Teaching to the Minds of Boys

Autor/inn/en	King, Kelley; Gurian, Michael
Titel	Teaching to the Minds of Boys
Quelle	In: Educational Leadership, 64 (2006) 1, S.56-58 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Males; Brain; Experiential Learning; Educational Environment; Role Models; Elementary Schools; Discipline Problems; Gender Differences; Educational Strategies; Spatial Ability; Elementary School Students; Classroom Techniques; Teaching Methods; School Policy; Homework; Single Sex Classes; Literacy Education; Achievement Gains; Academic Achievement; Reading Skills; Writing Skills + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Gehirn; Experiental learning; Erfahrungsorientiertes Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Identifikationsfigur; Elementary school; Grundschule; Volksschule; Geschlechterkonflikt; Lehrstrategie; Räumliches Vorstellungsvermögen; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Schulpolitik; Hausaufgabe; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Achievement gain; Leistungssteigerung; Schulleistung; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit
Abstract	Using brain-based research, Douglass Elementary School in Boulder, Colorado, looked at the natural assets that both girls and boys bring to school and realized that its classrooms were generally a better fit for the verbal-emotive, sit-still, take-notes, listen-carefully, multitasking girl. Teachers tended to see the natural assets that boys bring to learning--impulsivity, single-task focus, spatial-kinesthetic learning, and physical aggression--as problems. By altering strategies to accommodate the male assets, Douglass helped its students succeed. Teachers increased experiential and kinesthetic learning opportunities, supported literacy learning through spatial-visual representations, incorporated topics that appeal to boys, developed policies that would encourage boys to complete homework, offered single-gender learning environments, made reading and writing purposeful, and sought out male role models in literacy. As a result, on the Colorado State Assessment Program (CSAP), Douglass Elementary students experienced an overall net percentage gain of 21.9, which was the highest achievement gain of any school in the Boulder Valley School District. Moreover, Douglass reversed the typical trend of girls outperforming boys in reading and writing. (Author).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10