Alison Getsloff
Blog #3
Pages- 43-87
"Literary Luminator"
There were a number of great passages in this weeks reading, I chose to write about the ones that I think are the most powerful.
In chapter two, on page 63 it states:
"The U.S. Department of Justice found that as early as first grade it can predict who the future male offenders will be. The need for future prison beds in various geographic locations is projected by third grade reading levels. Most of these boys are doing poorly in school. which makes school performance a key factor in a male's self-conception of shame and inadequacy, which ultimately can lead to compensatory aggression against others."
I don't understand how the U.S. Department of Justice can determine this. I am completely baffled that they say they can predict who the "future male offenders will be" as early as the first grade. Children are just starting to grow and learn in the first grade-if they don't know who they are yet, how can someone else decipher how many prison beds will be needed?!
My next passage consists of two statements in chapter two on pages 55 and 57 when talking about advantages and challenges of boys and girls. It was said that:
"For every boy that attempts suicide, four girls do." (page 55)
And-
"For every girl who actually commits suicide, four boys do". (page 57)
This to me also doesn't make sense. They are saying that more girls attempt suicide and don't succeed but the smaller percentage of boys who attempt it, actually go through with it. Are girls just trying to get attention? Why are there so much more girls than boys attempting, and less boys actually going through with it?
The last passage I chose to discuss is in chapter two on pages 48-49, it states:
"Pecking orders are flagrantly important to boys, who are often fragile learners when they are low in the pecking order. By pecking order we mean where the kid fits in the group's social strata......"
It goes on discussing about pecking orders and how each sex is affected by them. Pecking orders begin earlier than we think- starting as early as childhood on the playground.
--"It is established by physical size, verbal skills, personality, personal abilities, and many other social and personal factors".
--"Some children seem to gravitate toward the top of large-scale pecking orders, as in the phenomena of most popular girl in school or prom king. Others gravitate toward the top of small-group pecking orders- the chess club president, or the most popular kid among the computer nerds. All kids flow in and out of many pecking orders".
I think it is important to learn about pecking orders- as a future teacher, I want to recognize how these work and make sure that everyone, no matter what pecking order they may be in, feels included in my classroom.
Monday, February 7, 2011
Creative Connector
Alison Getsloff
Blog #3
Pages- 43-87
"Creative Connector"
The first passage I chose to relate to, made me think back to my elementary days.
In chapter two, on page 47 it states:
"Girls do not generally need to move around as much while learning. Movement seems to help boys not only stimulate their brains but also manage and relieve impulsive behavior. Movement is also natural to boys in a closed space, possibly a result of their higher levels of spinal fluid moving between the brain and the body and higher metabolism, which creates fidgeting behavior."
This passage made me think of myself sitting in a classroom and I, as a girl, seemed to sit still as I was told. But as I thought back, it made me think of all the times I thought to myself "why are boys so fidgety all the time"? They always seem to be tapping something, or moving their legs or whatnot. Obviously at age 8, I did not realize that stimulation helps their brains and it is also just natural for them.
The second passage I chose to relate to is in chapter two on page 58, it states:
"Girls tend to choose interactive social activities that allow increased verbalization; boys tend to choose interactive social activities that decrease verbals and increase spatials, as well as physical aggression."
This passage made me think about my years in high school when I was involved in every activity possible and how there were very few males involved in any of them. I was in everything from school yearbook, to prom committee. What boy honestly wants to help with the layout of the year book or helping pick out the prom song? It obviously wasn't "cool" for them and it probably would have been boring for them anyways. My girlfriends and I loved it! I see now how boys need to be always stimulated and somewhat active because of the way their brains work. Prom committee just isn't for them.
The last passage I chose to relate to is in chapter three and on pages 76-77, it states:
"Young children learn best when they learn from someone with whom they are intimately attached. If a child, for instance, is securely attached to an important personal caregiver-his mother, father, grandparent, or teacher- he learns more, not only from that individual but in his total learning competency."
As a full-time nanny for the past two years, I wholeheartedly agree with this statement. I watched a two year old boy, who at the time of me starting at his house, did not speak. His parents did not make/or have time for him and always give him a pacifier when he was upset or was loud. They never gave him the chance to learn to speak. I made time for him. I gave him attention. I gave him love. We instantly became attached and he wanted to learn-not only to speak, but numbers, colors and anything that I would teach him. He thrived off of my attention and love, and I loved teaching him.
