SINGLE-GENDERSINGLE-GENDERCLASSROOMSCLASSROOMS

Why?Why?What the research saysWhat the research saysEvidenceEvidenceTakhini’s planTakhini’s plan

“You don’t have to be sick to get better.”

Purpose of Education:Purpose of Education:

The The primaryprimary purpose of education in the purpose of education in the Yukon is to “encourage the development of Yukon is to “encourage the development of students’ basic skills.” (Ed. Act, 2002)students’ basic skills.” (Ed. Act, 2002) LiteracyLiteracy NumeracyNumeracy Critcial and creative thinkingCritcial and creative thinking Science and TechnologyScience and Technology Creative artsCreative arts Physical development and fitnessPhysical development and fitness

Can Single Gender Can Single Gender Classroom Groupings Classroom Groupings

help achieve these goals?help achieve these goals?

We believe so…

By recognizing that the brain is By recognizing that the brain is organized differently in boys than in organized differently in boys than in girls;girls;

By understanding that different By understanding that different sections of boys’ and girls’ brains sections of boys’ and girls’ brains develop at different times and at develop at different times and at different rates;different rates;

By realizing that these differences are By realizing that these differences are “hard wired” so that…“hard wired” so that…

Girls and Boys…Girls and Boys… Play differently;Play differently; Fight differently;Fight differently; Hear differently;Hear differently; See the world differently;See the world differently; Learn differently…Learn differently…

We can, by grouping students by gender for instruction,

•design our classroom environments,

•apply teaching strategies, and

•provide learning experiences

appropriate for each gender, helping both boys and girls have more success in meeting the academic and social objectives of the school system.

What the Research Says:What the Research Says:

““female and male brain tissue are ‘intrinsically female and male brain tissue are ‘intrinsically different,’ as a result of females and males having a different,’ as a result of females and males having a different complement of sex chromosomes;”different complement of sex chromosomes;”

““females get more from their X chromosomes than females get more from their X chromosomes than males do, and the Y chromosome in men is directly males do, and the Y chromosome in men is directly responsible for differences in the brain;”responsible for differences in the brain;”

“…“…sex differences, then, are sex differences, then, are genetically genetically programmedprogrammed…” (Sax, 2006)…” (Sax, 2006)

PlayPlay

Boys and girls play differently—boys are far Boys and girls play differently—boys are far more likely to engage in risky behaviours than more likely to engage in risky behaviours than are girls.are girls.

Boys enjoy taking risks, because they are Boys enjoy taking risks, because they are dangerous.dangerous.

Generally, girls don’t take the same kinds of Generally, girls don’t take the same kinds of risks, and need frequent support from other risks, and need frequent support from other girls to try new things (Miller, 1997; Pickett, girls to try new things (Miller, 1997; Pickett, 1998; Olafsdottir, 1996). 1998; Olafsdottir, 1996).

AggressionAggression“The surface of a girl fight can be as silent and smooth as a marble.”“The surface of a girl fight can be as silent and smooth as a marble.”

Rachel Simmons, 2002. Rachel Simmons, 2002.

Boys tend to fight a lot, in physical scraps, but Boys tend to fight a lot, in physical scraps, but often end up as good friends afterwards.often end up as good friends afterwards.

Girls tend not to fight much, but when they do, Girls tend not to fight much, but when they do, it is more often with words, and the bad it is more often with words, and the bad feelings last. Aggression between girls feelings last. Aggression between girls destroys friendships. destroys friendships. (Lever, 1976, 1978; Blum, 1998)(Lever, 1976, 1978; Blum, 1998)

BOYSBOYS Choose violent stories Choose violent stories

and fairy talesand fairy tales Often feel excited and Often feel excited and

energized when exposed energized when exposed to threat and to threat and confrontationconfrontation

Prefer rough and tumble Prefer rough and tumble playplay

Use teasing and Use teasing and aggressive behaviours aggressive behaviours to make or confirm to make or confirm friendship.friendship.

