SINGLE-GENDER CLASSROOMS. “You don’t have to be sick to get better.”. Why? What the research says Evidence Takhini’s plan. Purpose of Education:. The primary purpose of education in the Yukon is to “encourage the development of students’ basic skills.” (Ed. Act, 2002) Literacy Numeracy
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“You don’t have to be sick to get better.”
What the research says
We believe so…
“females get more from their X chromosomes than males do, and the Y chromosome in men is directly responsible for differences in the brain;”
“…sex differences, then, are genetically programmed…” (Sax, 2006)What the Research Says:
Choose violent stories and fairy tales
Often feel excited and energized when exposed to threat and confrontation
Prefer rough and tumble play
Use teasing and aggressive behaviours to make or confirm friendship.
Choose warm and fuzzy fairy tales
May experience nausea when exposed to threat and confrontation
Prefer nurturing play
Do not appreciate teasing behaviours as part of making friends.
Researchers have discovered that girls of all ages hear better than boys do, sometimes significantly so, “especially in the 1000 to 4000Hz range, which is so important for speech recognition.” (Cassidy and Ditty, 2001; Cone-Wesson, et. al., 1997)
Boys may not actually hear the teacher if she is speaking at a level comfortable for girls;
Girls may perceive the teacher to be yelling at them if the teacher is speaking at a level comfortable for boys;
Girls “are distracted by noise levels about ten times softer than noise levels that boys find distracting” (Elliot, 1971)
Respond to movement—location, direction, and speed;
Draw ‘verbs’—pictures full of action;
Prefer “cool” colours such as black, gray, silver, and blue;
Use few colours in their drawings—typically fewer than 6
Use third person perspective in art—looking at the action from outside the picture
Respond to colour and texture—”what is it?”
Draw ‘nouns’—pictures of people facing the viewer;
Prefer “warm” colours such as reds, browns, oranges, flesh tones;
Use many colours in their work—typically 10 or more;
Use first person perspective, placing themselves in their pictures
Researchers have found that males and females use different parts of their brains for work involving geometry and navigation. (Saucier, et.al., 2002; Kersker, 2003; Gron, 2000)
Use the hippocampus, which processes spatial information;
Use absolute directions (north, south, etc.) when navigating.
Use the cerebral cortex, which processes visual information;
Use landmark directions (stores, gas stations, colour of buildings along the way, etc.) when navigating.
Researchers have found that in young children, feelings are processed in the primitive amygdala, away from the cerebral cortex, where language is processed. There is no connection between these areas of the brain…
In adolescence, brain activity associated with feelings moves up to the cerebral cortex…
“BUT ONLY IN GIRLS—in boys the locus of brain activity associated with negative emotion remains stuck in the amygdala.” (Kilgore, 2001)
So asking to teenage boys to talk or write about their feelings will make them feel very uncomfortable.
Because of the ways in which young female and male brains differ, both structurally, and developmentally, boys and girls tend to learn in different ways. Some of these are outlined in the following slides.
tend to create more structured teams
pick leaders quickly and focus on the goal
thrive when the task is competitive.
form looser organizations
spend a lot of time managing the process before working toward the goal
Thrive when the task involves positive, cooperative relationships.Use of Learning Teams
Typically motivated by need to affiliate with other boys;
Will complete school work and homework only if it is intrinsically motivating—interesting to the boy himself;
Typically motivated by need to affiliate with adults;
Will complete school work and homework because it will please the teacher or other adults;
It is anticipated, from evidence received from other schools grouping students by gender, that student academic success will increase. In a similar school to ours, in fact, students’ academic performance in the single gender classrooms increased significantly over their performance prior to being grouped by gender.
An unanticipated outcome of single gender classes at a similar elementary School in Trail was a total absence of office discipline referrals from the single gender classrooms during the school year.
“If you keep doing what you are doing, you will keep getting what you are getting.”