{"product_id":"the-boys-and-girls-learn-differently-action-guide-for-teachers-isbn-9780787964856","title":"The Boys and Girls Learn Differently Action Guide for Teachers","description":"The landmark book Boys and Girls Learn Differently! outlines the brain-based educational theories and techniques that can be used to transform classrooms and help children learn better. Now The Boys and Girls Learn Differently Action Guide for Teachers presents experiential learning techniques that teachers can use to create an environment and enriched curriculum that take into account the needs of the developing child's brain and allows both boys and girls to gain maximum learning opportunities. This important and easy-to-use guide is based on the latest scientific scholarship on the differences between boy's and girl's brains, neurological development, hormonal effects, behavior, and learning needs and offers information on what all children need to be able to learn effectively. Michael Gurian and his colleagues applied these recent discoveries in the field during a two-year Gurian Institute pilot program in Missouri that led to measurably better academic performance and improved behavior. \u003cp\u003eAcknowledgments xv\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003eApplying Brain-based Research 1\u003c\/p\u003e \u003cp\u003eBoys and Girls Learn Differently! 2\u003c\/p\u003e \u003cp\u003eUsing this Guide 2\u003c\/p\u003e \u003cp\u003eThe Contents of this Guide 3\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Background: How the Brain Learns 7\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInherent Differences between Boys’ and Girls’ Brains 8\u003c\/p\u003e \u003cp\u003eDevelopmental and Structural Differences 9\u003c\/p\u003e \u003cp\u003eChemical and Hormonal Differences 10\u003c\/p\u003e \u003cp\u003eFunctional Differences 11\u003c\/p\u003e \u003cp\u003eDifferences in Processing Emotion 13\u003c\/p\u003e \u003cp\u003eWhy there are Differences between Male and Female Brains 14\u003c\/p\u003e \u003cp\u003eA Brief History of Brain Differences 14\u003c\/p\u003e \u003cp\u003eHormones in Utero and at Puberty 15\u003c\/p\u003e \u003cp\u003eHow Brain-based Differences Affect Boys and Girls 16\u003c\/p\u003e \u003cp\u003eLearning-Style Differences 16\u003c\/p\u003e \u003cp\u003eLearning Differences and the Intelligences 21\u003c\/p\u003e \u003cp\u003eApplying Brain-based Gender Research 23\u003c\/p\u003e \u003cp\u003eAcademic Performance and Classroom Behavior 23\u003c\/p\u003e \u003cp\u003eReading and Writing Competence 24\u003c\/p\u003e \u003cp\u003eTest Scores 24\u003c\/p\u003e \u003cp\u003ePsychological, Learning, and Behavioral Disorders 25\u003c\/p\u003e \u003cp\u003eMaturity, Discipline, and Behavior 26\u003c\/p\u003e \u003cp\u003eEducational Aspirations 26\u003c\/p\u003e \u003cp\u003eAthletics and Extracurricular Activities 27\u003c\/p\u003e \u003cp\u003eCultural Gender Bias 27\u003c\/p\u003e \u003cp\u003eSexual Abuse and Violence 28\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Bonding and Attachment 29\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePreschool and Kindergarten 29\u003c\/p\u003e \u003cp\u003eHandling Children’s Emotional Stress 30\u003c\/p\u003e \u003cp\u003eBonding and Attachment Solutions 30\u003c\/p\u003e \u003cp\u003eElementary School 34\u003c\/p\u003e \u003cp\u003eBonding and Attachment Activities 34\u003c\/p\u003e \u003cp\u003eHandling Students’ Emotional Stress 37\u003c\/p\u003e \u003cp\u003eThe Role of the Mentor 40\u003c\/p\u003e \u003cp\u003eMiddle School 42\u003c\/p\u003e \u003cp\u003eThe Early Adolescent’s Drop in Self-Esteem 42\u003c\/p\u003e \u003cp\u003eHandling Students’ Emotional Stress 44\u003c\/p\u003e \u003cp\u003eCommunity Collaboration 47\u003c\/p\u003e \u003cp\u003eHigh School 50\u003c\/p\u003e \u003cp\u003eShowing Interest in Students 50\u003c\/p\u003e \u003cp\u003eCommunication and Conflict Resolution 51\u003c\/p\u003e \u003cp\u003ePeer Leadership, Not Peer Pressure 52\u003c\/p\u003e \u003cp\u003eMentoring 53\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Discipline and Related Issues 55\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBoys and Aggression Nurturance 55\u003c\/p\u003e \u003cp\u003ePreschool and Kindergarten 56\u003c\/p\u003e \u003cp\u003eDealing with Aggressive Behavior 56\u003c\/p\u003e \u003cp\u003eElementary School 59\u003c\/p\u003e \u003cp\u003eLearning from Past Mistakes 59\u003c\/p\u003e \u003cp\u003eDiscipline Techniques After an Offending Act 61\u003c\/p\u003e \u003cp\u003eTechniques to Prevent Undisciplined Behavior 64\u003c\/p\u003e \u003cp\u003eConflict and Anger Management 66\u003c\/p\u003e \u003cp\u003eMotivational Techniques 68\u003c\/p\u003e \u003cp\u003eCharacter Education 68\u003c\/p\u003e \u003cp\u003eDealing with Cruelty, Hazing, and Violence 70\u003c\/p\u003e \u003cp\u003eThe Role of Media 73\u003c\/p\u003e \u003cp\u003eMiddle School 74\u003c\/p\u003e \u003cp\u003eStrategies for Providing Discipline 74\u003c\/p\u003e \u003cp\u003eCommunity Collaboration 77\u003c\/p\u003e \u003cp\u003eCharacter Education 78\u003c\/p\u003e \u003cp\u003eHigh School 79\u003c\/p\u003e \u003cp\u003eTechniques to Prevent Undisciplined Behavior 79\u003c\/p\u003e \u003cp\u003eCharacter Education and Service Projects 81\u003c\/p\u003e \u003cp\u003eHelping Young Males to Manage Aggression 82\u003c\/p\u003e \u003cp\u003eTechniques to Encourage Learning 83\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Math, Science, and Spatial Learning 83\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePreschool and Kindergarten 83\u003c\/p\u003e \u003cp\u003eSelf-Directed Activities 85\u003c\/p\u003e \u003cp\u003eIntegrated Use of the Physical Environment 85\u003c\/p\u003e \u003cp\u003eGames to Encourage Logical-Mathematical Thinking 87\u003c\/p\u003e \u003cp\u003eElementary School 89\u003c\/p\u003e \u003cp\u003eTechniques to Encourage Learning 89\u003c\/p\u003e \u003cp\u003eUsing Manipulatives Whenever Possible 90\u003c\/p\u003e \u003cp\u003eMixing Modalities and Strategies 92\u003c\/p\u003e \u003cp\u003eUse of Computers and Other Media 93\u003c\/p\u003e \u003cp\u003eMiddle School 94\u003c\/p\u003e \u003cp\u003eTechniques to Encourage Learning 95\u003c\/p\u003e \u003cp\u003eBoys and Girls Need Some of the Same Things 96\u003c\/p\u003e \u003cp\u003eComputer Science and Gender in Middle School and High School 96\u003c\/p\u003e \u003cp\u003eHigh School 99\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Language, Reading, Writing, and Social Science 103\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePreschool and Kindergarten 103\u003c\/p\u003e \u003cp\u003eUsing Movement, Manipulatives, and Props 103\u003c\/p\u003e \u003cp\u003eElementary School 105\u003c\/p\u003e \u003cp\u003eTechniques to Encourage Learning 105\u003c\/p\u003e \u003cp\u003eUsing Manipulatives 108\u003c\/p\u003e \u003cp\u003eProviding Various Learning Modalities 109\u003c\/p\u003e \u003cp\u003eMiddle School 110\u003c\/p\u003e \u003cp\u003eTechniques to Encourage Learning 111\u003c\/p\u003e \u003cp\u003eHigh School 115\u003c\/p\u003e \u003cp\u003eTeaching Reading 115\u003c\/p\u003e \u003cp\u003eTeaching Language 116\u003c\/p\u003e \u003cp\u003eTeaching Social Science 118\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Physical Learning and Nutrition 121\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Need for Physical Activity 121\u003c\/p\u003e \u003cp\u003ePreschool and Kindergarten 122\u003c\/p\u003e \u003cp\u003eDeveloping Fine Motor Skills 122\u003c\/p\u003e \u003cp\u003eThe Outdoor Classroom 122\u003c\/p\u003e \u003cp\u003eElementary School 124\u003c\/p\u003e \u003cp\u003eMovement and Motor Skills 124\u003c\/p\u003e \u003cp\u003eSports and Athletics 125\u003c\/p\u003e \u003cp\u003eThe Outdoor Classroom 126\u003c\/p\u003e \u003cp\u003eMiddle School and High School 127\u003c\/p\u003e \u003cp\u003eSports