GIRLSGIRLS Choose warm and fuzzy Choose warm and fuzzy

fairy talesfairy tales May experience nausea May experience nausea

when exposed to threat when exposed to threat and confrontationand confrontation

Prefer nurturing playPrefer nurturing play Do not appreciate Do not appreciate

teasing behaviours as teasing behaviours as part of making friends.part of making friends.

Hearing:Hearing:

Researchers have discovered that girls of all ages Researchers have discovered that girls of all ages hear better than boys do, sometimes hear better than boys do, sometimes significantly so, “especially in the 1000 to significantly so, “especially in the 1000 to 4000Hz range, which is so important for 4000Hz range, which is so important for speech recognition.” (Cassidy and Ditty, 2001; speech recognition.” (Cassidy and Ditty, 2001; Cone-Wesson, et. al., 1997) Cone-Wesson, et. al., 1997)

In the classroom situation, this meansIn the classroom situation, this means Boys may not actually hear the teacher if she is Boys may not actually hear the teacher if she is

speaking at a level comfortable for girls;speaking at a level comfortable for girls; Girls may perceive the teacher to be yelling at Girls may perceive the teacher to be yelling at

them if the teacher is speaking at a level them if the teacher is speaking at a level comfortable for boys;comfortable for boys;

Girls “are distracted by noise levels about Girls “are distracted by noise levels about ten timesten times softer than noise levels that boys find distracting” softer than noise levels that boys find distracting” (Elliot, 1971) (Elliot, 1971)

Sight Differences:Sight Differences:

There are differences in the anatomy of male and There are differences in the anatomy of male and female vision systems that lead to differences in female vision systems that lead to differences in how boys and girls “see” the world. As a result:how boys and girls “see” the world. As a result:

BOYSBOYS Respond to movement—Respond to movement—

location, direction, and location, direction, and speed;speed;

Draw ‘verbs’—pictures full Draw ‘verbs’—pictures full of action;of action;

Prefer “cool” colours such Prefer “cool” colours such as black, gray, silver, and as black, gray, silver, and blue;blue;

Use few colours in their Use few colours in their drawings—typically fewer drawings—typically fewer than 6than 6

Use third person perspective Use third person perspective in art—looking at the action in art—looking at the action from outside the picturefrom outside the picture

GIRLSGIRLS Respond to colour and Respond to colour and

texture—”what is it?”texture—”what is it?” Draw ‘nouns’—pictures of Draw ‘nouns’—pictures of

people facing the viewer;people facing the viewer; Prefer “warm” colours such Prefer “warm” colours such

as reds, browns, oranges, as reds, browns, oranges, flesh tones;flesh tones;

Use many colours in their Use many colours in their work—typically 10 or more;work—typically 10 or more;

Use first person perspective, Use first person perspective, placing themselves in their placing themselves in their picturespictures

Geometry and NavigationGeometry and Navigation

Researchers have found that males and females Researchers have found that males and females use different parts of their brains for work use different parts of their brains for work involving geometry and navigation. (Saucier, involving geometry and navigation. (Saucier, et.al., 2002; Kersker, 2003; Gron, 2000)et.al., 2002; Kersker, 2003; Gron, 2000)

BOYSBOYS Use the hippocampus, Use the hippocampus,

which processes spatial which processes spatial information;information;

Use absolute directions Use absolute directions (north, south, etc.) when (north, south, etc.) when navigating.navigating.

GIRLSGIRLS Use the cerebral cortex, Use the cerebral cortex,

which processes visual which processes visual information;information;

Use landmark directions Use landmark directions (stores, gas stations, (stores, gas stations, colour of buildings colour of buildings along the way, etc.) along the way, etc.) when navigating.when navigating.

