Hi Educators
Neuroscience research has established the difference between young male and female brains and the impact these differences have on learning processes – gender-based learning. Gender impacts the process of information and, therefore, the capacity to learn.
Boys and Girls – Equal but Different
Boys are not smarter than girls, and girls are not smarter than boys. They are equally intelligent and capable, but each gender responds to external stimuli in a different way.
Research does not support gender-segregated classes over co-ed classes, or vice versa – there is strong evidence that both options offer benefits. It is, however, easier to teach gender-segregated classes simply because boys and girls need different activities and teaching styles to stimulate learning processes and embed learning.
It may be more difficult for educators to meet the needs of a co-ed class, but understanding the different teaching styles required for each gender is the first step in the right direction.
In this blog, we’ll take a quick look at the how the brain of each gender functions, and what differences exist between the the brain function of each gender to establish a basic understanding of how biology impacts gender-based learning.
The follow-up blog will discuss how these differences impact learning and how pedagogies might be adapted to
- provide more effective teaching to each gender, and
- achieve a higher standard of learning.
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The Biology Behind Gender-Based Learning
Lobes
| Frontal |
Seven functions are managed in the pre-frontal cortex:
It is where all decisions are made, emotional control is exercised, and the centre of problem solving. |
Matures faster and is more active in girls |
| Occipital (visual perception) |
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| Parietal | Tactile sensitivity | More active in girls |
| Temporal | Communication tasks | 12% larger in girls |
Corpus Callosum
Corpus Callosum (connects left and right hemispheres)
| Impact | Co-ordinates both sides of the brain |
| Differences |
The left hemisphere is 20% larger in girls and they use approximately 12 000 words a day, and are often stronger in languages. The right hemisphere is slightly larger in boys. They use about 3 000 words a day, but show an affinity for spatial activities like maths, science sport. |
The Brain
Studies about brain-based learning show the following:
| Part of the brain | Impact | Difference |
| Amygdala | Mediates emotional learning and behaviour |
Larger in boys The primary task of the amygdala may be its responsibility for linking emotional content to memory It is activated by fear as well as uncertainty |
| Basal ganglia | Controls motor learning, behaviour and emotions | More active in girls |
| Broca’s area (in frontal cortex) | Controls language and articulation | Highly active in girls |
| Cerebellum | Co-ordinates movement – fine motor skills | Larger and stronger connections in girls |
| Cerebral cortex | Responsible for higher-level processes – multi-tasking and the use of both hemispheres | More active, and more volume used, in girls |
| Corpus Callosum | Connects the two cerebral hemispheres | 20% larger in girls |
| Frontal lobe | Responsible for voluntary movement, exoressive language, and higher level executive functions | Matures faster and is more active in girls |
| Hippocampus | Long-term memory formation and memory retrieval |
Larger and more active in girls The Hippocampus is involved in subtle evaluation and |
| Hypothalamus | Manages body temperature, hunger and thirst, mood, sex drive, blood pressure and sleep | Denser in boys |
| Left Hemisphere | Responsible for speech and abstract thinking | Larger in girls |
| Occipatal Lobe |
Responsible for visual perception
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| Parietal Lobe | Sensory perception and integration, including the management of taste, hearing, sight, touch, and smell | More active in girls |
| Right Hemisphere | Controls creativity, spatial ability, artistic, and musical skills | Larger in boys |
| Temporal Lobe | Processing auditory information – communication tasks | 12% larger in girls |
| Wernicke’s Area (in dominant hemisphere) | Critical for speech production | More active in girls |
Additional biological differences
| Sight – retina cells |
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Girls best problem-solve in warm light
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| Hearing – size of cochlea |
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| Taste and Smell – Sensitivity |
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| Touch Sensitivity |
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Girls are more sensitive to touch |
| Reading Ability |
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Now that you have a basic knowledge of how brain functions differ in girls and boys, as well as other biological differences, please read the follow-up blog to learn how these differences impact learning.
Until next time!