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Boys Vs. Girls. How boys and girls learn differently. Overview. Brain differences Effects of Hormones Learning Strategies Statistics Conclusion. The Female Brain. Matures earlier Speak in sentences earlier Broca’s area & frontal lobe are more active Improved verbal communication

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boys vs girls

Boys Vs. Girls

How boys and girls learn differently

overview
Overview
  • Brain differences
  • Effects of Hormones
  • Learning Strategies
  • Statistics
  • Conclusion
the female brain
The Female Brain
  • Matures earlier
    • Speak in sentences earlier
  • Broca’s area & frontal lobe are more active
    • Improved verbal communication
  • Cerebrum is always active
    • Greater ability to multi-task
  • Copus callosum is larger
    • Coordinate the two sides of their brain better
  • ** Better at listening and communicating
the male brain
The Male Brain
  • Amygdale is larger
    • More aggressive behavior
  • Cerebral cortex is thicker on right side
    • Better at solving abstract problems
  • More developed right hemisphere
    • Better at measuring and using models
  • ** Better at problem solving and building projects
female hormones
Female Hormones
  • Progesterone & Estrogen
    • Make females bond more easily
    • Fluctuation creates moodiness
male hormone
Male Hormone
  • Testosterone
    • Aggressive
    • Socially ambitious
    • Muscular
learning strategies for girls
Learning Strategies for Girls
  • Visual learners
    • Use pictures and charts
  • Verbal learners
    • Enjoy talking and discussing topics
  • Less likely to take risks
    • Need to be encouraged
learning strategies for boys
Learning Strategies for Boys
  • Kinesthetic learners
    • Like to be active while learning
  • Like numbers and symbols
    • Like to decipher codes, solve pattern games and use formulas to solve problems
statistics
Statistics
  • Boys earn 70% of the D’s and F’s
  • Boys account for 2/3 of the learning disability diagnoses
  • Boys represent 90% of the discipline referrals
  • 80% of high school dropouts are male
  • Males make up fewer than 40% of the college students
    • (Gurian, 2001)
observations of female students
Observations of female students
  • Girls like background information
  • Girls like story problems
  • Girls are more concerned with pleasing adults.
  • Girls have more concern for their grade
observations of boys
Observations of Boys
  • Boys get bored easily
  • Boys like to solve equations instead of reading story problems
  • Confrontation works well with boys
  • Boys respond well to noisy classrooms
conclusion
Conclusion
  • Boys and Girls learn differently
  • Educators need to be aware of these differences
  • Create classrooms that are conducive to all learners
  • Consider single sex classrooms at the junior high level
bibliography
Bibliography
  • Boys vs. girls: Slimming the online gender gap. (2004). Retrieved Feb. 1, 2006, from Xplanazine Web site: http://www.xplanazine.com/archives/2004/06/boys_vs_girls_s_1.php.
  • Conner, M.L. (1997-2004). Introduction to learning styles. Retrieved form the Ageless Learner Web site: http://agelesslearner.com/intros/lstyleintro.html
  • Gender differences in learning. (n.d.). Retrieved Jan. 30, 2006, from Equal Opportunities Commission Web site: http://www.eoc.org.hk/TE/edu/gendiff/
  • Gurian, M., & Henley, P. (2001). Boys and girls learn differently! Guide for teachers and parents. 1st ed. SanFrancisco: Jossey-Bass.
  • Gurian, M., & Stevens, K. (2004). With boys and girls in mind. Association for Supervision and Curriculum Development,62, 21-26.
  • Jobe, D. A. (2002). Helping girls succeed. Educational Leadership,60, 64-70.
  • Kurtz, S. (2005). Can we make boys and girls alike?. City Journal, 15. Retrieved Feb 1, 2006, from city-journal web site: http://www.city-journal.org/html/15_2_boys_girls.html
  • Partnership for Learning, (n.d.). Learning styles, learning differences. Retrieved Jan. 30, 2006, from Partnership for Learning Web site: http://www.partnershipforlearning.org/category.asp?CategoryID=20
  • Peterson, S. (2004). Supporting boys' and girls' literacy learning. Orbit, 34(1), 33-35.
  • Pomerantz, E., Saxon, J. (2001). Conceptions of abilities stable and self-evaluative processes: a longitudinal examination. Child Development. 72, 152-173.
  • Sax, L. (2005). Why gender matters. What parents and teachers need to know about the emerging science of sex differences (1st ed.). US: DoubleDay.
  • Taylor, D., Lorimer, M. (2002).Helping boys succeed. Educational Leadership. 60(4), 68-70.