Unlock the potential of every boy!
No, you’re not imagining it: boys really do learn differently from girls. When you discover how to reach them, you can help them succeed beyond anyone’s expectations—even their own. Updated with the latest research in neuroscience and developmental psychology, this bestselling guide translates theory into tested and refined strategies that are practical and ready to be put to work immediately. Features include
- A discussion of cognitive gender differences and how they relate to learning
- An analysis of the benefits and challenges of single-sex classrooms
- Tried and true techniques for differentiating learning in co-ed classroom
- Cutting-edge strategies for reaching boys with ADHD, learning disabilities, social and emotional differences, and more
- Detailed case studies and real-life dilemmas
The boys in your class are counting on you. Keep them in the game and lead them to success with this must-have resource.
’This book is a practical resource for the classroom teacher. It provides teachers with a plethora of engaging and promising practices and tools to motivate and encourage students to perform at or above their potentiality level.’
—Shelia Gorham, Principal
Allen Middle School, Greensboro, NC
’Teaching the Male Brain, Second Edition is a holistic tool for educators, parents, and individuals committed to effectively understand, teach, support, and guide the development of young men in their care. Dr. James provides a clear lens into the intricate details of the thoughts and actions of the boys in our lives.’
—Nakia Douglas, Principal
Barack Obama Male Leadership Academy, Dallas, TX
Innehållsförteckning
Foreword – Bradley Adams
Acknowledgments
About the Author
Introduction
Substantiating Research
How the Book Is Structured
Learning Objectives
Part I. Sex and Gender Differences in the Classroom
Chapter 1. Brain Basics
Are Brains Gendered?
Anatomy of the Brain
Sex Differences in Brain Function
Cognitive Skills
Chapter 2. Sensory Differences
Vision
Hearing
Touch
Learning Modalities
Sensory Differences and Learning
Chapter 3. Physical Differences
Activity Levels
Gross Motor Development Versus Fine Motor Development
Targeting
Handedness and Dexterity
Growth Patterns
Physical Differences and Learning
Chapter 4. Cognitive Differences
Verbal and Language Skills
Practice the Skills Necessary for the SAT, ACT, NAEP, and Other Standardized Tests
Spatial Abilities
Learning Modalities
Strategy Development
Cognitive Differences and Learning
Part II. Societal and Biological Influences
Chapter 5. ADHD and Learning Disabilities
Attention—ADHD
Medication
The “At Risk” Student
Sleep
Attentional and Learning Problems
Chapter 6. Social and Emotional Differences
The Brain and Emotions
Emotional Vocabulary
Aggression and Bullying
Competition and Cooperation
Puberty
Alcohol and Drugs
Social Influence on School
School and Masculinity
Learning Applications
Emotions and Learning
Chapter 7. Students With Other Risks
Teachers
Culture
Adults
Boys in Foster Care
Boys With Cultural, Linguistic, or Socioeconomic Differences and School
Part III. Strategies and Resources for Teaching the Male Brain
Chapter 8. Classroom Management Strategies
Home Influence
Discipline
Self-Control
Technology
Classroom Management and Learning
Chapter 9. Content-Specific Suggestions
English/Language Arts
Mathematics
History/Social Studies
Science
Foreign Languages
Fine Arts, Music, and Drama
Computer Skills
Individual Disciplines and Learning
Chapter 10. Gendered Education: Teaching Boys and Girls Together
Boys and Girls as Learners
Sex and Gender Differences in the Classroom
Gendered Education and Learning
Chapter 11. Effective Teaching
Differentiated Instruction
Multiple Intelligences
Learning Modalities
Unit Design
Empowering Boys as Learners
Test-Taking Strategies
Final Words
Chapter 12. Resources and Other Helps
Books of Interest
Rubrics
Learning Style Assessments
Resources
Books for Boys Ages 6–9
Books for Boys Ages 9–13
Books for Boys Ages 13–18
Graphic Novels
References
Index
Om författaren
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’s Curry School of Education, she taught general science, biology, and psychology in both boys’ and girls’ schools.Her previous publications include reports of research comparing the educational attitudes of male graduates of coed schools and single-sex schools, research describing the effects of gendered basic skills instruction, and a report of academic achievement of students in single gender programs. In addition, she has written on differentiated instruction at the elementary school level. She has presented workshops and papers at many educational conferences 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 Coalition of Schools Educating Boys of Color, the Gender and Education Association, the International Boys’ Schools Coalition, and the National Association for Single-Sex Public Education (Advisory Board Member).
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