FeelingsFeelings

Researchers have found that in Researchers have found that in youngyoung children, children, feelings are processed in the primitive feelings are processed in the primitive amygdala, away from the cerebral cortex, amygdala, away from the cerebral cortex, where language is processed. There is no where language is processed. There is no connection between these areas of the brain…connection between these areas of the brain…

It makes little sense, then to talk to a 7-year-old It makes little sense, then to talk to a 7-year-old about why he or she is feeling sad or distressed…about why he or she is feeling sad or distressed…

In adolescence, brain activity associated with In adolescence, brain activity associated with feelings moves up to the cerebral cortex…feelings moves up to the cerebral cortex…

““BUT ONLY IN GIRLS—in boys the locus of brain BUT ONLY IN GIRLS—in boys the locus of brain activity associated with negative emotion remains activity associated with negative emotion remains stuck in the amygdala.” (Kilgore, 2001)stuck in the amygdala.” (Kilgore, 2001)

So asking to teenage boys to talk or write about their So asking to teenage boys to talk or write about their feelings will make them feel very uncomfortable.feelings will make them feel very uncomfortable.

Typical Learning DifferencesTypical Learning Differences

Because of the ways in which young female and Because of the ways in which young female and male brains differ, both structurally, and male brains differ, both structurally, and developmentally, boys and girls tend to learn developmentally, boys and girls tend to learn in different ways. Some of these are outlined in different ways. Some of these are outlined in the following slides.in the following slides.

ReasoningReasoning

BOYS:BOYS: tend to start their tend to start their

reasoning from a reasoning from a general principle and general principle and apply it to an individual apply it to an individual case such as fast case such as fast multiple choice multiple choice questions. questions.

GIRLS:GIRLS: tend to favor specific tend to favor specific

concrete examples and concrete examples and build to a general build to a general theory. theory.

Abstract and Concrete ThinkingAbstract and Concrete Thinking

BOYS:BOYS: tend to be better at tend to be better at

calculating something calculating something without seeing or without seeing or touching it; they often touching it; they often excel when math is excel when math is taught abstractly on the taught abstractly on the board. board.

GIRLS:GIRLS: find math easier with find math easier with

manipulatives and manipulatives and objects. They prefer to objects. They prefer to begin from the concrete, begin from the concrete, then move to the then move to the abstract.abstract.

Use of LanguageUse of Language

BOYS:BOYS: will often work silently will often work silently

and use fewer words and use fewer words during the learning during the learning process.process.

““side by side” work and side by side” work and playplay

GIRLS:GIRLS: tend to use more words tend to use more words

than boys;than boys; tend to understand tend to understand

concepts by using them concepts by using them in everyday language. in everyday language.

““face to face” work and face to face” work and playplay

Logic and EvidenceLogic and Evidence

BOYS:BOYS: tend to hear less and tend to hear less and

need clear evidence to need clear evidence to support a claim. support a claim.

GIRLS:GIRLS: tend to be better tend to be better

listeners than boys and listeners than boys and able to work through able to work through things that might not things that might not have a logical sequence.have a logical sequence.

BoredomBoredom

BOYS:BOYS: are bored more easily are bored more easily

than girls; often require than girls; often require more variety to more variety to stimulate their learning. stimulate their learning.

may exhibit problem may exhibit problem behaviours.behaviours.

GIRLS:GIRLS: are able to tolerate less are able to tolerate less

variety in learning tasks.variety in learning tasks.

Use of SpaceUse of Space

BOYS:BOYS: tend to need more space tend to need more space

than girls when they than girls when they learn;learn;

tend to spread their tend to spread their work out more, work out more, appearing messy, and appearing messy, and quite often intruding quite often intruding into someone else’s into someone else’s space.space.

GIRLS:GIRLS: are generally tidier with are generally tidier with

their work, and manage their work, and manage to work within their to work within their own spaces.own spaces.

MovementMovement

BOYS:BOYS: tend to need more tend to need more

movement to stimulate movement to stimulate their brains; movement their brains; movement to boys is natural. to boys is natural.

