Hi Educators
In the previous blog, we covered the biology of gender-based brain functions. This blog will shed some light on how these differences impact learning and how pedagogies might be adapted to use neurobiological research in order to:
- Increase academic achievement
- Decrease behavioural problems
- Improve relationships
Gender-based Education
In a gender-based classroom, the following principles apply:
- There are biological differences between the brain function of boys and girls that impact
learning. - Incoming sensory information is affected by the way each gender processes information.
- Exercise is the best exercise to make the brain stronger – it boosts the size of the hippocampus.
- When we feel safe the brain can problem-solve, is ready to learn, can be organized, and make decisions, ie functions optimally.
- Meaningful social interactions activate neural circuits, boosting boost cognitive reserve and mental resilience.
- The brain is hierarchially organised – from the most simple, to the most complex.
For gender-based education to be successful:
- The classroom environment must feel safe, a place where it’s fun to make mistakes and learn from them.
- Classroom Rules and consequences must be clearly defined, and visual reminders of same placed around the classroom.
- The academic day should include:
- movement, exercise, and vestibular stimulation.
- an activity to unite, bringing everyone together to build relationships, foster a sense of safety, and increase endorphins.
- an activity like stretching and breathing to disengage stress, to prepare the brain for cortical learning.
- a playful activity to help build relationships, focus attention, and motivate learning.
- time for affirmations and positive thinking, to teach responsibility and promote mindful attention to support the maturation of the prefrontal lobe.
- Lesson plans to stimulate dopamine in boys and serotonin in girls. (See below)
Boys need Dopamine and Girls need Serotonin
Dopamine and serotonin are neurotransmitters – chemical message carriers between nerve cells in the brain other areas of the body. Both are considered “happy hormones,” as they both play a role in positive mood and emotion.
Certain situations, activities, and interactions generate the release of these hormones. For example:
| Boys | Girls |
| Exercise and sport |
Friendship and social connections |
| Competition | A sense of belonging |
| A Challenge | Feeling unique and special |
| Recognition | Talking about issues and emotions |
General Gender Behaviours
Source: Sex differences in Human Neonatal Social Perception, Simon Baron-Cohen, 2000
| Boys | Girls |
| As babies, more interested in mobiles and moving objects | As babies, more interested in a young woman’s face. |
| Draws pictures of action (verb artist) | Draws pictures of people, pets, flowers, houses (noun artist) |
| Negative attitude to reading and writing | Loves to read and write |
| More impulsive and aggressive | Brain is more decentralised and integrated, so integrates thoughts and emotions |
| More behavioural problems | Excels in language and auditory skills, fine motor skills and attention to detail |
| Classroom risk-takers – challenges boundaries to see a reaction | Generally compliant and follows directives |
| Prefers to read non-fiction | Prefers to read narrative texts |
| Enjoys repetition and memorising | Loves creative learning techniques |
| Prefers traditional approaches like memoristion, repetition, abstraction. |
Generally more attentive in class |
Gender-based teaching styles
Taking all the information from the previous blog and this blog, herewith guidelines for gender-based teaching styles:
| Boys | Teaching Style | Girls |
| Focus on action in reading and writing and allow action pictures alongside text | Action | Focus on emotion in reading and writing and allow expressive drawings alongside |
| Boys can suffer from colour blindess so use an alternative way to organise information | Colour | Use colour to organise information |
| Foster co-operative and indirect competition | Competition | Girls prefer co-operation |
| Learning strategies where each student of a group specialises in one aspect of a topic | Co-operative Learning | Let girls take the lead – they’re (generally) naturally co-operative in the classroom |
| Avoid harsh discipline – set rules and consequences for breaking rules. Be fair | Discipline | Set boundaries and apply consequences consistently |
| Recognition and validation essential to the production of dopamine | Dopamine | |
| Assess and judge ability not effort | Effort | Assess effort |
| Not strong at reading non-verbal clues – verbalise what you want them to hear |
Facial Information | Strong at reading non-verbal clues |
| Delayed hearing (longer cochlea) and don’t hear high sounds – give them time to respond | Hearing | Hear 7 times louder than boys – don’t shout |
| Hands-on learning essential | Kinaesthetic |
Great for teaching maths |
| They switch off – give short, sharp, clear instructions instead | Lecturing | Enjoy the gentle, calming sound of the teacher’s voice |
| Teach rules and quick methods | Maths and Science | Teach through language and tell stories to embed knowledge |
| Use motion to attract their attention – boys require big movement by their teachers | Motion | Girls do not require big movement to attract their attention |
| Drug of connectivity. If a boy feels connected he produces oxytocin. Oxytocin essential for collaboration |
Oxytocin | Produced naturally in girls. They are natural nurturers |
| Alongside one another | Problem-solving | Face-to-face |
| Boys enjoy repetition and memorisation | Repetition | Provide opportunities for girls to learn creatively |
| Serotonin | Affirm, give treats, make girls feel unique and loved. Create time for talk | |
| Boys respond well to things in 3D. Use maps, models, science experiments, and suspend items from the ceiling. | Spatial | Girls respond well information that is part verbal and part visual-spatial |
| Apply a small amount of stress – boys learn better for it | Stress | Girls do not learn well under stress |
| Apply visual, auditory and kinaesthetic learning to all aspects of the lesson |
VAK | Girls prefer visual and kinaesthetic learning |
| Can see moving objects well | Vision | Enjoy seeing static information around them, eg posters on walls |
| Speak low, slow, and loud | Voice | Speak moderately – not too loud |
I hope you have found this information interesting and helpful.
Until next time!