Single Gender Strategies
8/20/2012 12:13:00 PM
Here are a list of single gender strategies for any subject:
Pass It Back (good for reviewing for a quiz or test)
 Create a fill-in-the-blank sheet of statements using the material to
be covered on the quiz/test
 Create a team by placing the students into rows
 All materials should be put away except for pen/pencil
 Hand the first person in each row a game sheet face down on desk.
o The students will be given a designated number of minutes to
complete the game sheet, the first team done will raise their
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hands and remain quiet until the other teams finish.
Step # 1 – When you say “GO” the first student turns over the
sheet and completes one answer (up to the teacher if you want
them to go in order)
Step #2 – The student will then pass the paper over his head to the
next person(teammate)
Step #3 – when the sheet get to the end of the row that person
must bring it back to the front and the first person starts it again
until all blanks are filled. ( Each team member fill in a blank space
or can correct an already filled answer).
Strategies for Teaching Boys & Girls, Secondary Level, pg. 22
8-Page Book
 Creating an 8-page book can be utilized in all core areas. It is good
for parts of speech, notes on field trios, introducing themselves,
vocabulary study guides, sequencing events, time-line, using it to
understand different math concepts.
 Material needed: white sheet of 81/2 x 11 paper and pair of
scissors
o Step
o Step
o Step
o Step
o Step
o Step
o Step
#1
#2
#3
#4
#5
#6
#7
–
–
–
–
–
–
–
Make hamburger fold (fold in half)
Fold inside out (open sheet back up)
Hot dog fold (fold long way)
Fold inside out
Follow crease fold to side
Hamburger fold again
Open paper up, complete hamburger fold
o Step #8 – Cut paper halfway
o Step #9 – Open paper up then hot dog fold
o Step #10 – Hands on both ends of paper and push paper
together
o Step #11 – Fold all pages together
Vocabulary
 This strategy is good to introduce new key terms or vocabulary
words. (In some subjects a story can follow the activity)
 Materials needed: Chart paper with word on it, a set of the words
with the definition.
o Step #1 – give a set of words with the definitions individual
on a sheet of paper to each group, have each student pick up
a sheet.
o Step #2 – have students go to their word that is posted
around the room on chart paper
o Step #3 – have students to come up with the enactment of
the definition ( whole group must say word and definition
together)
o Step # 4 – teacher will go around the room and have student
do their enactment of definition
o Step #5 – group will then illustrate the definition on chart
paper
o Step # 6 – students will talk about their illustration
Created by POM
Single Gender Strategies for Math
8/20/2012 12:13:00 PM
Math Mania
 Practice order of operations concepts and computations with dice.
 Materials needed: dice, board and place students in groups
o Step #1 – roll several dice and display the numbers on the
board.
o Step #2 – have students to work in their groups and combine
the numbers using al four operations in various orders.
o Step #3 – after an allotted amount of time have students to
demonstrate the answers they have with hops (for hundred
place), jumping jacks (for the tens place), toe touches (for
the ones place).
o Step #4 – have students to write their number sentences on
the board.
Strategies for Teaching Boys and Girls, Secondary Level, p.30-31
Human Number Line
 Helps with algebraic expressions, teaching students the number
line, and using the number line for operations
 Materials needed: cards with a number on it positive or negative
o Step #1 – give each student a card that represent either a
positive or negative integer
o Step #2 – after handing cards out randomly see how quickly
students can put themselves in order silently.
o Step #2 – (variations) you can put a sticker on each
student’s back so that students don’t know their own number.
o Step #3 – when adding and subtracting positive and negative
numbers, have a student move up and down the human
number line to solve the equation.
Strategies for Teaching Boys and Girls, Secondary Level, p. 31
Are you Right?
 Helps with geometric shapes
o Step #1 – have students use their arms to create angles of
different sizes.
o Step #2 – have them to work with collaboratively with other
students to create different two- and three- dimensional
geometric shapes
Strategies for Teaching Boys and Girls, Secondary Level, p. 31
Multi-Sensory for Plots
 This strategy can be used to help students plot points on graph
paper and can be used for geometric shapes.
 Materials needed: LCD or overhead
o Step #1 – have students to get into a circle face
o
o
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o
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counterclockwise
Step #2 – display a graph on overhead/LCD for a couple of
seconds
Step #3 – have students to trace what they saw on the
person back in front of them
Step #4 – have students to turn clockwise and show graph
again
Step #5 – have students to trace it again on that persons
back
o Step #6 – add plots to the graph showing it to students then
having them to place it on students back.
Note this is also good with comparing linear equation and
recognizing geometric shapes.
String Geometry
 Materials needed: string, mastery copy of geometry shapes
o Step #1 – Give a group of six to eight students a piece of
string (can use four)
o Step #2 – have the groups to make a series of different
geometrical shapes
o Step #3 – To make challenging have the students not to talk
while making shapes.
