Session: Girls Will Be Girls and Boys Will Be Boys

Session notes for Brain-Based Teaching with Bill McBride

MY THOUGHTS ARE IN ALL CAPS

http://billmcbride.pbwiki.com

-No differences in what boys and girls can learn, but big differences in the way we need to teach them

Girls

  • Puzzles, symbolic learning
  • promote leadership
  • verbally encourage
  • promote gross motor skills

Boys

  • Men need larger space
  • minimize verbal instruction
  • Don’t Layer Instructions…use numbered lists
  • Use male mentors and role models

-Only 1 in 9 elementary teachers are male

-Between 5 adn 14 boys are 200% more likely to commit suicide

-Predicting ABCs…great when students know something about a topic

  • Write down as many words as you can think of about the Civil War under each letter…male competition as many words as possible in x amount of time
  • Working with a partner, ask each other to define your words…teacher calls on students to explain their partner’s word
  • Student can add words to SmartBoard, etc
  • Summarizing ABCs at the end of the chapter…
  • Verbal activity works for girls…graphic organizer works for boys…win/win for both

Knowledge Rating vocab activity

  • Graphic Organizer with terms
  • Boxes for Term, Know, Unsure, Don’t Know and Definition
  • Check box for you’re learning level
  • Teacher looks for students who’ve marked Know…asks them to Say the first word, and then define  it…find someone else to add to definition
  • Include previous chapter key terms to build success into any vocab activity

-And Bill just busted out “Dancing Queen”…wonder where he’s going with this…

People Search Activity

  • Find four “dance” partners can’t start at your table/row
  • Write each other’s name on “Dance Card”
  • Send them back to their seats, then send them to find a partner…gets them moving even more
  • Answer 1st question with 1st partner…”there are cheaters in this room…whisper answers to each other”
  • One question/one partner…second question 2nd partner, 3rd question third partner, etc
  • Call on someone with the correct answer, then ask their PARTNER for an answer

THIS SEEMS SIMILAR TO CLOCK PARTNERS WHERE STUDENT FINDS A 12:00, 3:00, 6:00, 9:00 PARTNER AND YOU SELECT GROUPS BY HOUR…CAN HAVE EVEN MORE PARTNERS WITH CLOCK PARTNERS

-P.L.A.N. – Predict Locate Add Note

  • “Sneaky way to get through a boring section of reading”
  • Just read the headings…turn them into a question
  • Teacher reads out loud…If we get the answer and haven’t read the whole section, tell them to skip the rest…
  • Mark each answer with a symbol like:
  • X = Familiar, ?= Unfamiliar, ! = Surprising, + = Important/test

SKIPPING SECTIONS YOU’VE FOUND MAIN IDEA FOR IS GREAT FOR INFORMATION OVERLOAD AGE WE LIVE IN. KIDS WILL EAT THIS UP. THIS IS A GREAT NOTE-TAKING STRATEGY TO ADD TO CORNELL, THREE COLUMN JOURNAL, ETC

-What Did I Read?

  • Copy Headings as Questions
  • Read aloud to students…have students re-read…THEN write down their answer
  • Can be combined with PLAN

Compare/Contrast Y Notes

  • Replacement for Venn Diagram
  • Take notes on two topics
  • Strike through similarities and rewrite them at the bottom
  • Terms above are differences, terms below are similarities

Scramble Stanley

  • Line up to answer in 3 or 4 teams…
  • Students in back of line can help front person answer
  • Give partial points for answers
  • Scramble lines
  • Competitive…movement…conversation…works for males and females…
  • Be very arbitrary about point giving…drives them crazy, but keeps them focused and into it…give points to answers you like, etc.

GOOD STRATEGIES FOR WORKING WITH BOTH MALES AND FEMALES…FUN PRESENTER…GREAT IDEAS!

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One Response

  1. Our science department has been looking at ways to improve our girls’ scores on the state mandated test. They are way behind our boys. Good strategies listed above. I haven’t heard of the PLAN notetakeing strategy. I’ll definitely add that to my list.

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