Lost Males
ENGAGING LOST MALES IN DEVELOPMENTAL
CLASSES: STRATEGIES TO REACH THEM
Iris Strunc
Northwest Florida State College
Niceville, Florida
Two campuses
•Five centers
•Serving 15,000 full time students
POPCORN
SORRY
HOUSE
HICCUPS
DANDRUFF
TEACHER
PENCIL
GREEN
BABY
TOMATO
CAR
PURSE
NOSE
ACORN
BEAUTIFUL
PESKY
CUP
TURN
Read out loud the
text inside the
triangle.
Jensen’s Equation for Optimal Learning
Meaning +
(connecting experience, data, & stimuli to form conclusions and create patterns that
give our lives meaning)
Present Circumstances +
(environment, feelings, people, context, goals, moods)
Personal History +
(beliefs, experiences, values knowledge)
Input (five senses) +
(visual, auditory, kinesthetic, olfactory, gustatory)
Processing +
(learning preference—states, left/right hemisphere, abstract/concrete)
Responses (seven intelligences) +
(verbal-linguistic, spatial bodily kinesthetic, musical-rhythmic, mathematicallogical, intrapersonal, interpersonal)
=Optimal Learning
(Jensen, 1998)
How We Learn
by William Glasser
• 10% of what we read*
• 20% of what we hear
*Within 24 hours, 90%
• 30% of what we see
of the material is lost.
• 50% of what we both see and hear
• 70% of what is discussed with others
• 80% of what we experience personally
• 95% of what we teach someone else
What the Average Person Remembers
 90% of what they do
 70% of what they say
 50% of what they see and hear
 30% of what they see
 26% of what they hear
 10% of what they read
How Can I Help My
Male Students Study
Smarter?
Maximize their strengths
Minimize their weaknesses
Utilize their learning
styles
Steps to Take
Determine preferred learning style/modality of
your students
Administer a Learning Styles Inventory
(http://vark-learn.com/english/page.asp?=questionnaire)
Maximize strengths and minimize weaknesses of
your students
Auditory learners:
• are skilled at remembering the spoken
word; so include lecture or group
discussions.
• are distracted by loud noise and/or
silence; so incorporate subtle background
noise while working with them.
Visual learners:
• pay attention to their surroundings; so make them
user friendly.
• need timelines and charts for remembering data;
so incorporate pictures or descriptive oration of
topics.
Tactile, Haptic, Kinesthetic
•role play; they like class content with topics that allow them to move
or engage their entire body.
•use a computer to take notes in class or hand draw some note
materials.
•incorporate movement into their learning by tapping their pencil,
shaking their foot, or twirling a pen when they are introduced to a new
topic.
Identifying Processing Style
1.
2.
3.
4.
5.
6.
low light
Nibbling/sippin
Sound, music
Breaks
Many projects
Sitting in bed
Bright light
No food/drink
Quiet
Work until finished
Single project
Sitting at a desk
to study
7. General Goals
Specific steps
8. Stories/Ancecdotes Outline/Agenda
9. Pictures
Words
Global
Analytic
Matching instructional strategies to
the Perceptual Preferences of students is an
effective way to increase achievement and improve
attitudes toward learning. (Sawyer, 1995)
English Language
 One of the largest vocabulary sets of all the languages in

the world
It contains somewhere around 600,000 to 1,000,000
words
Speakers of English can claim an average vocabulary of
50,000-60,000 words
1945, average American student (6-14 yrs) had a written
vocabulary of 25,000 words
In recent years, some of this active vocabulary has been
shrinking
With advent of television & internet, written vocabulary
has dropped about 10,000 words
Estimated that students must learn more than 88,000
words by 9th grade to read required textbooks
(Gillet & Temple, 1990)





(Nagy & Anderson, 1984)
Vocabulary
 At the age of 4, individuals know about 5,600 words
 At the age of 5, individuals know about 9,600 words
 At the age of 6, individuals know about 14,700 words
 At the age of 8, individuals know about 21,200 words
 At the age of 9, individuals know about 26,300 words
 At the age of 10, individuals know about 29,300 words
 In adulthood, many individuals know in excess of 50,000 to 100,000
words
The average adult has a vocabulary of about 40,000 to 50,000 words
out of a language that has more than one million words.
