COURSE TITLE:
GENDER DIFFERENCES: Boys & Girls Learn Differently
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
WA CLOCK HRS:
OREGON PDUs:
INSTRUCTOR:
BRENDA MCKINNEY, M.A.
360/607-6033
bbbrain@comcast.net
www.latestmind.com
30
30
ASSIGNMENT CHECKLIST
This assignment checklist will help you plan your work. Please check off items as you complete them.
CLOCK, PDU, 400 LEVEL, or 500 LEVEL ASSIGNMENTS
A.
Information Acquisition:
___ #1: Introduce yourself via email. Send to instructor.
___ #2: Read and respond to the inherent differences between boysʼ and girlsʼ brains. Send to instructor.
___ #3: Respond to the application of brain- based gender research in our classrooms. Send to instructor.
___ #4: Create a list of techniques that can be used with children with special needs. Send to instructor.
___ #5: Respond to the techniques that can encourage learning in girls and in boys. Send to instructor.
___ #6: Respond to the differences in the way males and females view discipline. Send to instructor.
NOTE: If you are doing this course for Clock Hrs or PDUs then you are done.
400 & 500 LEVEL ASSIGNMENTS
B.
Learning Application:
___ #7: Develop an action plan for bonding and attachment to remove emotional stress to create a more
positive environment for both genders based on their differences. Send to instructor.
___ #8: Develop an action plan to address reading/writing gender differences. Send to instructor.
500 LEVEL ASSIGNMENT
___ #9: In addition to the 400 level assignments, complete the following and send to instructor.
• Write a 2-3 page paper describing the structural innovations you can implement at your teaching/grade
level based on the gender-specific innovations you have learned. Send to instructor.
400 & 500 LEVEL ASSIGNMENT
C.
Integration Paper:
___ #10: Complete a 2-3 page Integration Paper as described in the syllabus. Send to instructor.
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video, audio tape, photo collage, a collection of products, letters to
editor, brochure and Web pages) may be submitted as substitute assignments with the instructorʼs prior
approval.
• To maintain privacy, please do not refer to students in your paper by their actual name, but rather use
an alias or designation such as “Student A.”
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COURSE TITLE:
GENDER DIFFERENCES: Boys & Girls Learn Differently
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
WA CLOCK HRS:
OREGON PDUs:
INSTRUCTOR:
BRENDA MCKINNEY, M.A.
360/607-6033
bbbrain@comcast.net
www.latestmind.com
30
30
COURSE DESCRIPTION:
Knowledge of research in brain based gender differences is one of the best tools a teacher can have. Now is the
time to explore this timely topic!! Discover differences between the male and female brain that will transform how
you teach and communicate. Explore teaching and learning strategies developed through current brain research
and focused on gender differences as related to effective learning, interpersonal communication, motivation, and
self concept. No matter what age level you teach, you will want to take this class. This course was designed to
help you create and adapt activities, games, rituals and other learning innovations based on how boys and girls
brains work best and what they need at different stages of school life. Your knowledge of research in brain
based and gender based research will show you how to optimize each childʼs learning abilities and also will help
to reduce the number of children labeled as discipline problems, slow learners, or attention deficit. This course
will provide practical assistance in your efforts to design the ultimate classroom and you will leave knowing how
to put these ideas into action in your classroom. Expect a life-changing experience!
Required textbook is The Boys and Girls Learn Differently Action Guide for Teachers. Michael Gurian. $14.95.
LEARNING OUTCOMES:
Upon completion of this course, participants will have:
1. An understanding of brain and gender based differences in anatomical structure, neurological
development, and the chemical and hormonal climate in growing boys and girls.
2. Enhanced knowledge of the reason for many discipline problems.
3. An increased understanding of the roles of reading/writing/math/science and why boys or girls tend to
do better in these areas.
4. Explored the current crisis in the US from lack of proper nutrition and physical activity.
5. Learned how to combine structural innovations at the school level with the gender specific innovations
needed in the classroom.
6. Created innovations at intricate levels that will change the way you teach and ultimately, the children
in your classroom.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does
not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participantʼs their choice of 60 Washington State Clock Hours or 60 Oregon PDUs. The Heritage Institute is an
approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or
better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level (PostBaccalaureate). These criteria refer both to the amount and quality of work submitted.
Teachers who register for Antioch University Seattle 400 or 500 Level Credit will be required to:
1. Complete Section A: Information Acquisition assignments
30%
2. Complete Section B: Learning Application assignments appropriate for your levels
40%
3. Complete Section C: Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No Credit
basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a “C” or
better, 500 level credit is equal to a “B” or better. This information is stated on the back of the transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine with
your district personnel, department head or state education office the acceptability of these credits for your
purpose.