and Athletics 127\u003c\/p\u003e \u003cp\u003eMixed-Gender Sports 128\u003c\/p\u003e \u003cp\u003eThe Outdoor Classroom 129\u003c\/p\u003e \u003cp\u003eNutrition and Learning 129\u003c\/p\u003e \u003cp\u003eObesity 129\u003c\/p\u003e \u003cp\u003eCarbohydrates, Proteins, and the School Day 130\u003c\/p\u003e \u003cp\u003eFatty Acids 131\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Special Education 133\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Program for Reading and Writing 133\u003c\/p\u003e \u003cp\u003ePreschool and Kindergarten 134\u003c\/p\u003e \u003cp\u003eBonding and School-Home Alliances 134\u003c\/p\u003e \u003cp\u003eUse of Psychotropic Medication 135\u003c\/p\u003e \u003cp\u003eElementary School 137\u003c\/p\u003e \u003cp\u003eTechniques to Encourage Learning 137\u003c\/p\u003e \u003cp\u003eSpatial Stimulants, Movement, and Multisensory Approaches 139\u003c\/p\u003e \u003cp\u003eThe Multisensory Approach to Reading Problems 141\u003c\/p\u003e \u003cp\u003eMiddle School 141\u003c\/p\u003e \u003cp\u003eFactors in the Need for Special Education 141\u003c\/p\u003e \u003cp\u003eTechniques to Encourage Learning 142\u003c\/p\u003e \u003cp\u003eThe Underachiever 144\u003c\/p\u003e \u003cp\u003eHigh School 145\u003c\/p\u003e \u003cp\u003eTechniques to Encourage Learning 145\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Planning your Own Experiential Activities 147\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroducing Experiential Learning 147\u003c\/p\u003e \u003cp\u003eThe Natural Learning Process 148\u003c\/p\u003e \u003cp\u003eThe Teacher as Facilitator 151\u003c\/p\u003e \u003cp\u003eExperiential Learning Techniques 152\u003c\/p\u003e \u003cp\u003eImportant Factors in Planning Experiential Learning 155\u003c\/p\u003e \u003cp\u003ePurpose(s) 155\u003c\/p\u003e \u003cp\u003eStudents 155\u003c\/p\u003e \u003cp\u003eTiming 156\u003c\/p\u003e \u003cp\u003eInvolvement 156\u003c\/p\u003e \u003cp\u003ePreferred Input Modes 156\u003c\/p\u003e \u003cp\u003eInstructions 157\u003c\/p\u003e \u003cp\u003eModes of Expression 157\u003c\/p\u003e \u003cp\u003ePsychological Safety 157\u003c\/p\u003e \u003cp\u003eEquipment, Manipulatives, and Props 157\u003c\/p\u003e \u003cp\u003ePlanning Activities and Games to Enhance Learning 158\u003c\/p\u003e \u003cp\u003eDevelopmental Themes for Creating Learning Techniques and Activities 159\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Structural Innovations 165\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePreschool and Kindergarten 165\u003c\/p\u003e \u003cp\u003eInnovations to Encourage Learning 165\u003c\/p\u003e \u003cp\u003eParent-Involvement Programs 166\u003c\/p\u003e \u003cp\u003eElementary School 167\u003c\/p\u003e \u003cp\u003eUse of School Time 167\u003c\/p\u003e \u003cp\u003eClass Size and Number of Teachers 168\u003c\/p\u003e \u003cp\u003eUse of Group Dynamics and Group Work 169\u003c\/p\u003e \u003cp\u003eStandardized Testing 170\u003c\/p\u003e \u003cp\u003eMiddle School 171\u003c\/p\u003e \u003cp\u003eSeparate-Sex Education 171\u003c\/p\u003e \u003cp\u003ePsychosocial Education 173\u003c\/p\u003e \u003cp\u003eRites of Passage 174\u003c\/p\u003e \u003cp\u003eUniforms and Dress Codes 175\u003c\/p\u003e \u003cp\u003eOther Innovations to Encourage Learning 176\u003c\/p\u003e \u003cp\u003eHigh School 178\u003c\/p\u003e \u003cp\u003eClass Size 178\u003c\/p\u003e \u003cp\u003eTeam Teaching and Homerooms 178\u003c\/p\u003e \u003cp\u003eUse of School Time 179\u003c\/p\u003e \u003cp\u003eUniforms and Dress Codes 180\u003c\/p\u003e \u003cp\u003eInnovations Students Want 181\u003c\/p\u003e \u003cp\u003eFull Psychosocial Education 184\u003c\/p\u003e \u003cp\u003eRites of Passage 188\u003c\/p\u003e \u003cp\u003eCounterinnovations 189\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendix: Working with Parents 191\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePreschool and Kindergarten 