Enya Watling: Does a Child's gender affect the way they think and learn?

Does a child’s gender affect the way they think and learn?

‘‘The brain of a child, between the ages of 5 and 12 is a brain of wonder, ready to take on new challenges, including reading, writing, arithmetic and the world of reason’’ (Jensen, 2005. p.29). Perhaps the most interesting factors of education is the concept of how individuals learn differently. The concept that a piece of information will be remembered and learnt quicker by a certain gender is astonishing. Therefore is the debate that boys and girls learn differently a myth or based on scientific evidence?                                                          

Within this essay I will outline the differences in how boys and girls learn. With the help of diagrams and research, I will discuss some of the neurological factors that contribute to why males and females learn differently. My research will also include factors such as learning styles and the learning environment and how they can affect and benefit an individual’s learning experience. Finally, I will conclude with my response on how to create a classroom experience and lesson that will benefit and stimulate the learning of both genders.

To begin this essay, I will describe how the gender of a child will dictate how their brain functions and predominantly how they learn. The brain can be separated into three key sections. At the top is the cerebrae cortex, underneath this is the limbic system and at the base is the brain stem (Gurian, M., Henley, P. & Trueman, T, 2001).                                                    

The three different sections of the brain are responsible for different functions. The Cortex is recognised as the learning aspect of the brain; split into two sections the left and the right. Each part is responsible for separate skills and pathways of learning. The left section of the Cortex is predominantly used for verbal skills such as speaking, writing and reading. The right section of the lobe holds information regarding spatial learning accounting for measuring, assessing distance and playing or working with materials such as blocks and bricks.   

                                                                                                         

   Figure 1(Thoughtful learning, 2019)  

                                           

The rates at which sections of the brains develop varies between boys and girls; contributing to why boys and girls develop at different rates. The ‘Arcuate Fasciculus’, holds a large number of nerve fibres that contribute to speech. This part of the brain develops much faster in females (Gurian, M., Henley, P. & Trueman, T, 2001). It is known that girls learn to speak and talk earlier than boys; developing larger vocabularies and forming sentences of greater lengths and complexity than boys of similar ages. Girls also have stronger verbal fluency, verbal memory and spelling ability whilst boys are twice as likely to struggle with reading or language problems (Walsh, n.d.).

Within the brain, the connections between the cerebral hemispheres are much stronger in females, which is one of the reasons why the genders gather and store information differently. Boys have better vision both stationary and with moving objects, a stronger tolerance to loud noises and a higher threshold for coping with pain and the cold. However, females develop their prefrontal cortex sooner than males which result in females having academic abilities that are balanced amongst a stronger sense of self-control. The differences in the brain affect the colour preference of boys and girls. The male brain pathways are drawn to and stimulated by cooler toned colours such as blue whilst warm colours i.e. pink visually stimulate a female’s brain pathway. As an educator or teacher, it may be beneficial to be aware of colours such as yellow are neutral and stimulating to both genders. To use this effectively within the classroom, displays, highlighters and activities can be more engaging to both genders when a neutral colour is used (James, 2007, cited in (Demaske, 2010).

Males are better at learning through hands-on tasks with a project because they have more grey matter within their brains which enables them to stay focused on a single task. For females are able to efficiently multi-task as a result of more white matter within their brains (Armyandnavyacademy.org, n.d.). Also, within the female brain there is a greater presence of the oestrogen hormone which lowers levels of aggression, competition, self-reliance and self-assertion. Males who have more testosterone present which increases these levels thus are more suited to focussed competitive activities ( Gurian, M., Henley, P. & Trueman, T, 2001).

James also comments that using different gender-related activities and learning styles are more successful (James, 2007). Boys work more efficiently when engaged in a competitive, visual environment. Kinaesthetic activities and spatial relationships also engage activities with males far more than females. Whereas boys are able to engage the right side of their brains and focus attention; females use both sides which is not as effective (Gurian, M., Henley, P. & Trueman, T, 2001). However, females are natural auditory learners who work efficiently with linguistic and communicative activities (James, 2007). Discussion-led, cooperative, collaborative and structured lessons with project-based activities are the environments where females flourish comments (Stannard, 2016).

Some researchers argue that females are more attuned to their sensory environment and collecting data from this. This means they have superior senses and are able to smell better, hear better, and gather more information through touch within their fingertips and skin. (Gurian, M., Henley, P. & Trueman, T, 2001) This is a result of girls having a faster rate of development in their Occipital lobes which control a child’s senses. The Pre-frontal lobes, which are responsible for the rate and the outcome of an individual’s decision making, also develop faster in female. This results in them taking more consideration and self-assessing potential risks and outcomes in advance, whereas males tend to be more impulsive in their decision-making abilities (Gurian, M., Henley, P. & Trueman, T, 2001).

How can teachers ensure that both genders are learning?

