Gender Specific Learning

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Gender Specific Learning

• Kimberly Tooley
• Parkway School District

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Why Single Gender?

• Just as students in different age groups are
  typically seperated to meet developmental needs,
  gender specific instructions supports learning
  differences in boys and girls.
• We will continue to celebrate the eclectic nature
  of our schools and take pride in our districts
  diverse population of students.

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Gender Learning

• Thirty years ago, he says, we did not ask
  five-year-olds to sit still, be quiet and pay
  attention for six hours a day. But now we do, and
  that has not been developmentally appropriate for
  boys."  -----Dr. Leonard Sax

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Boys vs girls

• The difference in what boys and girls can do is
  small the differences in how they learn are
  great.

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• In language tasks, girls tend to be analytical,
  while boys are more concrete.

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The areas of the brain involved in skills
associated with math and geometry mature earlier
in boys than in girls.

• In Mathematical Thinking, boys are more
  analytical, while girls need real-life examples.

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• Boys may require more movement than girls and
  have a higher tolerance for an active learning
  envirnment.

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Timeframe for Implementation

• Six years ago, the staff looked at their data and
  discovered that boys were not doing as well in
  school as girls.
• Dr. Raeker attended an early intervention
  workshop/ Dr. Leonard Sax was the guest speaker.
• The next two years, the staff began to study
  single gender classrooms and attend workshops.

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Timeframe for Implementation

• Three years ago in January, parent meetings were
  held at the school.
• 2007/2008 - First grade began with 2 single
  gender classrooms.
• 2008/2009 First grade continued and Second
  grade began their single gender classrooms.
• 2009/2010 - First, Second and Third grade
  classrooms.

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Timeframe for Implementation

• This school year, they will review the data and
  determine if they will add Grade four.
• The first year the first graders were assigned to
  the single gender classrooms, the parents were
  informed that they would stay in this classroom
  for two years.
• The children were looped together to the next
  grade, the teachers changed.

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Specifics for Implementation

• Made sure that all four classes per grade level
  are balanced class. (IEP, race, ESOL, reading)
• Parent Education begins with parent meetings to
  discuss rationale and process, three large ones
  during the first year at each school.
• Teachers are then given time to collaborate and
  share ideas and techniques.

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Communication Process

• Dr. Tooley meets with her supervisor to discuss
  this initiative
• Dr. Tooley contacts the Public Relations Director
  and invits him to visit her to discuss the
  initiative.
• Dr. Tooley holds many parent meetings to teach
  the parents.
• Dr. Tooley knows the importance of keeping
  communication open among the staff.

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Highlights of Program

• Extraordinary staff
• Belief in staff members
• Has produced a culture of collaboration
• Kids are being learners
• Staff are being continuous learners
• Loves coming to work each day

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Obstacles

• Dr. Raeker referred to the obstacles as speed
  bumps.
• Class placements required a great deal of work
  this was a huge variable.
• Challenging for specialists (art, music, P.E..)
  they need a great deal of support.