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Single Gender Classrooms. A Pilot Study at Clarenceville Middle School for the 2006-2007 school year. The Inception. Teacher attended the 2005 MEA State Conference Keynote speaker was Dr. Michael Gurian . Physiological Differences. Male and Female brains are inherently different.

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single gender classrooms

Single Gender Classrooms

A Pilot Study at Clarenceville Middle School for the 2006-2007 school year

the inception
The Inception
  • Teacher attended the 2005 MEA State Conference
  • Keynote speaker was Dr. Michael Gurian
physiological differences
Physiological Differences
  • Male and Female brains are inherently different.
the implementation process
The Implementation Process
  • Step 1: Meeting with the Superintendent.
  • Step 2: Presentation to school board
      • Unanimously approved, pending legal clearance.
  • Step 3: Approval from District lawyer.
the implementation process1
The Implementation Process
  • Step 4: Survey sent to 5th grade teachers.
  • Step 5: Students selected to participate.
  • Step 6: Letter sent to parents.
  • Step 7: Summer in-service with Gurian-certified professional.
  • Step 8: Addressed at Sixth Grade Open House.
the boys class
The Boys Class
  • Social and Behavioral Aspects
    • Accepting
    • Cohesive
    • Oriented to team goals, with a competitive “edge”
    • Pecking order
    • Discipline information
the boys class1
The Boys Class
  • Academic aspects
    • Friendly competition
    • Pecking order
the girls class
The Girls’ Class
  • Very encouraging to each other
  • Not afraid to ask questions
  • Work well in small groups
  • Social issues interfere with academics (Lots of drama!)
  • Beware of student mix
what would we do differently
What Would We Do Differently?
  • Face-to-face input from 5th grade teachers, rather than relying on written survey (esp. for the girls class)
  • Take more time to analyze mix of students.
  • Informational parent meeting in spring of 5th grade year.
  • Subject area-specific training.
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