Research on Gender Differences:
Much research has been conducted on male and female differences. Recently much of that research has focused on male and female brains but more specific research has also focused on male and female learning style differences. In 2003 research by Andrea Honingsfeld and Rita Dunn was published in The Journal of Educational Research which concluded that there are "observable gender-based patterns of differences in learning styles” between males and females (p.195). This kind of research has implications for teachers because it is important that teachers choose teaching strategies that consider differences in learning styles in order to maximize instructional outcomes.
Much research has been conducted on male and female differences. Recently much of that research has focused on male and female brains but more specific research has also focused on male and female learning style differences. In 2003 research by Andrea Honingsfeld and Rita Dunn was published in The Journal of Educational Research which concluded that there are "observable gender-based patterns of differences in learning styles” between males and females (p.195). This kind of research has implications for teachers because it is important that teachers choose teaching strategies that consider differences in learning styles in order to maximize instructional outcomes.
What accounts for the differences?
Honingsfeld and Dunn’s research build upon previous research with the same objectives. The most consistent findings on gender differences in connection to learning-styles have been that males tend to be visually and tactually stronger than females whereas females are stronger auditorially. Therefore girls are likely to learn more from lectures than boys are. It has been found that males are more kinesthetic and learn best by doing rather than by being passive. Boys’ need for active participation has been attributed to how their brains process information. Another very important learning-style difference is that females enjoy learning with varied strategies whereas males need more structure and routine especially when learning new and difficult content. The last significant difference is that girls are more self, parent, and teacher motivated than boys; males are best motivated by their peers. Females do not mind learning by themselves whereas boys are energized when working with and encouraged by peers especially of the same sex. |
https://www.youtube.com/watch?v=6jiE8dMw5xA
Ron Coniglio on “Why Gender Matters in Differentiating”. http://www.teachhub.com/why-gender-matters-differentiating-instruction David Chadwell suggests boy-friendly and girl-friendly teaching strategies: http://www.chadwellconsulting.com/Middle%20Matters%20Article.pdf |
What are the implications of gender differences for teachers?
When considering teaching strategies for adolescents, teachers need to bear in mind the differences between intermediate male and female students because their learning styles differ. One of Aristotle’s principles of justice is concerned with “treating equals equally and treating unequals unequally.” For a very long time gender inequality has existed in education because it has catered to girls who are ok with sitting in their seats listening to the teacher. Fortunately, much has improved for 21st century learners in this regard especially in elementary schools. However, lecture style teaching is still prevalent in the intermediate years in many high schools to the disadvantage of boys. Some educators view single-sex education as an effective approach to dealing with the differences between boys and girls but honoring gender differences can simply be seen as an extension of differentiated instruction in mixed classrooms. Engaging boys and girls in the same classroom whose learning-styles may be different can be difficult but teachers must do their best to integrate instructional strategies (male-friendly and female-friendly strategies) that reflect gender differences in order to maximize instructional outcomes.
When considering teaching strategies for adolescents, teachers need to bear in mind the differences between intermediate male and female students because their learning styles differ. One of Aristotle’s principles of justice is concerned with “treating equals equally and treating unequals unequally.” For a very long time gender inequality has existed in education because it has catered to girls who are ok with sitting in their seats listening to the teacher. Fortunately, much has improved for 21st century learners in this regard especially in elementary schools. However, lecture style teaching is still prevalent in the intermediate years in many high schools to the disadvantage of boys. Some educators view single-sex education as an effective approach to dealing with the differences between boys and girls but honoring gender differences can simply be seen as an extension of differentiated instruction in mixed classrooms. Engaging boys and girls in the same classroom whose learning-styles may be different can be difficult but teachers must do their best to integrate instructional strategies (male-friendly and female-friendly strategies) that reflect gender differences in order to maximize instructional outcomes.
Your Voice on Gender and Learning - Featuring Michael Reist from Ontario
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https://www.youtube.com/watch?v=TUNfgbJo7H8
This 28 min. video is worth your time if you are interested in the differences between the sexes when it comes to learning. Gender experts Lise Eliot, who is a neuroscientist & author from Chicago, Ilinois and Leonard Sax, who is a physician and psychologist from Chester County, Pennsylvania, discuss gender and learning on Your Voice. The video is from March 5, 2010. Michael Reist from Caledon, Ontario joins the discussion. As mentioned in the video, more information (articles, research, links, and blogs) on Gender and Learning can be found on tvoparent`s website. |
Best Teaching Strategy: Differentiated Instruction which Identifies the Needs of Every Student
Many educators believe that the achievement gap between boys and girls is due to the fact that boys and girls learn in different ways and that if teachers differentiate their instruction to teach to gender differences this gap will diminish. While it is true that gender-based patterns of learning styles do exist, it is most likely that a number of factors play a role concerning achievement gaps between the genders. However, fact is that each student`s individual learning style is related directly to a person`s biological make-up and the best teaching uses differentiated instruction and identifies the need of every child. Furthermore, professional development as Reist points out in the video and knowledge of various teaching strategies and their theories are important factors for good teaching. Thus, seeking to meet the needs of each individual student by considering gender differences, individual learning styles, and developmental differences is key when choosing teaching strategies for intermediate learners.
Page designed by Marianne Hansen
References:
Chadwell, D., Engaging the Differences Between Boys and Girls (2007) Middle Matters. 15(4). Web. http://www.chadwellconsulting.com/Middle%20Matters%20Article.pdf
Duncan, A. and Schmidt, A. Single-Sex Classrooms - A Great Alternative for Many Young Students (2010). Retrieved from web:
http://www.education.com/reference/article/Ref_Exploring/
Honigsfeld, A. and dunn, R. High School Male and Female Learning-Style Similarities and Differences in Diverse Nations (2003) The Journal of Educational Research 96 (4) P. 195-206. Retrieved from JSTOR.
Images - Google Images: 1) Gender signs and 2) Aristotle the worst form of inequality
References:
Chadwell, D., Engaging the Differences Between Boys and Girls (2007) Middle Matters. 15(4). Web. http://www.chadwellconsulting.com/Middle%20Matters%20Article.pdf
Duncan, A. and Schmidt, A. Single-Sex Classrooms - A Great Alternative for Many Young Students (2010). Retrieved from web:
http://www.education.com/reference/article/Ref_Exploring/
Honigsfeld, A. and dunn, R. High School Male and Female Learning-Style Similarities and Differences in Diverse Nations (2003) The Journal of Educational Research 96 (4) P. 195-206. Retrieved from JSTOR.
Images - Google Images: 1) Gender signs and 2) Aristotle the worst form of inequality