-What is an example of local air pollution that i as problematic today as it was for prehistoric peoples?

-The impact of all air pollution eventually affects all ___?

-When can pollutants harm living organisms?-What is smog? -What are some points discussed about good ozone vs

bad ozone?-What is the greenhouse effect?-What are some of the effects of acid rain?-What are some forms that acid rain returns to earth in?

-What is an example of local air pollution that i as problematic today as it was for prehistoric peoples?

-The impact of all air pollution eventually affects all ___?

-When can pollutants harm living organisms?-What is smog? -What are some points discussed about good ozone vs

bad ozone?-What is the greenhouse effect?-What are some of the effects of acid rain?-What are some forms that acid rain returns to earth in?

Strengths and Weaknesses of Boys and Girls in the

Classroom: Single- Sex vs. Coed

Strengths and Weaknesses of Boys and Girls in the

Classroom: Single- Sex vs. Coed

By:Jaclyn Mathieu

andNicole Spadoni

By:Jaclyn Mathieu

andNicole Spadoni

Gender BiasGender Bias

Sitting in the same classroom, reading the same textbook, listening to the same teacher, boys and girls

receive very different educations

Sitting in the same classroom, reading the same textbook, listening to the same teacher, boys and girls

receive very different educations

Single-Sex vs. Coed Classrooms/SchoolsSingle-Sex vs. Coed Classrooms/Schools

Many believe that since boys and girls do in fact learn differently it is most beneficial to separate each gender to be able to tend specifically to each genders learning needs in the classroom.

Many believe that since boys and girls do in fact learn differently it is most beneficial to separate each gender to be able to tend specifically to each genders learning needs in the classroom.

Single-sex EducationSingle-sex Education Schools began taking another look

at single-sex schools/classrooms after the No Child Left Behind Legislation was passed.

Beneficial to the students and to the teachers.

Schools began taking another look at single-sex schools/classrooms after the No Child Left Behind Legislation was passed.

Beneficial to the students and to the teachers.

Single-sex schools/classrooms

Single-sex schools/classrooms

Improved attendance Higher test scores Decrease in disciplinary problems More positive attitudes

Improved attendance Higher test scores Decrease in disciplinary problems More positive attitudes

Co-ed ClassroomsCo-ed Classrooms Need the social interactions Won’t grow up into men and

women who understand and respect each other

Able to hear other points of view Work together using strengths and

weaknesses of both genders

Need the social interactions Won’t grow up into men and

women who understand and respect each other

Able to hear other points of view Work together using strengths and

weaknesses of both genders

Coed SchoolsCoed Schools The other side says’ “Coeducational institutions were

considered more socially appropriate, liberating and enlightened.”

However Martin Luther King III describes liberation in a single-sex school as being “liberated from prejudice, liberation from socially imposed limitations and liberations of the dignity, capabilities and potential for excellence that dwells in the heart of every human being.”

The other side says’ “Coeducational institutions were considered more socially appropriate, liberating and enlightened.”

However Martin Luther King III describes liberation in a single-sex school as being “liberated from prejudice, liberation from socially imposed limitations and liberations of the dignity, capabilities and potential for excellence that dwells in the heart of every human being.”

Girls/ Boys in the Coed ClassGirls/ Boys in the Coed Class

Girls are often passive and submissive.

Boys are more assertive and aggressive.

Boys tend to disrupt lessons and dominate the physical space.

Girls are often passive and submissive.

Boys are more assertive and aggressive.

Boys tend to disrupt lessons and dominate the physical space.

Are Single- Sex classes better?

Are Single- Sex classes better?

These classes allow teachers to adjust their curriculum.

“Because boys and girls have different learning- styles, public school districts ought to pursue the opportunity to design single-sex classes to improve student achievement.

The main priority of public schools is academic performance rather than social interaction.

These classes allow teachers to adjust their curriculum.

“Because boys and girls have different learning- styles, public school districts ought to pursue the opportunity to design single-sex classes to improve student achievement.

The main priority of public schools is academic performance rather than social interaction.

Minorities in Single-Sex Classrooms

Minorities in Single-Sex Classrooms

It specifically benefits minority students- gives them the same opportunities as those who can afford private schools

It specifically benefits minority students- gives them the same opportunities as those who can afford private schools

Gender Bias’s TodayGender Bias’s Today Segregation still thrives in schools Gender-related safety and health

concerns continue to plague females The dropout rate is different than we

think Gifted Programs: girls vs boys Classroom interactions

Segregation still thrives in schools Gender-related safety and health

concerns continue to plague females The dropout rate is different than we

think Gifted Programs: girls vs boys Classroom interactions

Scientific EvidenceScientific Evidence

Positron emission tomography (PET) and MRIs.

One can see structural and functional differences that dramatically affect human learning.

Positron emission tomography (PET) and MRIs.

One can see structural and functional differences that dramatically affect human learning.

The Minds of Girls(characteristics of girls’

brains)

The Minds of Girls(characteristics of girls’

brains) A girl’s corpus callosum enables more

“cross-talk”. Girls have stronger neural connectors in

their temporal lobes-leads to more sensually detailed memory storage, better listening skills, and also greater detail in writing assignments.

A girl’s corpus callosum enables more “cross-talk”.

Girls have stronger neural connectors in their temporal lobes-leads to more sensually detailed memory storage, better listening skills, and also greater detail in writing assignments.

