What is Single-Gender Education?

2. What is Single-Gender Education? • Teaching boys and girls separately and in different ways. • Boys and girls learn the SAME standards (content and skills) but often learn through different activities or lessons.

3. Why Do Single-Gender Education? • Provides a choice for parents and students • Students may be more comfortable and enjoy learning more in a single-gender environment • Teachers can address the “typical” needs of boys and girls more effectively • Teachers can challenge the “typical” strengths of boys and girls more effectively • Social distractions between boys and girls tend to decrease • Academic performance tends to increase

4. Research • Australian study (2000) • Comprised of over 270,000 students in 53 academic subjects • Boys and girls scored 15 – 22 percentile ranks higher than their counterparts in coed classes • Boys and girls were more likely to be better behaved • Boys and girls found learning more enjoyable and the curriculum relevant

5. Research contd. • Mill Hill High School in England • Created a girl’s wing and a boy’s wing in 1994 • Number of students scoring “High” on the GCSE exam rose from 40% to 79%

6. More Research • A study conducted by Manchester University in England • Assigned students at 5 public schools to single-sex or to coed classrooms • 68% of boys in single-gender classes passed a standardized language arts test vs 33% of boys in coed classes • Among the girls, 89% in single gender classes passed the test vs 48% in coed classes

7. South Carolina Student Survey on Single Gender Education – January 2008

8. Are there any gender differences? Are there gender differences between boys and girls? Yes, there are a few differences that can have a large impact in the classroom. Absolute differences? No, there is a spectrum with regard to differences. Boys and girls are capable of the same achievement and performance, but they can learn in some different ways. 8

9. Boys and girls see the world in different ways. The eyes of boys are drawn to cool colors (silver, blue, black, grey, brown) and girls’ eyes are drawn to warm colors (red, yellow, green, orange) Boys’ eyes tend to focus on the motion of objects and girls’ eyes focus on the description of the object Teachers will provide structured movement opportunities for boys. Discussion will be in a circle for girls. Teachers will not emphasize colored illustrations for boys. Colored objects learning manipulatives will be used with girls They see differently 9

10. Boys do not hear as well as girls, particularly at the 1000 – 4000 Hz range (speech discrimination). Girls are more sensitive to sound. They interpret loud or deep voices as “yelling” at them. Teachers are calm and patient when talking with girls. Teachers accept tapping time or use squish toys with boys. Male teachers are mindful of their tone. Teachers have boys “call back” during lectures and taking notes. They hear differently 10

11. Different nervous systems are dominant for boys and girls. For boys, their nervous system is “active” when standing and the temperature is cool. For girls, their nervous system is “active” when sitting and the temperature is warmer. Girls are given a long period of time to complete a task. Boys are allowed to stand while taking notes or participating in class. Girls are active with many writing activities, discussions, and hands-on activities. Boys toss soft balls during discussions. They are “alert” differently 11

12. The brain of a girl tends to be more “connect” than the brain of a boy. The feeling and thinking parts of the brain are connected for girls around age 10. The two hemispheres of the brain have a stronger connection for girls. Teachers will organize many discussions for girls. Boys will do a “quick write” before discussions. Teachers will make personal connections between girls and the content. Teachers will support boys’ need for organization. They process information differently 12

13. Stress affects males and females differently. Stress tends to increase the blood flow to the brain of a male and helps him remain alert and focused. Stress tends to decrease the blood flow to the brain of a girl. It goes to the “gut”. She is not as ready for learning as she could be. Teachers will use rapid-fire questions with the boys. Teachers will take the time to answer questions of the girls and explain directions thoroughly. Activities will be broken into timed segments for the boys. Girls will do partner reviews often. They deal with stress differently 13

14. Boys enjoy taking risks and they tend to overestimate their abilities. They believe that they are successful because they are smart. They think uncertainty is a game/challenge. Girls tend not to like risks and tend to underestimate their abilities. They believe success is from hard work. They think uncertainty is unsafe. Boys will do many team building activities to learn to work together. Girls are provided leadership opportunities and supported. Boys track their performance and effort and reflect on it. Teachers listen to girls, reassure, help, and guide. They approach risk differently 14