In acknowledgement of the differences, strength and academic abilities of boys and girls within the classroom, it is important to create a learning space where both genders can flourish. Recognising and accommodating the different learning strengths can be facilitated by applying a range of pedagogical styles in the classroom. It is argued by Tomlinson that planning of lessons should include a variety of products which learners can use to benefit and express their understanding of the topic (Tomlinson 1999 cited in (Kreitzer, 2016)).

Teachers have the responsibility to engage both genders;and should structure lessons to encourage and facilitate auditory, visually, kinaesthetic learning styles within the core reading and writing skills (Kreitzer, 2016). However, amongst differentiating the pedagogical style, teachers could facilitate learning through providing an engaging and flexible learning environment for students to work in. This can be done through adapting the classroom environment to include ‘comfy corners’, reading and silent study zones thus increasing student focus as these areas are less interactive and potentially distracting.

If available, teachers could utilize carpet time when lessons include group work, discussions and whole class interactions. Some students work more efficiently when they can isolate themselves in quiet zones, whereas for others, having the option to stand and be able to move around is far more conducive to their learning and engagement. Technology is a great resource for educators in facilitating the learning of their students. Realising the potential of the internet can contribute to a lesson as teachers can access apps, software programmes, games and other resources which are both educating and stimulating (Lamb & Johnson 2012). Kara-Soteriou also comments on the importance of realising the potential technology can contribute to educating students. (2009).

As previously discussed, James commented that the colour yellow is stimulating to both genders. Teachers could utilize this colour through worksheets and information display boards in order to create a stimulating learning environment (2007). A report from Tel Aviv University states that classrooms with a higher percentage of females lowers the levels of disruption and provides a calmer learning environment where teacher-student relationships are stronger than that of a male dominated class. The University report further states that a higher percentage of females in the classroom increased enrolment rates for both science and math classes amongst overall grade benefits for both genders (ScienceDaily, 2008). This suggests that classroom with a heavier ratio of female students creates a positive learning environment, potentially because female students are less disruptive than their male peers, females work better in co-operative group projects potentially creating an open and supportive learning environment within the classroom.

Gurian, M., Henley, P. & Trueman, T., state in their book ‘Boys and Girls learn differently’, that there is a solution to creating the ideal classroom for both genders.  Firstly to provide sufficient support for both genders the ration of teacher to students should be no more than 10. With the addition of two teachers to a class children can adopt a teacher as a nurturing second mother figure but for learning benefits two teachers is optimal. It is argues that two teachers balance a sufficient amount of teachers form an attachment point as well as a significant other figure is able to resolve behavioural issues separately from interfering with the whole classes learning (2001). The benefits of a balanced student pupil ratio reportedly benefits students academic learning, the behaviour of the class and the general growth of the children, this can be supported through the fact that both and girl have different learning needs which are more accommodated to through different teaching styles (Gurian, M., Henley, P. & Trueman, T., 2001.).

It has been mentioned multiple times that girls have stronger language abilities due to development, however, to balance language and vocabulary learning within the classroom teachers should pair language activities with movement, or with the aid of manipulatives. Manipulatives are sensory aids which can help children, visualise and concentrate in learning. (Gurian, M., Henley, P. & Trueman, T., 2001.) Examples may include interactive songs with the use of fingerplay such as ‘incy wincy spider’.

Specifically focussing on how to create an engaging and experiential learning environment for boys I will outline suggestions made by Authors Gurian, Henley and Trueman.

• ·         Boys are naturally weaker in fine motor skills than girls. As a result, educators can teach activities like beadwork and sewing to improve their fine motor skills.
• ·         Naturally falling behind in reading abilities to girls, reading can become daunting and unappealing to boys. To combat negative connotations with reading and books, teachers can utilize classroom walls with books across the room, books are then more present across the classroom making them more familiar and not predominant in one area i.e. reading corner. 

• ·        Experiential learning settings and lessons should be encouraged through the aids of blocks and other manipulatives to support learning through play.
• ·         Classes below third grade should have a flexible dynamic to the structure of the room, chairs should not be cemented into straight rows instead learning should be interactive and as much space in the classroom should be made as possible.
• ·         To ensure concentration from the class avoid giving verbal instructions for longer than one minute as pupils are likely to get disengaged.
• ·         Story and myth telling, creative stories and the use of imagination should be encouraged and expressed as this helps to develop male verbal skills through storytelling.
• ·         In a predominately female environment boys can get discouraged, to target this teachers should arrange for male role models to engage with the boys in the class. Role models can identify as male teachers, people from the community such as fire-fighters or boys from older age groups, the presence of other males is likely to encourage and aspire the students.
• ·         Finally, as naturally, energetic make use and praise the boy’s high energy through utilizing it within a class clean up or helping others within their work.
• (Gurian, M., Henley, P. & Trueman, T., 2001)

In reflection, I believe that the strategies above are manageable and achievable for teachers to implement into lessons and the classroom. I will now discuss further strategies that are advised to benefit the learning environment of females.