ADDITIONAL INFORMATION
REQUIRED TEXT
• Gurian, Michael and Arlette Ballew. The Boys and Girls Learn Differently Action Guide for Teachers.
San Francisco, CA: Jossey-Bass, 2003. Available from Amazon.com for $15.00 new or $10.00 used.
MATERIALS FEE
• None
HEADING REQUIRED FOR ALL ASSIGNMENTS
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
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Instructor Name:
Course Name:
Level: Clock/ PDU/ Credit (400 or 500)
Rev 3/13/2012
ASSIGNMENTS FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
To gain a background in the subject matter, please complete the first 6 assignments.
• Send each one, as you complete it, to Brenda McKinney at bbbrain@comcast.net.
• As you go through assignments #1-6, keep a journal or notes on phrases, ideas, teaching strategies or
projects that especially appeal to you.
• Participants registered for the 400 & 500 Level Option: This journal will become the basis for changes in
your own teaching, which you will consider and plan in Section B: Learning Application portion of this
course.
Assignment #1:
Introduce yourself with a background profile:
• What led you to choose teaching as your profession?
• Describe your current professional situation
• What brings you the most joy in your work?
• What led you to choose this class?
• What outcomes do you hope to achieve through this coursework?
• Send to Brenda: bbbrain@comcast.net, Subject line to read ʻGender #1.ʼ
Assignment #2:
In the text, Boys and Girls Learn Differently read the Section: How the Brain Learns. Pay special attention to the
inherent differences between boysʼ and girlsʼ brains and a brief history of why there are brain differences. Then
respond to the following with a 2 page paper or a mind map:
• What are the structural and development differences in the brains?
• What role do chemicals and hormones play in the differences?
• Why do boys and girls process emotions differently?
• What functional differences exist?
• What structural elements were built into the brain through development and design?
• What portions of this reading did you agree with and why? What was the most informative for you?
• Send to Brenda: bbbrain@comcast.net, Subject line to read ʻGender #2.ʼ
Assignment #3:
Read and review the section on applying brain based gender research. Then respond to the following with a
paper or a mind map:
• What did you learn about academic performance and classroom behavior?
• What distinguishes reading/ writing/test competences according to gender differences?
• How do psychological, learning, and behavioral disorders affect boys and girls differently?
• Why does the maturity gap and hormones affect classroom experiences?
• What role do aspirations, funding, violence and cultural bias play in gender differences?
• What are the most significant findings in this section for you?
• Send to Brenda: bbbrain@comcast.net, Subject line to read ʻGender #3.ʼ
Assignment #4:
Finish reading the text, Boys and Girls Learn Differently, keeping a journal as you read. Focus on the Special
Education section and all other sections that apply to techniques to assist learners. Respond to the following
with a 2-3 page paper, mind map or graphic organizer:
• What parts were most significant for you in the reading?
• What are things can teachers do to help learners with special needs?
• What types of activities are most appropriate for you and what changes can you make for next year?
• What aspects of your classroom are already modeling some of these techniques?
• Send to Brenda: bbbrain@comcast.net, Subject line to read ʻGender #4.ʼ
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Assignment #5:
Reread through your notes on the math/science/reading/writing section.
Look for techniques for how all teachers can improve the teaching of reading/writing (all teachers) and
math/science/spatial learning if applicable.
Then respond to the following with a 1-2 page paper, graphic organizer, or mind map:
• Why are girls at a disadvantage in the spatial learning area?
• What discrepancies exist in the reading/writing area?
• What do boys and girls need that is the same and what do they need that is different?
• What techniques can improve learning in each of the areas?
• What can you do specifically within your grade level/teaching assignment to encourage learning?
• Send to Brenda: bbbrain@comcast.net, Subject line to read ʻGender #5.ʼ
Assignment #6:
Reread your notes and the section on discipline paying special attention to the differences in boys and girls.
Then respond to the following with a 2-page paper, graphic organizer, or mind map:
• What is the difference between aggression nurturance and empathy nurturance?
• Why are boys 80-90% of discipline problems in the early grades? Does this trend continue?
• What are techniques to prevent undisciplined behavior at all grade levels?
• How should bullying be addressed at each grade level?
• How does the number of female teachers, early brain development, and brain differences influence
discipline issues?
• What would you like to change in your classroom?
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
In this section you will have an opportunity to apply your learning to your professional situation. This course
assumes that most participants are classroom teachers who have access to students. If you are not teaching in
a classroom, please contact the instructor for course modifications. If you are a classroom teacher and start or
need to complete this course during the summer, please try to apply your ideas when possible with youth from
your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor
community-based learning), or with students in another teacherʼs summer classroom in session.