Strategies for Teaching Boys and Girls, Secondary Level, p. 66
Get Ready to Draw
 Materials needed: to chairs back to back, blank sheet of paper for
one student, sheet of paper with drawing for other
 This activity is a good geometric activity and also plotting graphs
o Student #1 – describe drawing that is on paper giving explicit
directions
o Student #2 – will complete the drawing not turning around to
look at other student
Created by POM
Single Gender Strategies for Science
8/20/2012 12:13:00 PM
Science in Every Word
 This strategy helps connect words and surroundings through
science.
 Materials needed: Chart paper, markers
o Step #1 – On a piece of chart paper have the SCIENCE
written vertically on the left side.
o Step #2 – I n groups have the students go to their chart
paper and place a word that starts with each letter.
o Step #3 – Develop a lesson that relates the words in a
science learning experience.
 For visually students also use magazines/pictures.
The Mind of Boys, p. 186
Solids, Liquids, and Gases
 This strategy calls for movement throughout the classroom and an
open area.
o Step #1 – Designate a large area for the students to move
freely around.
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o Step #2 – Now confine the students to a smaller space to
move around in
o Step #3 – Now make that space even smaller.
 When talking to the students discuss their ability to
move (as molecules) in the large space (like a gas)
versus a small space (like a solid).
Note: if not sure how to create the areas use masking tape on the
floor to make zones for each step making the next step inside each
previous zone.(PM)
Strategies for Teaching Boys & Girls, Secondary Level, p. 33
A Periodic Review
 This strategy is used to help review the periodic table.
 Materials needed: sidewalk chalk or masking tape.
o Step #1 – Have students to create a periodic table on asphalt
with sidewalk chart. ( It must be large enough so students
can stand in it)
o Step #2 – Draw elements form a hat and have the student
who is standing on the element describe it.
o Step #3 _ Have two elements join hands and discuss what
they become when they are joined
 Same strategy different method of using it.
o Step #4 – Give clues and have the students raise their hand if
the clues apply to the element they are standing on.
o Step #5 – Have students sit in groups around the perimeter
of the periodic table.
o Step #6 – have the group send a runner to the element as
their group’s response to your question.
 Note: If not comfortable going outside (get permission
for administrator) clear desk/table to create a
classroom periodic table on floor using masking tape.
Doing this also give the option of placing the desk on an
element and using it as a constant review. Having
students sit in a different element in different days.
(PM)
Strategies for Teaching Boys a& Girls, Secondary Level, p. 33
Orbiting Planets
 This strategy help teaches the orbit of planets.
 Materials needed: outdoor area or gym and cones
o Step #1 – Set cones to mark the sun and each of the planets.
o Step #2 – Have students line up along the orbit of one of the
planets.
o Step #3 – Have student groups work together to demonstrate
and explain the earth’s place in the solar system.
o Step #4 – Have them demonstrate earth motions that control
the length of days and timing of seasons ( have another
student enact the phases of the earth’s moon.
o Step #5 – Have students travel to different planets and
moons in the solar system and explain the important
properties and features of each.
 When ready to move on students can also enact the
formation and significance of comets, asteroids, and
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Created by POM
meteorites and demonstrate and describe the possible
effects of collision of space.
Note: This strategy is not an one day strategy, it can be
developed throughout this unit of study.(PM)
Single Gender Strategies for Social Studies8/20/2012 12:13:00 PM
Social Studies
Multi-Sensory Geography
 This strategy will help students learn where regions/cities/places
are on a map.
 Materials Needed: LCD or overhead, map of choice
o Step #1 – Have students get into groups and get into a circle
facing clockwise.
o Step #2 – Show map on LCD or overhead for a couple of
seconds (time to be determine by teacher)
o Step #3 – Have students trace map on the persons back in
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front of them.
o Step #4 – Have the students to turn counter clockwise and
repeat step #3.
o Step #5 – Add in other place (regions, cities, landforms as
teacher sees fit).
Note: Teacher will always show the location first on the
overhead/LCD then turn off for students to trace it. Continue to
give repetition.
Relay Map- Country locations
 This strategy is very good for teaching the locations of country in a
unit of study.
 Materials Needed: Large size map of particular country (decided the
number of groups that’s how many maps you will need), markers,
masking tape.
o Step #1 – create a starting point for each team by placing
masking tape on the floor at the exact location for each team.
o Step #2 – Place the same large size map on the wall for each
group to write on.
o Step #3 – have students to form a line behind their groups
starting point.
o Step #4 – give the first student in each group a marker and
tell them when to begin.
o Step #5 – The student will write the name of a country in its
proper place then run back and pass the marker on to the
next student who will do the same.
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Note: Set a rule of how many free passes each team get. The first
group to finish writing in all their countries correctly when’s.
A Country Card (Project)
 This strategy helps students understand the key facts of a country.
 Remember this activity can be modified to fit your students need.
o Step #1 – In your particular unit, have the students to choose
two countries(states for 6Th grade US unit).
o Step #2 – Have the students complete research and make a
series of six cards plus a bibliography card for each country.
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o Step #3 – once research is done students should type up the
card and give appropriate pictures with a caption for each
card.
o Step #4 – once project is finish have students to share the
most interesting information with a classmate and vice versa.
