Gender Makes a Difference. Copyright 2003 CentrerSource Systems, LLC: Discovering Gifts in Middle School The Tasks of Adolescence Autonomy & Independence.

Gender Makes a Difference

Copyright 2003 CentrerSource Systems, LLC: Discovering Gifts in Middle School

The Tasks of Adolescence

Autonomy & Independen

ce

Social Competenc

y

Sense of Purpose

Problem Solving

Abstract thinking

Open-mindedness and flexibility

Emotional Intelligence

Collaboration

Self-actualization

Independence

Internal locus of control

Self-esteem

Pro-social behaviours

Communication skills

Belonging/inclusion

Active participation

Self-disciplineIdentity

Positive Expectations

Personal Goals

Brain DevelopmentBoys

Prefrontal cortex slow to develop – late teens early 20’s

Lag 2 years behind girls in development of region that integrates information

Grows in boys over 14 years of age

Girls

Prefrontal cortex develops mid to late teens

Lag slightly behind boys in area of spatial development

Rapid development in girls 6 – 10 years old

HearingBoys

Boys don’t hear as well in the vocal range around language

Don’t hear most of the teachers words, especially if sitting in the back of the class

uses between 7,000 and 10,000

Girls

Girls hear language well

Typical teenage girl has a sense of hearing seven times more acute than a teenage boy

Loud voices scare them

uses 20,000 words

Seeing

Boys

composition of the male eye makes it attuned to motion and direction

drawn to cooler colors like silver, blue, black, grey, and brown – cars, trucks, spaceships

Girls

drawn to textures and colours

reds, yellow, oranges—and visuals with more details - faces

Spatial Development

Boys

Spatial brain development occurs first, then language

Girls

The language areas of the brain develop before the areas used for spatial relations and for geometry

FeelingsBoys

The brain regions involved in talking are separate from the regions involved in feeling. The hardest question for many boys to answer is: "Tell me how you feel."

Don’t understand feelings – talk less if feelings are intense

Girls

Emotion is processed in the same area of the brain that processes language

Feelings and language closely aligned

Self Esteem

Boys

Have high estimates of their academic abilities and accomplishments

Girls

Excessively critical of themselves

ControlBoys

Want to be in charge of their environment (i.e. Video games – knowing that they can win)

“Boys need to be given choice and ownership of their reading”.

Booth (2002)

Girls

Winning is important but not all important

More open to suggestions for reading

Values

Boys

Value team affiliation

Girls

Value friendship and being liked

StressBoys

Stress enhances learning in males

Individual competition increases testosterone which increases violence

Tension is released through action

Girls

Same stress impairs learning in females

Under tension and stress become depressed

Friendships

Boys

Boy friendships are shoulder to shoulder – a common interest – conversation is not likely necessary

Girls

Girl friendships are face to face – talking – central to the relationship

Drugs

Boys

Especially the sensation-seeking, risk-taking ones who are most likely to use illegal drugs

Girls

Girls responded to the famous, "This is your brain. This is your brain on drugs"

Engagement

Boys

Easily disengaged in early years

Girls

Engaged in early years

Classroom

Boys

Volunteer to answer more in class – even when they are unsure of the answer

Girls

Talk more in groups or to their elbow partner

Cooperation

Boys

Prefer individual activities and team competition

Girls

Prefer group work, collaboration, open ended activities

Action

Boys

Boys need to move around - more alert when standing or moving

15% less serotonin than girls – squirm, fidget, daydream

Girls

Girls will sit and learn

Material

Boys

Prefer details Memory is based

on pictures Active reading/note

taking Use topics of

interest

Girls

Prefer overall picture

Memory is based on words

Distractions

Boys

Boys aren’t as distracted by things going on around them

Bored easily

Girls

Girls are very distracted by others

Better at entertaining themselves

Rules

Boys

Think there are fewer rules and restrictions

Girls

Think that there are more rules

TeacherBoys

Not concerned with having a relationship with the teacher unless they are sure the teacher is interested in them

“Boys learn teachers and not subjects. The teacher is paramount to successful learning for ….boys.”

Biddulph (1997)

Girls

Expect teachers to be on their side – therefore very hurt by teachers negative comments

ReadingBoys

Prefer factual material over fiction – but will read fiction that has a strong male character

Window of opportunity develops over 7 years of age.

Girls

Prefer reading about relationships

Window of opportunity develops at 5 years of age.

“Boys often declare themselves as non-readers and express less enthusiasm for reading.” (Me Read? No Way! 2005)

Homework

Boys

More likely to hand in work without proofreading – won’t ask for help – only as a last resort

Persist with strategies that don’t work

Girls

Will carefully check their work and are more likely to do homework

Better test taking and study skills

Delivery

Boys

Experiential learning is a must

Active learning Preference for the

online collection of data

Girls

Flexible

GradesBoys

Not as important, not motivating

assessment based on clear criteria with specific and immediate feedback are crucial.

Girls

Care about grades

“There are NO differences in what girls and boys CAN learn. But there are BIG differences in the best ways to teach them.”

Sax, Leonard (2005) Why Gender Matters. New

York: Broadway Books.

What you will find there Unit plans Podcasts Presentations Worksheets Rubrics Tutorials Animations

Novel studies Lesson plans Animations Quizzes Course units Experiments

How can I use the materials Download

resources to a computer - USB drive - CD for students to use.

OR Give students the

unique elo number of the resource to access on their own.

Differentiated Instruction

Credit recovery/rescue

Special needs Remediation Reinforcement Absenteeism Enrichment Homework

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Resources Biddulph, Steve. Raising Boys. Celestial Arts, California c1998 Booth, David W. Even Hockey Players Read. Pembroke Pub.

Markham c2002 Chadwell, David. Engaging the Differences Between Boys and

Girls. Middle Matters, March, c2007. Gurian, Michael. The Wonder of Girls. Pocket Books, New York

c2002 Gurian, Michael. A Fine Young Man. Penguin Putnam, New York c

1998 Kindlon, Dan. Thompson, Michael. Raising Cain. Ballantine Books,

New York c2000 Sax, Leonard. Boys Adrift. Basic Books, New York. c2007 Sax, Leonard. Why Gender Matters. Random House, New York,

c2005 Me Read, No Way -

www.edu.gov.on.ca/eng/document/brochure/meread/meread.pdf Material gathered and presented by: Jacquie Latham, SCDSB.

[email protected]