Learning Differences of Boys and Girls

Boys and Girls Learn Differently! A Guide for Teachers and Parents By Michael Gurian and Patricia Henley With Terry Trueman Published by Jossey-Bass A Wiley Company San Francisco, CA 2001 The authors of this book explore gender differences in brain formation and function as it pertains to learning. They are careful to state that although males/females generally fall into these categories it is important to remember all people are individuals. Individuality must be taken into consideration when addressing educational issues. The following slides examine the authors research into learning differences. This book contains a section at the end of each chapter to help teachers develop classroom practice to help students at every level of education. The authors also include tips for parents. It would be a proactive practice to share these particular summaries with parents. The Gurian Institute at the University of Missouri-Kansas City is, according to the authors, “a learning environment in which teachers from Missouri school districts…apply the best of the new science in their everyday classrooms and share results with other teachers.” The testimonials of classroom practice cited in this book come directly from these teachers.

The male and female brain

Female Brain Development and Structure Female brain begins to mature earlier than the male brain Absorb more sensory data More self-monitoring concerning high risk activities More development of the left hemisphere of the brain Increased verbal advantage The earlier brain maturity rate for girls affects their verbalization skills. They are able to master language at a faster rate then boys giving them an advantage. We are a very vocal society and put much emphasis on communication skills. Females also absorb sensory data quicker and more efficiently than males. Females hear, see, and smell better than males. The female brain has a 20% larger corpus callosum, the bundle of nerves that connects the two hemispheres. In effect it means there is better communication between the two sides.

Male Brain Development and Structure There is greater development of the right hemisphere Increasing their spatial abilities and allowing them to excel in mechanical design, math, and geography Males are more prone to show aggression Partly due to difficulty verbalizing The aggression that males are prone to demonstrate is directly associated with their brain function and the chemical and hormonal balances. The right hemisphere development allows them to excel in abstract reasoning. Males also rely more on non-verbal communication.

Chemical and Hormonal Differences Serotonin levels are higher in girls than boys Contributes to impulsivity and restlessness many boys face Girls have high levels of estrogen and progesterone Bond first and ask questions later Boys have high levels of testosterone Aggression and sex-drive Serotonin is a chemical which gives a feeling of well-being. The lower level in boys increases their need for movement and also contributes to their impulsiveness. Boys also have high levels of testosterone which contributes to their seemingly aggressive behavior.

How does it work? Girls blood flow moves from the left side to the top of the brain Where complex thought occurs Never at rest A clear learning advantage Boys blood flow moves from the right side down to the brain stem Fight or flight area of the brain “task focus” Only concerned about task at hand Perhaps the most important thing to know is how it all works. The left side of the brain is most active in girls. When sensory information is received, the brain moves the blood flow to the toward the top of the brain where it is possible for complex thought to happen. When sensory information is received by the male brain, the right side being predominant, the brain directs blood flow to the lower part of the brain (limbic system). This is the area where the fight or flight response is located. A predominantly right brained male will decide whether to “fight” (address the problem) or take “flight” (withdraw into themselves). This makes boys prone to be very task oriented. They will find one solution and go with it. If it does not work, they will try another one but they do not seem to develop more than one answer to a problem unless the need arises.

Girls are so emotional! (and so are boys) Boys require a longer time period to process emotion The disadvantage being missed learning opportunities More emotionally fragile than girls Girls collect and process emotional stimulants quicker They are able to discuss their emotions and work through them Easily overwhelmed by the amount Boys tend to take much longer to process emotion and because of the time difference many boys appear to not need emotional connections when in reality the opposite is true. This makes them more emotionally fragile than girls. Girls absorb more external stimulus through their senses than boys do. This means girls have more to deal with which can also create an overload of information making girls feel overwhelmed. The female brain processes emotion much quicker than the male brain, giving girls a learning advantage.

In the classroom The following sections examine suggestions for classroom practice. The authors start in the pre-k classroom and continue through high school. It is important to remember the connection at all levels. For middle grades teachers the first few slides will cover where the child has been, educationally. The high school slides will demonstrate where they are going. The slides that address the middle school classroom covers the present.

Pre-K and Kindergarten Boys Need extra work on fine motor skills Allow a lot of manipulative activities Teach to use “emotion laden” words Girls Need a lot of movement related games Team building to help girls assume leadership roles Puzzles to facilitate perceptual learning It is important for both genders to receive a balanced learning experience. It is necessary to encourage each gender to develop and fine tune the areas they are weakest in. For boys this area is fine motor skills and verbalization and girls need to develop spatial skills. Another primary area girls need to develop is leadership roles.