The Minds of Girls(continued…)

The Minds of Girls(continued…)

The hippocampus is larger in girls -gives advantage in language arts.

Prefrontal cortex is generally more active -fewer impulsive decisions.

Girls also have more serotonin which makes them less impulsive.

The hippocampus is larger in girls -gives advantage in language arts.

Prefrontal cortex is generally more active -fewer impulsive decisions.

Girls also have more serotonin which makes them less impulsive.

The Minds of Girls(continued…)

The Minds of Girls(continued…)

Girls generally use more cortical areas of their brains for verbal and emotive functioning.

Girls generally use more cortical areas of their brains for verbal and emotive functioning.

The Minds of Girls(continued…)

The Minds of Girls(continued…)

With more cortical areas devoted to verbal functioning, sensual memory, sitting still, listening, and mental cross talk, the complexities of reading and writing come easier, on the whole, to the female brain.

With more cortical areas devoted to verbal functioning, sensual memory, sitting still, listening, and mental cross talk, the complexities of reading and writing come easier, on the whole, to the female brain.

Girls can still do “boy” jobsGirls can still do “boy” jobs The biological tendency toward female

verbal-emotive functioning does not mean that girls should be left out of classes or careers that use spatial-mechanical skills.

However, educators need to provide girls with extra encouragement and gender- specific strategies to engage them in spatial abstracts.

The biological tendency toward female verbal-emotive functioning does not mean that girls should be left out of classes or careers that use spatial-mechanical skills.

However, educators need to provide girls with extra encouragement and gender- specific strategies to engage them in spatial abstracts.

The Minds of Boys(characteristics of boys’

brains)

The Minds of Boys(characteristics of boys’

brains) Because boys’ brains have more

cortical areas dedicated to spatial-mechanical functioning, boys use roughly half the brain space that females use for verbal-emotive functioning.

Because boys’ brains have more cortical areas dedicated to spatial-mechanical functioning, boys use roughly half the brain space that females use for verbal-emotive functioning.

The Minds of Boys(continued…)

The Minds of Boys(continued…)

Boys operate with less blood flow than girls’ brain which means girls tend to multitask better than boys do and have fewer attention span problems as well.

Boys operate with less blood flow than girls’ brain which means girls tend to multitask better than boys do and have fewer attention span problems as well.

Different Environmental Learning Styles

Different Environmental Learning Styles

Use of Space Movement Girls and teachers view boys as

being distracting and unorganized.

Use of Space Movement Girls and teachers view boys as

being distracting and unorganized.

Different Environmental Learning Styles

Different Environmental Learning Styles

Collaborative Learning Girls tend to utilize more words

and promote conversation, while boys tend to focus on performing the task well.

Collaborative Learning Girls tend to utilize more words

and promote conversation, while boys tend to focus on performing the task well.

Boys in the ClassroomBoys in the Classroom

The more words a teacher uses, the more likely boys are to “zone out.”

The male brain is better suited for symbols, abstractions, diagrams, pictures and objects moving through space.

The more words a teacher uses, the more likely boys are to “zone out.”

The male brain is better suited for symbols, abstractions, diagrams, pictures and objects moving through space.

These “boy” qualities mean…These “boy” qualities mean… Boys generally learn higher math and

physics Boys tend to play more video games Boys tend to get in trouble for

impulsiveness, shows of boredom, and fidgeting, inability to listen fully, fulfill assignments.

Boys generally learn higher math and physics

Boys tend to play more video games Boys tend to get in trouble for

impulsiveness, shows of boredom, and fidgeting, inability to listen fully, fulfill assignments.

Who’s Failing?Who’s Failing?

In a particular study done in 1990, results showed that girls were not called on as much as boys were, especially in middle school.

Girls generally lagged behind in math/science testing

Boys dominated athletics Girls suffered drops in self esteem

In a particular study done in 1990, results showed that girls were not called on as much as boys were, especially in middle school.

Girls generally lagged behind in math/science testing

Boys dominated athletics Girls suffered drops in self esteem

Who’s Failing?(continued…)Who’s Failing?(continued…)

Boys earn 70% of Ds and Fs and fewer than half of the As

Boys account for 2/3 of learning disabilities diagnoses

80 % of high school drop outs are male

Boys earn 70% of Ds and Fs and fewer than half of the As

Boys account for 2/3 of learning disabilities diagnoses

80 % of high school drop outs are male

Gender GapsGender Gaps

We have mostly closed the gender gap in education for girls in math/science by using more verbal functioning and reading/writing analysis.

We have mostly closed the gender gap in education for girls in math/science by using more verbal functioning and reading/writing analysis.

Teaching Boys in the Elementary School

Teaching Boys in the Elementary School

Use beads and other manipulatives Make lessons experiential and

kinesthetic Keep verbal instruction to no more than

one minute Let boys nurture one another through

healthy aggression and direct empathy

Use beads and other manipulatives Make lessons experiential and

kinesthetic Keep verbal instruction to no more than

one minute Let boys nurture one another through

healthy aggression and direct empathy

Teaching Girls in the Elementary School

Teaching Girls in the Elementary School

Play physical games Use water and sand tables Use lots of puzzles Use manipulatives

Play physical games Use water and sand tables Use lots of puzzles Use manipulatives

Single- Sex Schools Win?Single- Sex Schools Win?

Study after study show girls and boys are more successful in school when each gender separated.

Study after study show girls and boys are more successful in school when each gender separated.