the World • Stress tends to increase the blood flow to the brain, helps him remain alert and focused. • Stress tends to decrease the blood flow to the brain.

  13. Review for tests/quizzes using rapid-fire questions. Break activities into timed segments. Grades are NOT stress; use personal challenges, competition. DO NOT time activities in small parts. Be patient and encourage with projects and problem based learning. Build a community! Strategies - Responding

  14. Making Choices in the World • Boys enjoy taking risks and they tend to overestimate their abilities. Believe success is from being smart. Ambiguity is a game/challenge. • Girls tend not to like risks and tend to underestimate their abilities. Believe success comes from hard work. Ambiguity is seen as unsafe. Girls tend to want to please their teachers.

  15. Team building activities Reflect on areas of strength and weaknesses Tell them how to study, not just to “study” Allow them to be inventive Supported leadership skills; mentoring and service learning. An encouraging environment is created when girls support each other. Help girls to not always create “perfect” work Incorporate public speaking Strategies - Choices

  16. Interested in Learning More? • Boys and Girls Learn Differently, Michael Gurlan • Boy Writers, Ralph Fletcher • Girls Will Be Girls, JoAnn Deak • How Girls Thrive, JoAnn Deak • In a Different Voice, Carol Gilligan • Misreading Masculinity, Thomas Newkirk • Odd Girl Out, Rachael Simmons

More Related