Blog #3
Pages- 43-87
"Creative Connector"
The first passage I chose to relate to, made me think back to my elementary days.
In chapter two, on page 47 it states:
"Girls do not generally need to move around as much while learning. Movement seems to help boys not only stimulate their brains but also manage and relieve impulsive behavior. Movement is also natural to boys in a closed space, possibly a result of their higher levels of spinal fluid moving between the brain and the body and higher metabolism, which creates fidgeting behavior."
This passage made me think of myself sitting in a classroom and I, as a girl, seemed to sit still as I was told. But as I thought back, it made me think of all the times I thought to myself "why are boys so fidgety all the time"? They always seem to be tapping something, or moving their legs or whatnot. Obviously at age 8, I did not realize that stimulation helps their brains and it is also just natural for them.
The second passage I chose to relate to is in chapter two on page 58, it states:
"Girls tend to choose interactive social activities that allow increased verbalization; boys tend to choose interactive social activities that decrease verbals and increase spatials, as well as physical aggression."
This passage made me think about my years in high school when I was involved in every activity possible and how there were very few males involved in any of them. I was in everything from school yearbook, to prom committee. What boy honestly wants to help with the layout of the year book or helping pick out the prom song? It obviously wasn't "cool" for them and it probably would have been boring for them anyways. My girlfriends and I loved it! I see now how boys need to be always stimulated and somewhat active because of the way their brains work. Prom committee just isn't for them.
The last passage I chose to relate to is in chapter three and on pages 76-77, it states:
"Young children learn best when they learn from someone with whom they are intimately attached. If a child, for instance, is securely attached to an important personal caregiver-his mother, father, grandparent, or teacher- he learns more, not only from that individual but in his total learning competency."
As a full-time nanny for the past two years, I wholeheartedly agree with this statement. I watched a two year old boy, who at the time of me starting at his house, did not speak. His parents did not make/or have time for him and always give him a pacifier when he was upset or was loud. They never gave him the chance to learn to speak. I made time for him. I gave him attention. I gave him love. We instantly became attached and he wanted to learn-not only to speak, but numbers, colors and anything that I would teach him. He thrived off of my attention and love, and I loved teaching him.
Sunday, February 6, 2011
Does Cortisol Help or Hurt Learning in Boys?
Blog #3
Pages- 43-87
Suzanne C.
"Rigorous Researcher"
The following passage peaked my interest in the subject of cortisol and its relationships to stress and learning in boys.
"Brain researchers have suspected for a few years now that where a male is in the pecking order may have a great effect on how he learns because of the level of stress hormones (higher in males when they feel worthless). Biologically, males on the high end of a pecking order secrete less cortisol, the stress hormone. Males at the bottom end secrete more. Why is this significant? Because cortisol can invade the learning process; it forces the brain to attend to emotional and survival stress rather than intellectual learning. This is perhaps a "natural" reason for the male fragility so many of us ave observed in boys who are humiliated or unliked, who appear weak, or can't make any friends."
Cortisol is a steroid hormone produced by the adrenal gland. It is released in response to stress and a low level of blood glucocorticoids. Its prinmary functions are to increase blood sugar, supress the immune system, and aid in fat, protien and carbohydrate metabolism.
It is involved in proper glucose metabolism, regulation of blood pressure, insulin release for blood sugar maintenance, immune function, and inflammatory response.
Cortisol is usually present in higher levels in the body in the mornig and lower levels at night. It is called the "stress hormone" because it is secreted in higher levels during the body's fight or flight response to stress and is responsible for many stress-related changes in the body.
The positive affects of cortisol are a quick burst of energy for survival, heightened memory function, increased immunity, lower sensitivity to pain, and it maintains homeostasis in the body. However, if the body is not able to have a relaxation response the body does not return to homeostasis. In our current high-stress culture the stress response is activated so often that some people have chronic stress. This can cause impaired cognitive performance, stressed thyroid function, blood sugar imbalances, decreased bone density, a decrease in muscle tissue, higher blood pressure, lowered immunity, and higher abdominal fat.