(Gillet & Temple, 1990)
Sources of Rare Words in Vocabulary Acquisition
Source
# of Rare Words per 1,000
 Adult speech (expert testimony)
28.4
 Adult speech (college graduates)
17.3
 Prime time adult television
22.7
 Mister Rogers & Sesame Street
2.0
 Children’s books—preschool
16.3
 Children’s books—elementary
30.9
 Comic books
53.5
 Popular magazines
66.7
 Newspapers
68.3
 Adult Books
52.7
 Scientific article abstracts
128.0
(Cunningham & Stanovich, 1998; Rasinski, 1998)
Literary
Workshops
vs.
Literacy
Clinics
Registers/Voice of Language
REGISTER
EXPLAN ATION
FROZEN
Language that is always the same.
For example: Lord’s Prayer, wedding
vows, etc.
FORMAL
The standard sentence syntax and
word choice of work and school. Has
complete sentences and specific
word choices.
CONSULTATIVE
Formal register when used in
conversation. Discourse pattern not
quite as direct as formal register.
CASUAL
Language between friends and is
characterized by a 400- to 800-word
vocabulary. Word choice general and
not specific. Conversation dependent
upon non-verbal assists. Sentence
syntax often incomplete.
INTIMATE
Language between lovers or twins.
Language of sexual harassment.
(Joos, 1967)
What can you do in the classroom?
Language
1. When male students speak
in casual register, have them
say it two other ways in
formal register.
2. When male students write in
casual register, have them
write it two other ways in
formal register.
TThe Preamble to the
The Preamble to the
Constitution of the United States of America
We the people of the United States, in order to
form a more perfect union, establish justice,
insure domestic tranquility, provide for the
common defense, promote the general welfare,
and secure the blessings of liberty to ourselves
and our posterity, do ordain and establish this
Constitution for the United States of America.
Cinderella
Language &Vocabulary
Males and Vocabulary
The lack of words, the
driving need to complete,
the need to be in motion,
and the inability to
articulate feelings set boys
up to have difficulty
academically, socially, and
emotionally. (Slocumb, 2004
)
Think About it!
 Differences in language acquisition & the use of
language are probably two of the most significant
factors that impede males academically (Slocum, 2004)
 Male brain is highly specialized; most males tend
to access each area one at a time
 First segment of the male brain to develop is the
part that governs spatial abilities
 Last portion of the male brain to develop is
language (Ibid)
Language & Planning Connection
Developing Vocabulary in Males
Addressing the issue of mobility & THAT MALES
RELATE TO DIAGRAMS AND ABSTRACTIONS
BETTER THAN JUST WORDS
(Slocum, 2004)
COMMON TYPES OF ANALOGIES
Analogy
Examples
Word : Synonym (syn-o-nym)
Plain : Simple
Word : Antonym (ant-o-nym)
Hasten : Delay
Part : Whole
Lens : Camera
Cause : Effect
Burn : Pain
Worker : Tool
Assistant : Computer
Worker : Product
Cobbler : Shoes
Item : Purpose
Pencil : Write
Item : Category
Chipmunk : Rodent
RECOGNIZING
ANALOGIES
Click to
Begin
1. Dentist : Drill ::
(A) Calendar : Date
(B) Sculptor : Chisel
(C) Lumberjack : Forest
(D) Eyeglasses : Sight
(E) Hammer: Carpenter
2. Horse : Mammal ::
(A) Insect : Beetle
(B) Beaver : Fish
(C) Snake : Reptile
(D) Trout : Halibut
(E) Animal : Tiger
3. Hasten : Hurry ::
(A) Laugh : Talk
(B) Trust : Doubt
(C) Stammer : Whisper
(D) Attempt : Try
(E) Explain : Understand
Semantic Mapping
Semantic Mapping
•Write the concept word in the
middle of the paper
•Help the students provide
characteristics of the word
•Write the characteristics around
the concept word, connecting with
an arrow pointing toward the
characteristic
Semantic Mapping
decaying
decomposed
spoiling
withering
rotten
Decadent
wasted
crumble
falling into ruin
Semantic Mapping
decaying
decomposed
spoiling
withering
rotten
Decadent
wasted
crumble
falling into ruin
Your turn!
Educated
Sketching Words & Concepts
Sketch these words.
Love
freedom
Marriage
fear
money
success
Education
Divorce
Sketching Words & Concepts
Sketch these words.
Love
freedom
Marriage
fear
money
success
Education
Divorce
Ability
Af was a bull, very affable—his “bullmates” thought
Him laughable.
Affable--friendly
Vocabulary Cartoons
CRAVEN (KRAY ven)
cowardly
Link: RAVEN
A CRAVEN RAVEN on the run.
Your Turn
COUTURE
Link:
“That’s what we’ll be
wearing; the
COUTURE of the
FUTURE.”