Note: This is an excellent end of unit project for 6th and 7th grade
social studies. The following information should be placed on card:
(remember all suggestion; change to fit your teaching needs)
Card #1
Map of Country
name of country; capital, major cities, key geographic features
Card #2
Currency
name of currency; picture; recent exchange rate to U.S. dollar
Card #3
Government
Type; leader and title; date of independence and from whom
Card #4
Economy
Products produced; products exported; products imported
Card #5
Fun Facts
Something famous or interesting about the country
Card #6
History
A highlight; a lowlight
Successful Single-Sex Classrooms, A Practical Guide to Teaching Boys & Girls
Separately, p. 183.
Created by POM
Single Gender Strategies for ELA/Reading8/20/2012 12:13:00 PM
Post-It
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Notes
Helps the students to use for brain storming
Writing down ideas
Organizing ideas
o Use a chart paper have the students to organize and post the
post it notes on the chart paper the students can pull and add
if needed. Then complete it in writing form.
Task/Think/Feel Box Writing
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This strategy is to help work on writing with a purpose. It also help
boys practice expressing how they think people are feeling and
thinking.
Materials needed: two boxes for each student and pictures
o Step #1 – Have your students to create two boxes of
pictures; one box labeled “Tasks” and the other box labeled
“Thinking or Feelings”
o Step #2 – the students should collect pictures of people doing
these things (can come from newspaper, magazine, old
photos, or online pictures)
o Step #3 – Explain that for the thinking and feeling box to
focus on pictures of people’s faces and expressions, posture,
and other signs of nonverbal communication
o Step #4 – Once the collection stage is complete have
students to close their eyes and select a picture from the
Tasks box and a picture from the Thinking or Feeling box and
use them together to write a one-page story about the two.
Note: The subject of the story does not have to be about the person
in the picture rather it should be about the task and the thoughts or
feelings about the task in the picture.
The Minds of Boys, p. 156
Sentence Strings
 This strategy/activity can teach complex sentence structure and
grammar
o Step #1 – Put students into groups of four or five
o Step #2 – Give each group and envelope that contains a
collection of words and punctuation marks on index cards
o Step #3 – Have students spread their cards out on the floor
to make the longest, more complex sentence possibly (must
be grammatically correct)
 Note: If they are missing a word or a punctuation mark,
they can negotiate a trade with another group.
Strategies for Teaching Boys and Girls, Secondary Level, p. 30
Created by POM
Strategies for Classroom Environment
8/20/2012 12:13:00 PM
Strategies to help create an orderly environment.
Create an Ordered Environment
 List the following things for the students to see
o Routines
o Schedules
o Agendas
Supply Capsule
 Use a plastic box fill with supplies for each individual student to
have stored in classroom
o Students add their on supplies for emergency in this capsule.
Music, Music, Music
 Use lively music when students are coming into class, cleaning up
or transitioning to another activity
 Soft music can be use during testing and cooperative group
activities.
Musical Groups
 This strategy helps to regroup students in the classroom
o Step #1 – Play some energizing music
o Step #2 – Have students move around the classroom
o Step #3 – When music stops, have them take a seat at the
nearest table group.
Strategies for Teaching Boys and Girls, Secondary Level, p. 66
Strategies for an ultimate Middle School Classroom
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Increase group work and pair work
Increase character education and absorb it into all classes
Have high expectations, both in academic areas and in social
maturity
Talk about and model “heroic” behavior, ideas, and stories that
show adolescents what it means to truly “be a man.” That is, an
adult male who is essential to his community’s care and
development.
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Offer boy’s a rites-of-passage experiences
Provide boys with quick tension-release strategies, both within and
outside the classroom.
 Teach media literacy in all applicable courses, and help train
parents to know the effects of prolonged exposure to video games
and television on the developing brain of the adolescent child.
 Carry out consistently applied discipline systems in all classes, with
teachers and administrators working as a discipline team, rather
than as isolated authorities.
Boys and Girls Learn Differently, p. 257-258
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“Brain Break” (Booster) Strategies
8/20/2012 12:13:00 PM
Cross Crawls
 This is a cross-lateral strategy
o Step #1 – Have the students to stand up and cross their right
elbow to the raised left knee
o Step #2 – Then cross the left elbow to the raised right knee,
repeat for a one minute.
 This strategy activates both sides of the body and both
sides of the brain simultaneously.
Successful Single-Sex Classrooms, p. 99
Hook –Ups
 This strategy helps quiet and calm students so they can refocus and
improve learning and memory.
 Good strategy to use prior to having a discussion with a young
student who is in trouble or upset.
o Step #1 – While standing-cross one ankle over the other
o Step #2 – Extend arms in front of you with the backs of your
hands together and thumbs facing down.
o Step #3 – Lift one hand over the other with palms facing and
interlocking your fingers (cross at wrist)
o Step #4 – Roll the locked hands down and then toward your
chest (keep elbows down and shoulders relaxed)
o Step #5 – Now rest your tongue on the roof of your mouth
 (Repeat by crossing the opposite ankle)
Successful Single-Sex Classrooms, p. 99
Just stand up!
Step #1 – Just allow the students to stand and listen for a few
moments, then sit down again to continue. (can add a stretch)
Successful Single-Sex Classrooms, p. 101
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