Published on March 14, 2008
Slide1: Hardie fellowship 2004 Gender Education. New York Chicago Denver Houston Camden So do boys and girls learn differently?: So do boys and girls learn differently? Slide3: If you are a girl, the following ancient Chinese saying is generally close to the mark… When I hear, I forget When I see, I remember When I do, I understand …so what if you are a boy? Slide4: When I hear, its usually after the 3rd time When I see, Its only because I fell over it When I do, it’s a miracle! Slide5: We have a world class education system, so as leaders in education what are we doing in our schools and classrooms to address the significant gender differences that influence learning? Do we really recognise the difference? or are we in a continual state of frustration… Are we advocates for boys and girls education? Are we implementing proactive strategies? Or are we simply coping… What is our role as an educator within our community? When does it start and end...what emphasis do put on who is delivering Essential Learnings? Slide6: Currently in Australia in regard to boys education we are influenced by Ian Lillico (52 recommendations) Peter west Richard Fletcher Anyone with an opinion! In the United States it is Michael Gurian Dr Leonard Sax Dr Mel Levine Slide7: Michael Gurian – Brain research Dr Leonard Sax – Natural development, N.S.S.P.S.N. Yeah right! Dr Mel Levine – claims he has a cure for homosexuality… Slide8: First stop, New York City 676 Public Elementary Schools 32 School Districts, each with its own policies, admission procedures etc… Nightmare! New York City: New York City Frustration Arrogance Ignorance Empty promises Starbucks Coffee Slide27: I’m a boy, life is good I’m a girl, life is good Together we are leaders, optimists, original free spirits. We celebrate the outdoors, music, the spirit of sport, and the simple pleasures of life. We understand our natural and cultural development and our responsibility to the wellbeing of our global community. We have been given the opportunity to do great things. (Matthew Potter, Hardie Fellowship, 2004) Slide28: Initial differences girls take in more sensory data than boys females are better at controlling impulsive behavior boys are more likely to show natural aggression (aggression is natural, violence in cultural!) Girls tend to have better verbal abilities and rely upon verbal communication, boys are less able on average to verbalise feelings and rely upon non-verbal communication. This has a huge impact within our present culture which relies so heavily on talk, conversations and words. Boys tend to have more development in the right hemisphere which assists with measuring, reading maps, also geography Slide29: learning style differences Sherlock Holmes… Boys use deductive reasoning girls use inductive reasoning Slide30: Andy Warhol… Boys don't have to see or touch it to understand it. For example when math is taught on a blackboard boys generally do better at it than girls. The female brain finds it easier when its taken out of the abstract. Boys like problems and abstract principles (think architecture and engineering) Slide31: Bruce Macavaney factor Females produce more words than males. Girls like usable everyday language, boys find jargon and coded language more interesting. (think sports stats, military, their own everyday code) Slide32: Logic and evidence Girls are generally better listeners than boys and are happy with less logical sequencing (the opportunity to 'meander') Boys need clear evidence and more instructional support. Slide33: Boredom Girls are better at self managing boredom during all aspect of education. Girls will occupy themselves. Boys get bored easier, quicker, the result? disengaged and off task. Slide34: Neil Armstrong Boys use of space, they spread out, taking up more physical space than do girls. They are just learning the way their spatial brains learn. Slide35: Movement Movement helps stimulate the boy brain. Slide36: Just a quick interruption… In their effort to increase academic success, nearly 40% of public schools in the U.S. have or are considering eliminating recess. The assumption is play and outdoor activity do not markedly enhance academic skills. The same number of schools are diminishing or eradicating the physical education program. (Do I need to mention obesity here...have they checked out the size/health of some of these kids) We need to understand the connection between brain growth, physical activity and the physical environment. To grow the brain needs the body to move through both fine and gross motor tasks. On average boys need more physical release than girls, nevertheless it is still an essential component to girls growth. (body image...diet etc) Slide37: Wayne Carey Factor (group dynamics) Boys tend to focus on performing the task, without as much sensitivity to the emotions of those around them. The pecking order is also important. This can be established by physical size, personality, verbal skills etc. Boys low in the order have a much harder time than girls in a similar situation. Slide38: Symbolism Boys like graphs, diagrams and symbolic texts, they stimulate the right hemisphere where many boys are more developed. Slide39: Brisbane lions approach Both boys and girls benefit from team work. Boys spend less time than girls managing team processes, they will pick leaders quickly and focus immediately on goal orientation. The 4th Premiership, the 6th Tour de France… Slide40: School should be a place a kid can't wait to get to! The Ultimate Classroom (silent partners… nutrition, parents, fun, common sense and RELATIONSHIPS!) Slide41: A ship is safe in a harbour, but is that where a ship should be… Slide42: Relationships, Relationships, Relationships Are we searching for quick fix strategies to replace genuine relationship development? Let us greet children every morning, handshake, hug, ruffle their hair, give children a voice in your classroom, participate with your children in daily pe, music, library, earn their respect. …and it needs to happen everyday, let it be your program, not be replaced by an unreal social skills activity from a dusty folder. Slide43: Do normal boy behaviours require discipline? Perhaps we need to stretch our understanding of such behaviours. Slide44: Why Co-ed? Recommendations… Slide45: the Chopper Effect Slide46: How can you lose something in 2 seconds? Slide47: Competition the Lance Armstrong competitive edge Slide48: Shane Warne influence Slide49: Humour or The leaping Loonies! Slide50: Creativity The da Vinci Factor Slide51: Stick principle Slide52: Natural Development Slide53: Mozart syndrome Slide54: “Don’t think… Do!” The Teddy Whitten motivational legacy Slide55: the Distraction Policy Slide56: So as educators what are we doing in our schools and classrooms to address the gender difference? Do we really recognise the difference? Well, the evidence is overwhelming! Are we advocates for boys and girls education? We need to educate our educators. Network! Are we implementing proactive strategies? Or are we simply coping… if nothing changes, nothing changes. Network! What role do I have as an educator in my own school/community? Does my philosophy match the reality? Do we need to raise the bar?