Credit:1-Quarter Hour
Clock Hours: 10 Contact Hours

Course Description

            Everyone knows that boys and girls are different.  For years, educators have debated whether or not boys and girls really learn differently.  Neuroimaging techniques and brain research are beginning to provide educators with the answers to these questions and some practical classroom applications that will help all students achieve.  During this interactive workshop, you will explore issues related to gender differences in learning styles, teaching and discipline strategies, cooperative learning, and more.

Course Objectives

To increase understanding of brain development as it relates to student achievement; brain anatomy, neural growth and development, synaptic formation; the similarities and differences in the male and female brain.

Reflecting on what you have learned in class, design a lesson for students regarding learning differences between the genders.  Be sure part of your lesson provides time for students to reflect on their own strengths and weakness.  Allow students to give you feedback regarding their perception of learning in your classroom.

Reflecting on what you have learned in class, design a mini in-service for your peers regarding the learning differences between the genders.  Be sure you provide time for discussion amongst your colleagues to reflect on their own strengths and weakness regarding classroom instruction and how they can improve student achievement.

Reflecting on what you have learned in class, design a mini in-service for your peers regarding the learning differences between the genders.  Be sure you provide time for discussion amongst your colleagues to reflect on their own strengths and weakness regarding classroom instruction and how they can improve student achievement.

Student Expectations

Attend all class sessions.

Actively participate in class discussions and activities.

Complete a written assignment by designated completion date.

Level of Application

This course focuses on application and implementation levels.

Target Audience

Teachers, classroom assistants, counselors, administrators, club and activity advisors of students ages 10 to 25 (4th grade through college) parents, and community members, law enforcement officers, and everyone who works with children.

Methods of Instruction

During this course, the instructors methods of instruction will include lecture, large and small group activities, brainstorming, videotape presentations and/or participant presentations.

Grading Criteria

All participants must complete a written assignment to receive college credit. This course if offered for a letter grade. The following requirements are grading guidelines:

45% In-class activities

15% Class participation

40% Written assignment completed outside of class

Texts and Required Learning Materials

Participants will receive required materials atthe first class session.

Plans for Transferring Skills into the Work Setting

Methods for encouraging the transfer of newly acquired skills into the work setting will include discussion and problem solving groups; reading; sharing of successful strategies in class, and practicing new skills during the workshop.

Suggested Bibliography & Video References

Participants will receive a complete print and Internet reference list during the course.

Assignment Options

Using the information you have learned in class, explain how you would change your learning environment to accommodate the different needs of the students in your classroom?  What are you doing well?  What can you improve upon?  What results will you expect to see from the changes you make?

Using the information you have learned in class, design a mini in-service for your co-workers to share information about the unique attributes of adolescent learners.

Reflecting on what you have learned in class, design a mini in-service for parents regarding learning differences between the genders.  Be sure you provide time for parents to reflect on the strengths and weakness of their children.

Reflecting on what you have learned in class, design a mini in-service for your peers regarding the learning differences between the genders.  Be sure you provide time for discussion amongst your colleagues to reflect on their own strengths and weakness regarding classroom instruction and how they can improve student achievement.

Create an assignment that meets your specific needs and/or interests. Check with the instructor.