191\u003c\/p\u003e \u003cp\u003eElementary School 192\u003c\/p\u003e \u003cp\u003eMiddle School 192\u003c\/p\u003e \u003cp\u003eHigh School 193\u003c\/p\u003e \u003cp\u003e\u003cb\u003eReferences and Resources 195\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePublications 195\u003c\/p\u003e \u003cp\u003eOrganizations, Programs, and Services 198\u003c\/p\u003e \u003cp\u003eThe Authors 201\u003c\/p\u003e \u003cp\u003eThe Gurian Institute 203\u003c\/p\u003e \u003cp\u003eIndex 205\u003c\/p\u003e  \u003cb\u003eMichael Gurian\u003c\/b\u003e is an educator, family therapist, and author of three national best-sellers, \u003ci\u003eThe Wonder of Boys, The Wonder of Girls,\u003c\/i\u003e and \u003ci\u003eBoys and Girls Learn Differently!\u003c\/i\u003e He is cofounder of the Michael Gurian Institute (www.gurianinstitute.com) where, along with institute staff, teachers are trained in brain-based and gender innovations. He can be reached at www.michaelgurian.com  \u003cp\u003e\u003cb\u003eArlette C. Ballew\u003c\/b\u003e is a writer and editor who specializes in experiential learning, training, education, and human resource development. She is the coauthor of seven volumes of \u003ci\u003ePfeiffer \u0026amp; Company's Training Technologies Series\u003c\/i\u003e and of \u003ci\u003eEarthquake Survival: Activities and Leaders Guid\u003c\/i\u003ee; the coeditor of the four volumes of Theories and Models in Applied Behavioral Science; and the developer of many experiential training activities, educational and training packages, leader's guides, and workbooks.\u003c\/p\u003e  The landmark book B\u003ci\u003eoys and Girls Learn Differently!\u003c\/i\u003e outlines the brain-based educational theories and techniques that can be used to transform classrooms and help children learn better. Now \u003ci\u003eThe Boys and Girls Learn Differently Action Guide\u003c\/i\u003e for Teachers presents experiential learning techniques that teachers can use to create an environment and enriched curriculum that take into account the needs of the developing child's brain and allows both boys and girls to gain maximum learning opportunities. This important and easy-to-use guide is based on the latest scientific scholarship on the differences between boy's and girl's brains, neurological development, hormonal effects, behavior, and learning needs and offers information on what all children need to be able to learn effectively. Michael Gurian and his colleagues applied these recent discoveries in the field during a two-year Gurian Institute pilot program in Missouri that led to measurably better academic performance and improved behavior.  \u003cp\u003ePraise for \u003cb\u003e\u003ci\u003eBoys and Girls Learn Differently!\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\"Guidance on how to create 'ultimate classrooms' at all grade levels.\"\u003cbr\u003e  — \u003ci\u003eChicago Tribune\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\"Calls for many changes if we are to make schools the best that they can be.\"\u003cbr\u003e  — \u003ci\u003eAmerican Secondary Education\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\"Provides guidelines for brain-based innovations that will motivate and inspire everyone— teachers, parents, policymakers, and caretakers— interested in educating kids.\"\u003cbr\u003e  — \u003ci\u003eThe African Sun Times\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\"Combines theory and practical suggestions in an effective, readable text. Recommended.\"\u003cbr\u003e  — \u003ci\u003eLibrary Talk\u003c\/i\u003e\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47990177824997,"sku":"NP9780787964856","price":21.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780787964856.jpg?v=1761786801","url":"https:\/\/k12savings.com\/products\/the-boys-and-girls-learn-differently-action-guide-for-teachers-isbn-9780787964856","provider":"K12savings","version":"1.0","type":"link"}