Assignment #7: (Required for 400 and 500 Level)
Develop an action plan for bonding and attachment to remove emotional stress and create a more positive
environment for both genders based on their differences. Describe your action plan in a 2 page paper.
Send to Brenda: bbbrain@comcast.net, Subject line to read ʻGender #7.ʼ
Assignment #8: (Required for 400 and 500 Level)
Develop an action plan to address reading/writing gender differences at your grade level or teaching
assignment. Describe your action plan in a 2 page paper.
Send to Brenda: bbbrain@comcast.net, Subject line to read ʻGender #8.ʼ
Gender Differences
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500 LEVEL ASSIGNMENT
Assignment #9: (500 Level only)
In addition to the 400 level assignments, complete one the following assignment:
Option A)
Write a 2-3 page paper describing the structural innovations you can implement at your teaching/grade level
based on the gender-specific innovations you have learned.
Send to Brenda: bbbrain@comcast.net, Subject line to read ʻGender #9-A.ʼ
OR
Option B)
Another assignment of your own design with the instructorʼs prior approval.
Send to Brenda: bbbrain@comcast.net, Subject line to read ʻGender #9-B.ʼ
400 & 500 LEVEL ASSIGNMENT
C. INTEGRATION PAPER
Assignment #10: (Required for 400 and 500 Level Credit)
Write a 2-3 page Integration Paper answering these questions:
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
Send to Brenda: bbbrain@comcast.net, Subject line to read ʻGender #10.ʼ
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Brenda McKinney, M.A., brings 25 years of educational experience as a classroom teacher 6-12, a mentor
teacher, consultant, motivational speaker, university instructor, and a reading specialist to each of her classes.
Brenda provides consultation, seminars, in-services, and dynamic presentations to schools, businesses, and
organizations throughout the Pacific Northwest. She has a Masters Degree, a National Certification in Brain
Based Learning, has presented at regional, state, national, and international conferences. Brenda currently
teaches for Skyview High School, an open concept school in Vancouver, WA, is CEO of her own company,
BrainVolution, and teaches for Heritage Institute. Brenda has gone through life changing experiences to achieve
the peak state of optimizing her own brain and life. Educators have found success and inspiration from working
with Brenda on this personal level.
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GENDER DIFFERENCES: Boys & Girls Learn Differently
BIBLIOGRAPHY
Baron-Cohen, Simon. The Essential Difference. New York, NY: Basic Books, 2003.
This text is ground breaking and controversial. The author analyzes the research on the difference in
the male female brains and also poses a revolutionary idea about the cause of autism. It is easy to read
and enjoyable to read. If nothing else you will find the text provocative. This is written in layman terms
so you will enjoy the read.
Brizendine, Louann. The Female Brain. New York, NY: Broadway Books, 2006.
I loved this book. It was great fun and I found that women, as well as men, have enjoyed reading the
research. Ten years ago this book could not have been written. The ideas are certain to spark
controversy but it is a must read, an owner’s manual for the brain for women. Pick up a copy, now in
paperback.
Gurian, Michael and Patricia Henley. The Boys and Girls Learn Differently Action Guide for
Teachers. San Francisco, CA: Jossey Bass, 2003.
This landmark book outlines the brain based theories that can be used to transform classroom and help
both boys and girls learn better. This easy to use guide is based on the latest scientific research on the
differences between boy’s and girl’s brains, neurological development, hormonal effects, behavior, and
learning needs. All of the strategies were applied during a two year pilot program at the Gurian Institute.
This book is essential for all educators. Boys and girls do learn differently.
Gurain, Michael and Kathy Stevens. The Minds of Boys. San Francisco, CA: Jossey Bass, 2005.
This wonderful text is readable and practical. It provides neuroscience and practical strategies. All
educators need to read this book especially in light of the new research about why our boys are failing
in school.
One of my other distance courses, “Teaching the Male Brain” uses this text.
Keddie, Amanda. Teaching Boys: Developing Classroom Practices that Work. Allin & Unwin,
2008.
Practical strategies that work. Again another book addressing the fact that boys are struggling. Provides
the latest research and tested practices that work!
Norfleet James, Abigail. Teaching the Male Brain. Thousand Oaks, CA: Corwin Press, 2007.
This is probably my favorite text on teaching the male brain. The book offers a helpful overview of
recent work in the fields of gender studies and educational policy. The author pays particular attention to
biological research on the human brain and implications for education. Anyone interested in education
will find this book stimulating. If you are looking for ideas to help with males in the classroom, this will
provide the answers. Best of all, there is a content specific section.
Medina, John. Brain Rules. Seattle, WA: Pear Press, 2008. (Rule 11)
This book is the latest in brain research and one of Medina’s brain principles is that the male/female
brains are different. Exciting to see research connected to business and education and real science
from the field of biology and neuroscience.
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