GIRLS:GIRLS: do not need to move do not need to move

around as much while around as much while learning. learning.

Sensitivity in a GroupSensitivity in a Group

BOYS:BOYS: tend to focus on tend to focus on

individual performance individual performance and are more task and are more task oriented, preferring oriented, preferring simply to “get the job simply to “get the job done” well.done” well.

GIRLS:GIRLS: tend to work more tend to work more

cooperatively in a group cooperatively in a group and are generally and are generally concerned with the concerned with the dynamics and dynamics and relationships, as well as relationships, as well as the overall group the overall group outcome. outcome.

Use of SymbolsUse of Symbols

BOYS:BOYS: often rely on pictures in often rely on pictures in

their learning because their learning because pictures stimulate the pictures stimulate the right hemisphere of the right hemisphere of the brain, which is often brain, which is often more developed in boys. more developed in boys.

GIRLS:GIRLS: tend to prefer to read tend to prefer to read

written text rather than written text rather than to use diagrams and to use diagrams and graphs. graphs.

Use of Learning TeamsUse of Learning Teams

BOYS:BOYS: tend to create more tend to create more

structured teams structured teams pick leaders quickly and pick leaders quickly and

focus on the goalfocus on the goal thrive when the task is thrive when the task is

competitive. competitive.

GIRLS:GIRLS: form looser form looser

organizationsorganizations spend a lot of time spend a lot of time

managing the process managing the process before working toward before working toward the goalthe goal

Thrive when the task Thrive when the task involves positive, involves positive, cooperative cooperative relationships. relationships.

MotivationMotivation

BOYSBOYS Typically motivated by Typically motivated by

need to affiliate with need to affiliate with other boys;other boys;

Will complete school Will complete school work and homework work and homework only if it is intrinsically only if it is intrinsically motivating—interesting motivating—interesting to the boy himself;to the boy himself;

Overestimate Overestimate competencecompetence

GIRLSGIRLS Typically motivated by Typically motivated by

need to affiliate with need to affiliate with adults;adults;

Will complete school Will complete school work and homework work and homework because it will please because it will please the teacher or other the teacher or other adults;adults;

Underestimate Underestimate competence.competence.

Anticipated Outcome:Anticipated Outcome:

It is anticipated, from evidence received from It is anticipated, from evidence received from other schools grouping students by gender, other schools grouping students by gender, that student academic success will increase. In that student academic success will increase. In a similar school to ours, in fact, students’ a similar school to ours, in fact, students’ academic performance in the single gender academic performance in the single gender classrooms increased significantly over their classrooms increased significantly over their performance prior to being grouped by gender.performance prior to being grouped by gender.

Unanticipated outcome:Unanticipated outcome:

An unanticipated outcome of single gender classes at a similar elementary School in Trail was a total absence of office discipline referrals from the single gender classrooms during the school year.

Takhini’s PlanTakhini’s Plan As a Pilot Project, for the 2008-09 school year, we intend As a Pilot Project, for the 2008-09 school year, we intend

to group several of our grades as single-gender classrooms;to group several of our grades as single-gender classrooms; The groups involved will include Grades 1 and 2, Grades 4 The groups involved will include Grades 1 and 2, Grades 4

and 5, and Grade 6;and 5, and Grade 6; All staff will receive training in classroom organization and All staff will receive training in classroom organization and

strategies most effective for teaching boys and girls;strategies most effective for teaching boys and girls; We will monitor our implementation success and keep data We will monitor our implementation success and keep data

to provide evidence for review at the end of next year;to provide evidence for review at the end of next year; We expect to make adjustments as necessary, and continue We expect to make adjustments as necessary, and continue

the pilot into a second year….the pilot into a second year….

Thank you for your time today.Thank you for your time today.Kelly Collins, April, 2008Kelly Collins, April, 2008

“If you keep doing what you are doing, you will keep getting what you are

getting.”