Boys in the elementary classroom Direct energy toward academics Make arrangements for incorporating movement into the schedule Allow extra room in work areas Encourage bonding between student and teacher Build imagination Lots of stories and myth making Provide opportunities for verbalization Look for positive male role models Advocate for boys issues in school as well as in the community From first grade on it is important to realize the learning differences of each gender. Boys need to be encouraged to form bonds. Teachers need to allow extra room for boys to spread out, they will commonly overflow into someone else’s work space. Boys also require the ability to move around. The energy commonly associated with the male gender is not a stereotype, it really needs to be addressed in the classroom. Boys also need to be encouraged to develop their imaginations. This will become important as they progress through their academic life. Verbalization tends to be difficult for boys. The need. Today many children live with only one parent there is a need for positive gender specific role models. Providing activities that separate genders is also suggested.

Girls in the elementary classroom Early math using manipulatives This is also recommended for science Access to technology Computers and internet Connect math and science with journal writing Encourage healthy amounts of competition Girls need to develop their spatial abilities. The use of manipulatives in math and science will deepen understanding. Technology is another area where girls generally have difficulty. They need encouragement to utilize and master computer and internet technologies, valuable resources for all students. Building on the verbalization skills most girls have, it is necessary to connect math and science with journal writing. A little healthy competition and lots of encouragement for success will help both genders immensely.

Boys in the middle grades Create strategies for quick tension release Separate gender activities When appropriate Rites of passage Team discipline Consistently applied throughout the school Group work and pair work Strong male role models Young adolescence is a time of dynamic change, both physically and emotionally. There are many cultures that view this time differently than we do Young adolescent boys need a place to call their own. Young adolescents need “rites of passage” to demonstrate to themselves as well as society they are growing up and maturing. It is recommended to separate girls and boys academically as early as elementary school. In middle school there exists an emotional tension across the gender lines, neither gender wanting to look silly in the eyes of the other. To ease these discomforts, the authors mention the benefits of separating the boys and girls, even if it is just within the context of the classroom. Consistent discipline is important for boys, particularly. It needs to be across the board and the same for each offender, fairness. Group work and working in pairs encourages boys to build team skills. This will help them build their verbal communication skills. Role models are recommended throughout academic life for both genders.

Girls in the middle grades Be aware of hormonal and brain development Teach math and science with a “hands on” approach Use separate sex classes when appropriate Encourage class participation Have high academic and social expectations Students will rise to meet expectations Female role models in the school Young adolescent girls also have a need to find their place in society. Where does the adolescent fit in society? What part do they play? This creates a distinct problem for the adolescent as well as the adults. In the classroom it is imperative teachers are encouraged to develop an understanding of young adolescents, especially what is happening on the inside. The gender issues may become more visible. Girls need to be encouraged to participate in class. There is a good argument presented for separate sex classes, lessening the pressure for each gender. Girls need to bond with a positive female role model within the school.

High School Classrooms A continuation of responding to specific gender needs Strong role models, character education, and separate sex activities are all still strongly recommended Responding to specific needs of gender of high school students is as complex as with younger children. The brain is still growing and developing. High school students need bonding and attachment but also a concentrated effort on issues like conflict resolution, leadership opportunities and communication with the opposite gender.

Why is this important? Middle school teachers need to be responsive to the developmental needs of their students This particular book covers the past, present and future development of young adolescents This book also contains, at the end of each section, a guide for parents We cannot stress enough the obligation to be responsive to our student’s individual needs. At all levels of education it is the responsibility of the classroom teacher to gather as much information as possible to assure academic success for all students. Students always arrive at the classroom door carrying their past educational experiences and it is helpful to understand what influenced them.

What do we do with it? Be an advocate for gender specific issues within the community Offer assistance to parents, referring them to specific chapters, to help them understand their children Be a link and a valuable resource for students between home, school, and community Advocating within the community for students, gender specific or not, is another obligation faced by teachers. It is also their professional responsibility to be a strong link in the chain of education in a young adolescents life. This keeps adolescents connected to home, school, and community.

Boys and Girls Learn Differently! A Guide for Parents and Teachers by Michael Gurian I encourage all educators, parents and community leaders of education to read this book. The information is insightful and pertinent to students at all levels.

Designed by Karen Perry Teaching Young Adolescents Dr. Tracy Smith, Instructor 18 May 2004