Teaching the Male Brain (1/1/09)
TEACHING THE MALE BRAIN:
GENDER DIFFERENCES THAT INFLUENCE TEACHING & LEARNING
NO. OF CREDITS:
3 QUARTER CREDITS
WA CLOCK HRS:
[Semester Cr Equivalent: 2.00]
BRENDA MCKINNEY, M.A.
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
___ # 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
___ # 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
___ #10: Complete the Integration Paper by responding to the questions listed in the syllabus.
• You may work collaboratively with other te