COUTURE
Link: FUTURE
Vocabulary knowledge plays
an instrumental role in
understanding text.
(Nagy and Scott, 2000)
Chemistry textbooks contain
more than 3,000
content specific words
unfamiliar to college students.
Personalizing Word Learning
Studies by Blachowicz and Fisher (2000)
indicate that students seem to be more actively
engaged when allowed to select their own
vocabulary words.
The effect of student choice becomes even more
pronounced when the instructor models how to
select words that are important for understanding
text.
(Dole, Solan, & Trathen 1995)
Equator
Text definition: an imaginary line that circles the
earth midway between the north and south poles
Own definition: a line in the middle of earth
Characteristics: hottest place on earth found in the
center at 0 degrees latitude
Concept
Mapping
Concept of Definition Map—Square
What is it? (category)
Quadrilateral
Comparison
All four sides are
congruent
Rectangle
Square
Cheese
snack
crackers
What is it like?
(Properties)
Different
colors on
chess board
What are some examples?
4 angles are
congruent and
right anges 90
degrees
Diagonals: congruent,
bisect each other, &
perpendicular
Vocabulary Map
Synonym
Definition
Vocabulary Word
Sentence
Picture
Vocabulary Map
synonym
Definition
disruption
choppiness
turbulence
sentence
The sudden
turbulence caused
the passengers to
scream.
picture
Mind
Mapping
Webs
Concept maps
Think links
Pair or group students and help them develop several
vocabulary maps together.
Then ask them to present their maps to the class.
Mind Mapping
•Think about the relation of outside items to the center item
•Erase, edit, and/or shorten words to key ideas
•Relocate important items closer to each other for better organization
(If possible, use color to organize information
• Link concepts with words to clarify their relationships
54
Flash exercise contributed by Aaron Shapiro & Dustin Schiltz; Luoise Lystig Fritchie, Interactive Media (DHA 5341) School of Design, University of Minnesota
55
http://www.mindmeister.com/
http://www.imindmap.com
Free!
•IHMC CmapTools version 4.09
• http://cmap.ihmc.us/download/
The CmapTools client is a free mapping toolkit.
•http://www.text2mindmap.com/
57
Capsule Vocabulary
•Students learn by
involving all modalities
(listening, speaking, reading,
writing)
•Students are presented
with a list of words
related to a topic of
interest being studied in
class
•Working in pairs,
students take turns
discussing the topic for 5
minutes, using the given
words
•After brief discussion,
each student writes a
summary of the topic,
using the words on the
list
Topic: Education
Feedback
Motivation
Timely
Behavior
Mechanism
Accurate
Positive
Negative
Inappropriate
performance
effective
evaluated
work
managing
system
Academic Word List
 A set of 3.5 million words created by Averil
Coxhead at Victoria University of Wellington
in New Zealand
 The words were found in over 400 written
academic texts, covering 28 different subject
areas from the basic disciplines
 Frequency was one of the factors taken into
account in choosing the word
established
http://language.massey.ac.nz/staff/awl/mostfreq1.shtml
estimate
evidence
export
factors
financial
formula
function
identified
income
response
role
section
sector
significant
similar
source
specific
structure
theory
variables
indicate
individual
interpretation
involved
issues
labor
legal
legislation
major
method
occur
percent
period
policy
principle
procedure
process
required
research
achieve
acquisition
administration
affect
appropriate
aspects
assistance
categories
chapter
commission
community
complex
computer
conclusion
conduct
consequences
construction
consumer
credit
cultural
design
distinction
distinction
elements
equation
evaluation
features
final
focus
impact
injury
institute
investment
items
journal
maintenance
normal
obtained
participation
perceived
positive
potential
previous
primary
purchase
range
region
regulations
relevant
resident
resources
Words
•Shortest person at table becomes
the guesser
•Taking turns, everyone else at
the table gives a verbal clue of
the word chosen from bag (no
gestures allowed)
•Person on left of guesser gives
first clue
•Clues continue until word is
guessed
•Clue givers concentrate on
precise choice of words
•Clue givers avoid non-verbal
signals
•Clue givers use descriptive
words relating all five senses
•Clue givers try to use precise,
effective words
•If word is guessed correctly, the
guesser points to the next person
to be the guesser
Fly Swatter Vocabulary Review
1.
2.
3.
4.
5.
6.
