James-PM

March 15-17, 2012
-Home-

with Dr. Abigail Norfleet James
//**Dr. 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 Curry School of Education, she taught General Science, Biology, and Psychology in both girls’ and boys’ secondary schools.

Her publications include research examining the effects of single sex education and gendered basic skills instruction. She is the author of //Teaching the Male Brain: How Boys Think, Feel, and Learn in School// and //Teaching the Female Brain: How Girls Learn Math and Science//. Together with Sandra Allison and Caitlin McKenzie, she is the author of //Active Lessons for Active Brains: Teaching Boys and Other Experiential Learners//. She has presented workshops and papers at educational conferences around the world 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 Gender and Education Association, the International Coalition of Boys’ Schools, and the Association of Choice in Education (advisory board member). Presentation  - for notetaking) //Please note there will be no handouts distributed. Any handouts provided by the speakers and additional resources will be posted at this site.//

Additional presentation materials: (ppt) (pdf) __**Notes**__:

girls actually do as well or better in math than boys, but when asked girls do not recognize this reality
 * Strategies to help girls in math**

1900's -- math and science were designed for girls -- philosophy/writing were designed for boys

According to society, boys are SUPPOSED to do well in math and when they don't, boys question themselves. --parents support this thinking because they themselves did not do well.... recycled thinking

don't talk to the blackboard -- need to see teacher's face use verbal methods to introduce teh topic -- describe what you are doing as you solve problems -- EVERY word tie materials to real-world examples -- reality projects develop math dictionary-pictionary use colors to differentiate figures teach "disembedding" skills (when words get in the way -- translating words into icons and vice versa) --highlight the "operators" in a word problems (what is the problem asking you to do) --underline information --box information -- colorize information
 * Strategies:**

Then "write" the mathematical sentence.

Use cartoons -- visual learners -- cartoonist "job" is to have us look at the human condition

actually like biology r any subject that is involved with helping people prefer collaborative learning style and see science as leading to a solitary life see scientists as odd, isolated...individuals that are not very feminine may not have been given much science background in families
 * What is the problem with Science? (girls)**

Explore their world --Meter square (or 1/2 meter for younger students) -- write down everything you can find or see -- observe --What colors are in markers? --Learn how a bicycle works --Fabric dye (with vegetables, spices) --Building with straws/toothpicks --Making a marble run with science boards, straws, toothpicks, string, glue --Egg drop (not soup)

[] []

Activities should be OPEN ENDED and STUDENT-DIRECTED --- DO NOT TELL THE ANSWER OR WHAT THE OUTCOME WILL BE

Get students working independently

--include science into curriculum very early and make sure that girls are part of the activities -- get girls thinking --arrange for students to work with women scientists and engineers in your class or at their place of work --invite parents who use science in their work to come to class and explain what they do --science has a practical aspect -- girls who are interested in fashion may want to learn drafting and the chemistry of fabrics -- reality projects -- do not demean their interests
 * Get Girls involved in Science!**

Stock Market Project: [] [] []

Believe it Verbally explain and "draw" Project based Same sex groups ( to begin) helps girls understand they CAN DO science and math Positive role models
 * Girls will learn:**

Robotics

short, specific lessons (by pages rather than by chapter)
 * Language Arts for Boys**

Strategies for Language Deficits Make sure dysgraphia - dyspraxia is not present --provide scribes or computers

Grammar games Grammar Poker Vivid verbs or Abundant Adjectives Personal paragraphs, punctuation passages taking sentences/paragraphs apart

[] [] [] []

[]

Short writing --Headlines --Serial story

Provide a different part of the book/story and ask students to write a headline --research how many characters in a sample headline --parts of a story/parts of the book --display and have students explain their headline

Share stories....

--help turn the lesson into some form of graphical representation -- graphic novels Comic Master -- [] Comix -- []
 * Using Visual Skills**

Anime --educate yourself and parents -- not appropriate for small children and developing teens (sexist and violent)

XKCD -- example -- []

Timeline -- create then swap for review Read, Write, Think (NCTE) []

Family trees -- show relations

Story Web -- Concept Web Bubbl.us []

FreeMind [|http://freemind.sourceforge.net/wiki/index.php/Main_Page#Download_and_install]

Good underlining techniques --- circle supporting statements and examples --- find the concept --- use sticky notes

Standing to answer/ask questions -- controls blurting out -- develops attention skills
 * Using Physical Skills**

Standing at the board to do math -- improves concentration -- working together

Cuisenaire Roda -- use with base 10 block sets

Writing Vocabulary to learn both spelling and meaning

"Battle of Gettysburg" "Build a Cell" (each student becomes an organelle ...research ...recreate or build cell ...act out) Draw an E, N or P - build chemical elements

Discipline can be imposed, BUT self-discipline is more critical
 * Strategies to teach self-control**

No globalized praise or criticism Concrete strategies --red, yellow card... Firm rules, no negotiation Induction does not work with boys....works with girls ...."don't do that"... "you hurt people when you do that" ...we have rules about that" ..."because we don't want to hurt each other" model empathy...unable to be taught empathy Service learning -- put them in a position to learn about the feelings of others What seems like punishment to the adult is not punishment to the student Swift retribution -- hand out consequences ASAP Rules apply to all -- consistency No threats

Get them engaged Teach skills Use cooperative groups (well supervised) Structure movement and action Teach how to translate teacher instructions into actions that work Boys will do the work -- if they have success
 * Boys will learn**

24 [] [] []

Robotis []