The fact the high levels of cortisol can affect cognitive performance explains Gurian's claim that boys could be suffering in the classroom more than the girls are, even though the opposite was originally thought. While it was believed that boys received more attention in the classroom because they were constantly seeking it, Gurian felt that boys who were low in the pecking order did worse academically than the girls because of the excess cortisol in their systems which distracted them from learning.
References
Scott, Elizabeth. "Cortisol and Stress: How to Stay Healthy." (2011).
http://stress.about.com
Wikipedia.Cortisol. (2011).
http://en.wikipedia.org/wiki/Cortisol
Pages- 43-87
Suzanne C.
"Rigorous Researcher"
The following passage peaked my interest in the subject of cortisol and its relationships to stress and learning in boys.
"Brain researchers have suspected for a few years now that where a male is in the pecking order may have a great effect on how he learns because of the level of stress hormones (higher in males when they feel worthless). Biologically, males on the high end of a pecking order secrete less cortisol, the stress hormone. Males at the bottom end secrete more. Why is this significant? Because cortisol can invade the learning process; it forces the brain to attend to emotional and survival stress rather than intellectual learning. This is perhaps a "natural" reason for the male fragility so many of us ave observed in boys who are humiliated or unliked, who appear weak, or can't make any friends."
Cortisol is a steroid hormone produced by the adrenal gland. It is released in response to stress and a low level of blood glucocorticoids. Its prinmary functions are to increase blood sugar, supress the immune system, and aid in fat, protien and carbohydrate metabolism.
It is involved in proper glucose metabolism, regulation of blood pressure, insulin release for blood sugar maintenance, immune function, and inflammatory response.
Cortisol is usually present in higher levels in the body in the mornig and lower levels at night. It is called the "stress hormone" because it is secreted in higher levels during the body's fight or flight response to stress and is responsible for many stress-related changes in the body.
The positive affects of cortisol are a quick burst of energy for survival, heightened memory function, increased immunity, lower sensitivity to pain, and it maintains homeostasis in the body. However, if the body is not able to have a relaxation response the body does not return to homeostasis. In our current high-stress culture the stress response is activated so often that some people have chronic stress. This can cause impaired cognitive performance, stressed thyroid function, blood sugar imbalances, decreased bone density, a decrease in muscle tissue, higher blood pressure, lowered immunity, and higher abdominal fat.
The fact the high levels of cortisol can affect cognitive performance explains Gurian's claim that boys could be suffering in the classroom more than the girls are, even though the opposite was originally thought. While it was believed that boys received more attention in the classroom because they were constantly seeking it, Gurian felt that boys who were low in the pecking order did worse academically than the girls because of the excess cortisol in their systems which distracted them from learning.
References
Scott, Elizabeth. "Cortisol and Stress: How to Stay Healthy." (2011).
http://stress.about.com
Wikipedia.Cortisol. (2011).
http://en.wikipedia.org/wiki/Cortisol
All About the Brain
By Suzanne C.
Blog #3
Vocabulary/Concept Vitalizer
Pages 43-87
As Michael Gurian went on to explain how the differences in male and female brains affect their learning, I encountered the following terms that I was unfamiliar with.
Page 44
ancillary-adj. 1. subordinate, subsidiary
example: the main factory and its ancillary plants
2.Auxiliary, supplementary
example: the need for ancillary evidence
Page 47
Psychosocial dynamics- a process of change or growth involving both psychology and social conditions
Psychosocial-adj. 1. involving both pyscholgical and social aspects
2. relating social conditions to mental health
Dynamics-noun 1. a process of change, growth or activity
Page 48
Nascent-adj.- coming or having recently come into existence
example: a nascent middle class, her nascent singing career
Page 51
Visual perceptual abilities- competence in perceiving things through sight
Visual- adj. 1. of, relating to, or used in vision
2. attained or maintained by sight
Perceptual-adj. of, relating to, or involving perception especially in relation to immediate sensory experience
Ability-noun-1.the quality or state of being able
2.competence in doing, skill
Amygdala- one of the four basal ganglia in each cerebral hemisphere that is part of the limbic system and consists of an almond shaped mass of gray matter in the anterior extremity of the temporal lobe, also known as amygdaloid nucleus
These definitions were found in the Merriam-Webster Online Dictionary
Can Better Education do enough?