Minute to review the words
Divide the students into groups of
four to five
Groups choose order of members
First members of two groups come
up
Play begins
Loser picks next person up to play
Cooperative Learning Groups
•Instructional practice of placing students into small
groups
•Groups work together toward a common goal
•Each member of the team is responsible for learning
and also helping teammates learn
•Benefit of cooperative learning is that it enhances a
student’s self esteem which in turn motivates the
student to be more involved in the learning process
(Johnson & Johnson, 1989)
Cooperative interactions among students result in
higher degree of accomplishment for all participants
(Slavin, 1987)
Some sample roles are:
•Organizer—provides the group with the overall
process structure
•Recorder—writes down important information (e.g.,
directions or group work)
•Checker—Makes sure that all team members
understand the concepts and the team's conclusions.
•Questioner—generates questions and involves all
students
•Assessor—evaluates the progress of each work
session
•Encourager—models and reinforces appropriate
social skills
.
Roles
•Summarizer: Restates the team's
conclusions or answers.
•Spokesperson—represents the
group and presents group work to rest
of the class
•Timekeeper—keeps group on task
and on time
•Team facilitator—Moderates
discussions, keeps the team on
schedule, ensures that work is
completed by all, and makes sure that
all have the opportunity to participate
and learn.
•Elaborator—Relates the discussion
with prior concepts and knowledge.
•Research runner—Gets needed
materials and is the liaison between
teams and between their team and the
instructor.
•Numbered Heads Together
•Ask students to number off in their teams from one
to four.
•Announce a question and a time limit.
• Students put their heads together to come up with
an answer.
•Call a number and ask all students with that number
to stand and answer the question
•. Recognize correct responses and elaborate through
robust discussions.
•Team Jigsaw
•Assign each student in a team one fourth of a
page to read from any text
(for example, a social studies text),
or one fourth of a topic to investigate or
memorize.
• Each student completes his or her assignment
and then teaches the others
or helps to put together a team product
by contributing a piece of the puzzle
Cooperative Groups
Giving Students Choices


Brains.org
Biology Chordates - Birds/Mammals
Animal Unit : Chordates, part 2: Birds/Mammals Name____________________________
100 pts. Due Date: February 28 You may turn in 2 assignments/day and ONE level I assignment on day 5!!
I. "Stuff" - NO MORE THAN 70 POINTS IN SECTION I
_____1. Notes 5 pts/day 1 2 3 4
_____2. Flashcards: Bird Orders - 10 Orders, 2/3 birds per Order. 10 pts
_____3. Flashcards: Mammal Orders - 10 Orders, 2/3 mammals per Order. 10 pts.
_____4. Book work assignment: pg_____ # ____________________________. 10 pts
_____5. Book work assignment: pg_____ # ____________________________. 10 pts .
_____6. Choose a Bird Order. Write a 1 page report on the order giving an overview of the Order and how it is
divided into Families. Use and cite at least two sources. 10 pts.
_____7. Make a scaled timeline using adding machine paper (no more than 4 feet). Show the emergence of
each Class of Chordates, 4 Orders, the Hominids, and Homo sapien. 10 pts.
_____8. Write a 1-2 page report, using sources other than your textbook, explaining the evolution of egglaying, marsupial, and placental mammals. 10 pts.
_____9. Make a simple sketch showing 7 parts of a feather and 4 different types of feathers. Learn them. 10pts.
_____II. Lab: 15 pts. Choose ONE ONLY
1. Open a Frog and identify 15 body parts.
2. Graph respiration rates on 5 different species of Mammals. Show relationship of size to respiration rate.
III. Library Research. Choose ONE topic. Find 2 articles on the topic. Cite the article. Summarize each article
(1/2 page each) then write ½ page of your opinion on the topic. 15 pts.
1. Were dinosaurs birds?
2. Why does Australia have all the Marsupials?
Layered Curriculum®
3. True or False: 95% of bird species are extinct.
Layered Curriculum®
Dr Kathie F Nunley
Giving Students Choices

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
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
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Brains.org
Biology: Animal Unit : Fish Amph. Reptiles
100 pts. Name______________________________
Due Date: February 13 No more than 2 assignments may be graded on any given day!
I NO MORE THAN 70 POINTS IN SECTION I
_____1. Notes 5 pts/day 1 2 3 4 5
_____2. Flashcards: Agnatha, Chondrichthyes, Osteichthyes Amphibian, Reptile & the 4 Orders
of Reptiles. List main characteristics and improvements. 15 pts
. _____3. Book work assignment: pg_____ # ____________________________. 10 pts
_____4. Book work assignment: pg_____ # ____________________________. 10 pts
_____5. Video: Realm of the Alligator. Write 10 facts and 5 questions generated. 15 pts.
_____6. Choose an amphibian Order. Write a 1 page report on the order using at least two
sources. 10 pts.
