Teaching the Male Brain (1/1/09)
1
Revised 12/01/08
COURSE TITLE:
TEACHING THE MALE BRAIN:
GENDER DIFFERENCES THAT INFLUENCE TEACHING & LEARNING
NO. OF CREDITS:
3 QUARTER CREDITS
WA CLOCK HRS:
30
[Semester Cr Equivalent: 2.00]
OREGON PDUs:
30
CEUs:
3.0**
INSTRUCTOR:
BRENDA MCKINNEY, M.A.
360/607-6033
bbbrain@comcast.net
www.brainvolution.com
This assignment checklist will help you plan your work. Please check off items as you complete them.
CLOCK, CEU, PDU, 400 LEVEL, or 500 LEVEL ASSIGNMENTS
A.
Information Acquisition:
___ # 1: Read The Mind of Boys. Make notes and write summary or create mind map.
___ # 2: Create a list and write 2-pages on the removal of environmental stressors for boys.
___ # 3: Write a half-page response to the idea of a single gender classroom or create a mind map.
___ # 4: Keep a 3 week journal of course impact on your teaching environment.
___ # 5: Write down 3 promises that you feel will empower boys in your classroom.
___ # 6: Summarize the “What Teachers Can Do” section and share it with a friend.
NOTE: If you are doing this course for Clock Hrs, PDUs or CEUs, then #6 is your final assignment.
400 & 500 LEVEL ASSIGNMENTS
B.
Learning Application:
___ # 7: Write a 2-page paper outlining how you will implement changes in your classroom.
___ # 8: Implement gender specific strategies with one or more male students. Write a summary.
500 LEVEL ASSIGNMENT
___ #9: In addition to the 400 level assignments, complete one (1) of the following assignment options.
• Read the outside readings, check pertinent web sites and create annotated bibliography.
• Another assignment of your own design with prior approval of the instructor.
400 & 500 LEVEL ASSIGNMENT
C.
Integration Paper:
___ #10: Complete the Integration Paper by responding to the questions listed in the syllabus.
NOTES:
• You may work collaboratively with other te