2. 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

3. 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.”

4. 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

5. Food for Thought Because of the greater cross talk, girls are able to multitask better than boys. They have fewer attention span problems and can make faster transitions between lessons. Because of the greater cross talk, girls are able to multitask better than boys. They have fewer attention span problems and can make faster transitions between lessons. Stronger neural connectors creates better listening skills, more detailed memory storage, and better discrimination among the tones of voice. Stronger neural connectors creates better listening skills, more detailed memory storage, and better discrimination among the tones of voice.

6. Food for Thought Boys have more cortical area devoted to spatial-mechanical functioning and half as much to verbal-emotive functioning. Boys have more cortical area devoted to spatial-mechanical functioning and half as much to verbal-emotive functioning. Consequently, boys generally learn higher math and physics better than girls. Boys prefer video games for the physical movement and destruction. And boys get into more trouble for not listening, fidgeting, sleeping in class, and incomplete assignments Consequently, boys generally learn higher math and physics better than girls. Boys prefer video games for the physical movement and destruction. And boys get into more trouble for not listening, fidgeting, sleeping in class, and incomplete assignments

7. Great Ideas Use lots of puzzles to foster perceptual and symbolic learning. Use lots of puzzles to foster perceptual and symbolic learning. Promote leadership by using working groups and teams. Promote leadership by using working groups and teams. Verbally encourage quieter girls. Verbally encourage quieter girls.

8. Great Ideas Play physical games to promote gross motor skills. Play physical games to promote gross motor skills. Take digital pictures of girls being successful at math/science tasks. Take digital pictures of girls being successful at math/science tasks. Use manipulatives in science and math. Use manipulatives in science and math.

9. REACTION Use manipulatives that require boys to use fine motor skills. Use manipulatives that require boys to use fine motor skills. Surround the room with books so boys get used to their omnipresence. Surround the room with books so boys get used to their omnipresence. Make lessons experiential and kinesthetic— use technology. Make lessons experiential and kinesthetic— use technology.

10. REACTION Use physical lessons so boys can work in a larger space. Use physical lessons so boys can work in a larger space. Keep verbal instructions to no more than a minute. Don’t layer instructions one after another. Keep verbal instructions to no more than a minute. Don’t layer instructions one after another. Use male mentors and role models. Use male mentors and role models.

11. Shared Reading Before 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. 237 Vocabulary: Literary Terms – Review story elements: basic situation, plot, climax, conflict, resolution. Continue to identify specific reading strategies: previewing, predicting, inferring Story words – malevolent, sundowner, Tanganyika, Dar es Salaam During 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 activity Follow-up/Extension Read-aloud Practice 2 on Page 249 (#’S 1-4) Menu Items http://entertainment.timesonline.co.uk/tol/arts_and_entertainment/books/article6829634.ece Reading Standards 8.1.08 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 Alouds National 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 Reading Group___________________Level _________ Title ____________________________ _____ Focus: Group__________________ Level_________ Title ____________________________ _____ Focus: Reader’s Workshop Selection Title: The Green Mamba by Roald Dahl Pages 239-247

12. http://www.youtube.com/watch?v=xFs8P_TrAVQ http://www.pbs.org/newshour/bb/education/jan- june08/gender_05-21.html

13. www.gurianinstitute.com

14. REFERENCES www.gurianinstitute.com