_____7. Find 5 newspaper accounts (past or present) of shark attacks on humans. Print them
off. What types of sharks tend to attack humans? Why? 10 pts.
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
_____II. Lab: 15 pts. Choose ONE ONLY
1. Does a 1 degree (C) water temperature change affect fish respiration?
2. Does caffeine affect fish respiration?
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
III. Library Research. Choose ONE topic. Find 2 articles on the topic. Cite the article.
Summarize each article (1/2 page each) then write ½ page of your opinion on the topic. 15 pts.
1. What kinds of environmental issues are affecting amphibians and why.
2. What kinds of environmental issues are affecting the fishing industry.
3. What evidence supports the theory that snakes are lizards without legs
Layered Curriculum®
Dr Kathie F Nunley
Giving Students Choices
 Dale—older male student; test anxiety issues. Test
days cause him distress. I allow him to choose when
he feels ready to take a test.
 In my reading class, I allow the students to choose
whether they work on their computer assignments,
textbook assignment, or vocabulary assignment for
30 minutes of the class. This choice encourages
student efficacy.
 Students may choose to replace a low grade in a
homework assignment with another assignment of
equal value.
Bibliography
By Author
Anderson, C.A. and Bushmana, Brad J. (2002). The effects of media violence on society.
Science. Vol. 295. March 29. p 2378.
Baron-Chohen, s. (2003). The Essential Difference: the Truth About the Male and Female Brain. New York , NY: Basic Books.
Beck, I., and McKeown, M.G. , Kucan, L. (2002). Bringing Words to life: Robust voccabulary Instuction, New York: Guildford.
Conlin, M. (2003). The new gender gap. BusinessWeek. May 26. pp 75-82.
Cox, A.J. (2006). Boys of Few Words. New York, NY: Guilford Press.
Fleming, N.D. (2005). Teaching and learning styles: VARK strategies. Christchurch, NZ: Microfilm Limited.
Feuerstein, Reuven, et al. (1980). Instrumental Enrichment: An Intervention Program for Cognitive Modifiability. Glenview, IL: Scott,
Foresman & Co.
Galley, M. (2002). Boys to men. Education Week. January 23. pp 26-29
Glasser, W. (1993). The quality school teacher. New York: HarperCollins.
.Gurian, M. (2001). Boys and Girls Learn Differently: a Guide for Teachers and Parents. San Francisco, CA: Jossey-Bass.
Howard, P.J. (2000). The Owner’s Manual for the Brain: Everyday Applications from Mind-Brain research. Atlanta, GA: Bard Press.
Jensen, Eric, “Brain-Based Learning: A Reality Check.” Educational Leadership. April 2000.
Joos, M. (1967). The Styles of the Five Clocks. Language and Cultural Diversity in American Education. 1972. Abrahams, R.D., and Troike,
R.C. (Eds.). Englewood Cliffs, NJ: Prentice Hall.
Kaplan, R.B. (1984) Cultural thought Patterns in Intercultural Eduation. In McKay, S. (Ed). 1984). Composing in a Second Language. Rowley,
MA: Newbury House Publishers. pp. 43-62.
Nagy, W.E. (1988). Teaching vocabulary to improve reading comprehension. Urbana, IL: National Council of Teachers of English; Newark, DE:
International Reading Association
Payne,R. (2002). Learning Structures, Highlands, TX: aha! Process.
Payne, R. (2005). A Framework for Understanding Poverty (4th Revised Edition). Highlands, TX: aha! Process.
Pelzer, d. (1997). The Lost Boy. Deerfield Beach, FL: Health Communications.
Pollack, w. (2000). Real Boys’ Voices. New York, NY; Random House.
Pressley, M., Levin, J.R. & Delaney, H.D. (1983). The mnemonic keyword method. Review of Educational Research, 52, 61-92.
Sax, L. (2005). Why Gender Matters. New York, NY: Doubleday.
Slocumb, P. (2007). Hear Our Cry: Boys in Crisis (2nd Revised Edition). Highlands, TX: aha! Process.
Zwiers, J. ((2008).
. San Francisco, CA; Jossey Bass.
Electronic Sources
The gender gap:boys lagging. “60 Minutes,” May 25, 2003
http://www.cbsnews.com/stories/2002/10/31/60minutes/printables52678.shtml
Iris Strunc
strunci@nwfsc.edu