Males• Get 70% of D’s and F’s.

• Make up 80% of discipline problems

• Make up 70% of learning disabilities

• Make up 80% of those on Ritalin

• Are 1 to 1 ½ years behind girls in reading and writing

• Make up 80% of HS dropouts

THE FACTS

Fighting the Stereotypes of Gender Differences

“Thirty years ago men represented 58% of the undergraduate student body. Now they’re a minority of 44%. This widening gap, says Margaret Spellings, U.S. Sec. of Educ., ‘has profound implications for the economy, society, families and democracy.”

Teaching Strategies

• “Should we keep trying to change our boys, or should we change the educational system in which they are now taught?” M. Gurian

Food for Thought

• Because of the greater cross talk, girls are Because of the greater cross talk, girls are able to multitask better than boys. They able to multitask better than boys. They have fewer attention span problems and can have fewer attention span problems and can make faster transitions between lessons.make faster transitions between lessons.

• Stronger neural connectors creates better Stronger neural connectors creates better listening skills, more detailed memory listening skills, more detailed memory storage, and better discrimination among the storage, and better discrimination among the tones of voice.tones of voice.

Food for Thought

• Boys have more cortical area devoted to Boys have more cortical area devoted to spatial-mechanical functioning and half as spatial-mechanical functioning and half as much to verbal-emotive functioning.much to verbal-emotive functioning.

• Consequently, boys generally learn higher Consequently, boys generally learn higher math and physics better than girls. Boys math and physics better than girls. Boys prefer video games for the physical prefer video games for the physical movement and destruction. And boys get movement and destruction. And boys get into more trouble for not listening, fidgeting, into more trouble for not listening, fidgeting, sleeping in class, and incomplete assignmentssleeping in class, and incomplete assignments

Great Ideas

• Use lots of puzzles to foster perceptual and Use lots of puzzles to foster perceptual and symbolic learning.symbolic learning.

• Promote leadership by using working groups Promote leadership by using working groups and teams.and teams.

• Verbally encourage quieter girls.Verbally encourage quieter girls.

Great Ideas

• Play physical games to promote gross motor Play physical games to promote gross motor skills.skills.

• Take digital pictures of girls being successful Take digital pictures of girls being successful at math/science tasks.at math/science tasks.

• Use manipulatives in science and math.Use manipulatives in science and math.

REACTION

• Use manipulatives that require boys to use Use manipulatives that require boys to use fine motor skills.fine motor skills.

• Surround the room with books so boys get Surround the room with books so boys get used to their omnipresence.used to their omnipresence.

• Make lessons experiential and kinesthetic—Make lessons experiential and kinesthetic—use technology.use technology.

REACTION

• Use physical lessons so boys can work in a Use physical lessons so boys can work in a larger space.larger space.

• Keep verbal instructions to no more than a Keep verbal instructions to no more than a minute. Don’t layer instructions one after minute. Don’t layer instructions one after another.another.

• Use male mentors and role models.Use male mentors and role models.

Shared ReadingBefore Reading (content knowledge):•We will view a Safari Montage video on snakes (National Geographic)•Do a Venn Diagram (compare and contrast animals)•Making Inferences by Kylene Beers pg. 238•Elements of Literature-Settings Digram pg. 237Vocabulary: Literary Terms – Review story elements: basic situation, plot, climax, conflict, resolution. Continue to identify specific reading strategies: previewing, predicting, inferringStory words – malevolent, sundowner, Tanganyika, Dar es SalaamDuring Reading: Complete a “It Says, I Say, And So” Chart After Reading: •Complete plot outline•Take turns re-reading and re-telling with a partner•Complete vocabulary and comprehension sheet / partner review activityFollow-up/ExtensionRead-aloudPractice 2 on Page 249 (#’S 1-4) Menu Itemshttp://entertainment.timesonline.co.uk/tol/arts_and_entertainment/books/article6829634.ece

Reading Standards8.1.08 TLW use active comprehension strategies to derive meaning while reading and to check for understanding after reading. (review retelling using plot diagram) spi 14

Read AloudsNational Geographic articles

Written Response/ Menu Items•Make a Prediction/Make a Comment•Word Mapping•Double-Entry Journal•Plot Mapping•Vocabulary Crossword Puzzle•Journal Entries •Word Storming•Ask a Question•Independent Reading•QuickWrite

Guided ReadingGroup___________________Level_________ Title _________________________________Focus:Group__________________ Level_________Title _________________________________Focus:

Reader’s WorkshopSelection Title: The Green Mamba by Roald Dahl Pages 239-247

http://www.youtube.com/watch?v=xFs8P_TrAVQ

http://www.pbs.org/newshour/bb/education/jan-june08/gender_05-21.html

www.gurianinstitute.com

REFERENCES

• www.gurianinstitute.com