1 / 20

Bell’s Crossing Elementary Parent Information Night March 2008

Bell’s Crossing Elementary Parent Information Night March 2008. Gendered Differences and Classroom Implications Adapted from David Chadwell, State Department of Education. What is Single-Gender Education?. Teaching boys and girls separately and in different ways.

ellard
Télécharger la présentation

Bell’s Crossing Elementary Parent Information Night March 2008

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. Bell’s Crossing ElementaryParent Information NightMarch 2008 Gendered Differences and Classroom Implications Adapted from David Chadwell, State Department of Education

  2. What is Single-Gender Education? • Teaching boys and girls separately and in different ways. • Boys and girls learn the SAME standards (content and skills) but often learn through different activities or lessons.

  3. What is Single-Gender Education? • Teaching boys and girls separately and in different ways. • Boys and girls learn the SAME standards (content and skills) but often learn through different activities or lessons.

  4. As of March 1, 2008 • There are 68 districts implementing or pursuing single-gender programs in their schools • There are 92 confirmed schools with single-gender programs • The number of specific schools doing, pursuing, or interested in single-gender programs is 257: • 117 Primary and Elementary Schools • 115 Middle and Junior High Schools • 25 High Schools

  5. Are there any gender differences? Are there gender differences between boys and girls? Yes, there are a few differences that can have a large impact in the classroom. Absolute differences? No, there is a spectrum with regard to differences. Boys and girls are capable of the same achievement and performance, but they can learn in some different ways. 6

  6. What are the differences between boys and girls? Getting Information Seeing Hearing Engaging Working with Information Processing Responding Choosing 7

  7. Seeing the World Objects in motion (verbs), the location and movement Cool colors (silver, blue, black, grey, brown) Eyes: More M-cells (motion and “blue end”) Objects (nouns), their descriptions and details. Warm colors (red, yellow, green, orange) Eyes: P-cells (description and “red end”) 8

  8. Strategies - Seeing BOYS • Teachers move: arms and body during direct instruction • Provide movement or they will! • Ball Toss Discussions • Colored illustrations are not emphasized – ask for detail GIRLS • Teachers do not move around a lot • Discussions in circle • Illustrations are colored – do NOT emphasize color over content • Use color to highlight

  9. Hearing the World Boys tend not to hear as well as girls, particularly at the 1000 – 4000 Hz range (speech discrimination). Girls tend to hear better and more sensitive to sound. They can interpret loud or deep voices as “yelling” at them … and that you are mad at them. 10

  10. Strategies - Hearing Teachers are calm and patient when talking with girls. Keep noise distractions to minimum. Male teachers need to be mindful of their volume. Accept loud talk when possible during work time. Accept tapping, have “tap time”, use squish toys. Tone goes down when giving directions/commands Use Call Back/Echo/Choral Response 11

  11. Engaging the World Dominant nervous system: sympathetic Alert and ready when person is standing and temperature is cool Need movement to increase blood flow to the brain and remain alert. The brain tends to be structured for kinesthetic activities and is energized by activity (testosterone). Can bring impulsive behavior. Dominant nervous system: parasympathetic Alert and ready when person is sitting and temperature is warm Brain remains alert while seated. (Getting blood flowing is still good though!) Brain tends to focus on verbal activities. 12

  12. Strategies - Engaging Teacher gives brief directions in bullet list and students get to work. Discuss after 10 minutes. Toss soft balls during discussions or move from place to place when answering review questions. Allow standing when taking notes or working. Study while standing/pacing Use stations and move students from station to station Cooler rooms Review Race Quick exercise before tests. Use Brain Gym activities Engage girls in discovery where they can discover and discuss with peers. Provide extended periods of time to complete tasks. Teachers give full directions and answer questions before working. Students sit and work with others. Comfortable work areas Warmer rooms Small talk before tests/quiz, relaxation Jigsaw Think-Pair-Share Appointment Clock 13

  13. Processing the World BOYS • The brain is more likely segmented. Processing emotions tends to stay in the amygdala and not move up into the cerebral cortex (thinking/ analytical) until age 25+. Maturity toward school tasks tends to develop later. GIRLS • The brain is more likely integrated. Processing emotions moves up into the thinking/analytical cerebral cortex around age 10. Maturity is typically 1-2 years ahead of boys.

  14. Strategies - Processing Talk/bond through action They work side-by-side accomplishing a task Before discussions, do a quick write, journal entry, or brainstorm a list Support projects: cue, sign agenda, organize, plan, calendar Sit in rows, with pairs Sit at tables to spread out Address them with surname. Walk and talk to discuss issues. Be clear and direct with rules. Monitor and discuss the nature of quality work. Have your tone go “down” not “up”. Tell, not ask. Encouraged to express themselves and discuss issues Discussion is a strength to use in small groups, searching for peer solutions, etc. Bond through face-to-face communication Sit in circle Confront privately and listen to explanations by girl of behavior. Provide/Ask for connections between girls and material. Create boundaries/limits for discussions. 15

  15. 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. Remember, parasympathetic. 16

  16. Strategies - Responding Teachers should be calm with girls and not time activities. Be patient and encourage with projects and problem based learning. Have all girls respond to a question with personal white boards or sticky notes. Allow girls to share in small groups. Answer questions thoroughly and provide an array of ways to ask questions: question box, think-pair-share, etc. Partner Reviews Use lesson extensions to support understanding, not as required work Teachers review with boys using rapid-fire questions. Break activities into timed segments. Challenge boys through problem based learning. Grades are NOT stress; use personal challenges, competition. Post Unit Challenges Use student questions as Challenges 17

  17. Exploring Options at Bell’s Crossing • Informing Parents of Research and Potential Plans • Generating an Interest Based Lottery System • Initiating a Single –Gender Classroom at BCES for First Grade, 08-09

  18. Program Guidelines • Lottery Based – Must register to be considered • Cap on class enrollment • Opt out only at end of quarter –slots will be filled by those on waiting list • Pilot program for the year 09-10

  19. Questions and Answers • Concerns and questions you have for administration and teachers • Program content • Research • Expectations

More Related