• ·         Incorporate games into lessons which use gross motor skills such as throwing games with bean bags, interactive games such as the ‘bean game’ where children have to mimic the movement of a bean i.e. runner bean, where the child would run on the spot.
• ·         Access and use of technology such as ipads and computers should be encouraged to the female pupils, however, this should be in moderation as too much intense use of computers before the third grade can hinder brain development.
• ·         To build self esteem in girls have portable cameras across the room where ‘great work’ will be captured and displayed. This will create a sense of pride and ownership for the girls when they are commended for their work.
• ·         Make connections to empowering women through displays, images and videos to create role positive academic role models for the girls.
• ·         To improve perceptual learning utilize puzzles and include them in playtime or quiet time.
• ·         Be aware of girls with high energy who may shy back because of the dominance of their male highly energetic peers; likewise with boys utilize this and include them into extra tasks.
• ·         In math lessons use the aids of manipulatives to teach, these help to make mathematical connections across the brain for girls who are not skilled or confident within mathematical calculations.
• ·         Encourage group work and discussions where girls may adopt leadership roles which will encourage them to debate and express views with one another.

(Gurian, M., Henley, P. & Trueman, T., 2001)

In reflection to both the suggested learning and teaching strategies for both the boys and girls, many of these techniques may already be active within a classroom. However, I believe it is important to recognise the differences between the genders and the specific needs of each gender. In having this awareness, the educator has the responsibility to support the individual’s needs and apply practices and principles as suggested above to strengthen the learning weaknesses each gender may face.

Reflection and conclusion

Within my personal experience of working as a teaching assistant in primary schools I have observed and recognised the natural tendencies of children in relation to what I have discussed and researched in my essay above. I have found that speech and language abilities are noticeably stronger in females who are often more confident and engaged when holding a conversation. I have also witnessed the energy boys carry into the classroom after playing outside and engaging themselves in sports and games. In comparison to female students I have noticed upon my time of placement that Boys tend to take longer to settle than their female peers and are more engaged when stimulated through the use of motor skills.

In conclusion, I believe it is clear to see and reflect that boys and girls evidently think, learn and behave differently within the classroom and life. Although boys and girls learn and develop differently these differences are not impactful within the future of a child’s education. When nurtured and taught effectively both boys and girls are capable of great and equal achievements. The strength girls have in early verbal advantages are balanced in the assets the male brain give to boys of stronger special skills which help boys to visualise dimensional objects from different angles. Taking these differences into account I believe that it is essential that an educator takes gender into account within their lessons. 

Word Count: 2582 
Enya Watling- St20112026- Group 1.6

References

Armyandnavyacademy.org. (n.d.). Brain Science and the Difference between Boys and Girls. [online] Available at: https://armyandnavyacademy.org/blog/brain-science-and-the-difference-between-boys-and-girls/ [Accessed 1 May 2019].

Demaske, D. (2010). THE DIFFERENCES BETWEEN HOW BOYS AND GIRLS LEARN AND THE BENEFITS OF SINGLE GENDER SCHOOLS. [ebook] p.9. Available at: http://file:///C:/Users/USER/Downloads/csu1299084611.pdf [Accessed 2 May 2019].

Gurian, M., Henley, P. & Trueman, T., 2001. Boys and girls learn differently a guide for teachers and parents 1st ed., San Francisco: Jossey-Bass.

James, A.N. (2007). Teaching the male brain: how boys think, feel, and learn in school. Washington, DC: Corwin Press.

Jensen, E. (2005). Teaching with the brain in mind. 4th ed. Alexandria, Va.: Association for Supervision and Curriculum Development, p.29.

Kara-Soteriou, J. (2009). Using Technology to Differentiate Instruction Across Grade Levels. New England Reading Association Journal, 44(2), 86-90.

Kreitzer, K. (2016). "Differentiation For All Learners: Applying Theory and Practice So All Children Reach Their Potential". [online] School of Education Student Capstone Theses and Dissertations, p.27. Available at: https://digitalcommons.hamline.edu/cgi/viewcontent.cgi?article=5207&context=hse_all [Accessed 2 May 2019].

ScienceDaily. (2008). Keep Boys And Girls Together In The Classroom To Optimize Learning, Research Suggests. [online] Available at: https://www.sciencedaily.com/releases/2008/04/080411150856.htm [Accessed 2 May 2019].

Stannard, K. (2016). Taking gender into account in the classroom. [online] FutureLearn. Available at: https://www.futurelearn.com/courses/girls-education/0/steps/21045 [Accessed 2 May 2019].

Figure 1- Thoughtful learning (2019). What are the social and emotional needs of the brain?. [image] Available at: https://k12.thoughtfullearning.com/FAQ/what-are-social-and-emotional-needs-brain [Accessed 1 May 2019].

Walsh, D. (n.d.). Boys' and Girls' Brains: What's the Difference?. [online] Pbs.org. Available at: http://www.pbs.org/parents/experts/archive/2012/09/boy-and-girl-brains-whats-the.html?utm_source=twitterfeed&utm_medium=twitter [Accessed 1 May 2019].