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Differentiate your teaching style to address learning differences between girls and boys in the classroom!

This practical guide to teaching boys combines classic and cutting-edge research to show you why males learn differently and, more important, how you can differentiate teaching strategies to help them succeed in the classroom.

The author′s qualitative and quantitative research presents the cognitive, sensory, physical, social, and emotional differences between genders. James draws from years of classroom experience to offer strategies that have been tested, refined, and used successfully in the field. This easy-to-use handbook provides helpful examples, case studies, and troubleshooting sections illustrating how to handle the concerns that can arise when teaching boys.

Teaching the Male Brain shows you how to:

Recognize sociological and neurobiological foundations of cognitive gender differences as they relate to education Look critically at curricula and teaching practices, evaluate how well they work with boys, and uncover areas where changes can be made Develop educational approaches based on research and classroom practice to provide a climate responsive to the learning differences of both boys and girls

Learn to use this brain-based research to provide appropriate and positive learning experiences for the students in your classroom!

Tabla de contenidos provista por Syndetics

• Foreword
• Acknowledgements
• About the Author
• Introduction
• Substantiating Research
• How the Book Is Structured
• Learning Objectives
• Part I Sex and Gender Differences in the Classroom
• 1 Brain Basics
• Are Brains Gendered?
• Anatomy of the Brain
• Sex Differences in Brain Function
• Cognitive Skills
• 2 Sensory Differences
• Vision
• Hearing
• Touch
• Learning Modalities
• Sensory Systems and Learning
• 3 Physical Differences
• Activity Levels
• Gross Motor Development v. Fine Motor Development
• Targeting
• Handedness and Dexterity
• Growth Patterns
• Physical Differences and Learning
• 4 Cognitive Differences
• Verbal and Language Skills
• Practice the Skills Necessary for the SAT and Other Standardized Tests
• Spatial Abilities
• Learning Modalities
• Strategy Development
• Cognitive Differences and Learning
• Part II Societal and Biological Influences
• 5 ADHD and Learning Disabilities
• Attention - ADHD
• Medication
• The "At-Risk" Student
• Attentional and Learning Problems
• 6 Social and Emotional Differences
• The Brain and Emotions
• Emotional Vocabulary
• Aggression and Bullying
• Competition and Cooperation
• Puberty
• Alcohol and Drugs
• Social Influence on School
• School and Masculinity
• Learning Applications
• Emotions and Learning
• 7 Students With Other Risks
• Teachers
• Culture
• Adults
• Boys With Cultural, Linguistic, or Socioeconomic Differences and School
• Part III Strategies and Resources for Teaching the Male Brain
• 8 Classroom Management Strategies
• Home Influence
• Discipline
• Technology
• Classroom Management and Learning
• 9 Content-Specific Suggestions
• English/Language Arts
• Mathematics
• History/Social Studies
• Science
• Foreign Languages
• Fine Arts, Music, and Drama
• Computer Skills
• Individual Disciplines and Learning
• 10 Effective Teaching
• Differentiated Instruction
• Multiple Intelligences
• Learning Modalities
• Unit Design
• Empowering Boys as Learners
• Test-Taking Strategies
• Final Words
• 11 Resources and Other Helps
• Books of Interest
• Rubrics
• Learning style Assessments
• Resources
• References
• Index

Notas de autor provistas por Syndetics

Abigail Norfleet James taught for many years in single-sex schools and consults on the subject of gendered teaching to school systems, colleges, and universities. Her area of expertise is developmental and educational psychology as applied to the gendered classroom. Prior to obtaining her doctorate from the University of Virginia's Curry School of Education, she taught general science, biology, and psychology in both boys' and girls' schools.Her previous publications include reports of research comparing the educational attitudes of male graduates of coed schools and single-sex schools, research describing the effects of gendered basic skills instruction, and a report of academic achievement of students in single gender programs. In addition, she has written on differentiated instruction at the elementary school level. She has presented workshops and papers at many educational conferences and works with teachers and parent groups in interpreting the world of gendered education. Her professional affiliations include the American Educational Research Association, the American Psychological Association, the Association for Supervision and Curriculum Development, the Coalition of Schools Educating Boys of Color, the Gender and Education Association, the International Boys' Schools Coalition, and the National Association for Single-Sex Public Education (Advisory Board Member).