Essence Extractor
Daniela Elliott
Daniela Elliott
Blog #3
(pages 43-87)
Can educational advancements alter a worldwide “men are best” stereotype?
Always Room for Improvement
Idea Illustrator
Daniela Elliott
The next section we read of Boys and Girls Learn Differently spoke of how children are affected by brain-based gender differences. Commonly enough, part two began with a few jokes about women and men; jokes that are so ordinarily heard in today’s society but, because of the many stereotypes that exist against women, these jokes can sometimes hold a lot of truth behind them. This picture encompasses what I believe today's society considers to be true about women in comparison to men. Like the book states, women have come a long way but the stereotype of men being smarter or more successful than women will be hard to change. This picture shows just that. If women want to be intelligent and useful in society their only option is...to be a man. FALSE!
Daniela Elliott
Blog #3
(pages 43-87)
A majority of the reading stemmed from multiple intelligences or Howard Gardner’s Seven Intelligences. A breakdown of different areas of intelligence that can help in a child’s learning ability, but only five were discussed in the book because of their relation to brain-based gender differences. While all were very important to learn what is most significant was to know that even if a child is advanced in one are of intelligence and lacking in another this does not mean it would be impossible to “get better at all intelligences with proper stimulation,” as said by Gurian. What educators need is to be exposed to how to stimulate those other intelligences.
The last important idea was more of a theory that correlates to the multiple intelligences described above. Although exaggerated in some research, the “Mozart Effect” is still said to be accurate on some level by Gurian. The “Mozart Effect” relies on musical stimulation; music processing located in the right hemisphere, used more often by boys, and rhythm processing in the left hemisphere, used more often by girls. In total, musical intelligence is a whole-brain activity and the repercussions, hopefully, result in the child being accustom to using both hemispheres. Most importantly, it is used to prevent children from having any “brain disadvantage” in either hemisphere as related to one of the multiple intelligences. The Mozart theory, whether its effects are big or small, are still significant and it's a practice that many parents should consider. There have been no negative effects because of it and so there would be no reason to not give it a shot. When the day comes, I certainly will!
Sunday, January 30, 2011
So What Now?
Blog #2
Everybody Blog
Suzanne C.
Introduction and Chapter 1
The book Boys and Girls Learn Differently by Michael Gurian raises the theory that differences in males and females can be explained by the makeup of their brains. Since his book was first published ten years ago, technology has given ways to brain scans that have proven his theory. His methods have also been proven successful in his pilot programs.
Gurian found that because the brain stem in the male brain is at rest to a greater extent than in the female brain that males may be more likely to respond with a physical response when they are emotionally charged. Males also are quicker to respond to attention demands in physical environments because their basal ganglia engages more quickly. Chip Wood, referred to the importance of physical movement in his book Yardsticks. He stated that due to their developmental level children often need to move around during the day. Gurian also discovered that it is is typical for boys to need to be physical because of their brain makeup. Therefore, as Wood states it will help to combat behavior problems and make a difference in how they feel and perform if children have even five or ten minutes to run around.
I was originally skeptical about some of Gurian's claims about how girls and boys learn and react differently. While I know genetics is a factor I always thought environment was a large factor as well. However, science and his pilot programs support his claims. So what do we do with this information. At first glance differences in the brain can make the other sex look superior. It struck me that Gurian described girls that wanted to be engineers and pilots as people that had an abnormality called Congenital Adrenal Hyperplasia which caused there adrenal glands to produce excess androgen which is a testosterone-like chemical. It seemed as if he was saying that something was wrong with their brain so that is why they chose a more spatial male field. However, Gurian also mentions in the book that the differences in the brain are not pointed out to state that either gender is superior or in need of more help than the other. Instead, the differences are pointed out so that teachers and parents have explanations for behaviors and can make changes to help children learn better. So now that we know that boys and girls learn differently I look forward to learning how we can take this information and apply it to our teaching methods and strategies.
Everybody Blog
Suzanne C.
Introduction and Chapter 1
The book Boys and Girls Learn Differently by Michael Gurian raises the theory that differences in males and females can be explained by the makeup of their brains. Since his book was first published ten years ago, technology has given ways to brain scans that have proven his theory. His methods have also been proven successful in his pilot programs.
Gurian found that because the brain stem in the male brain is at rest to a greater extent than in the female brain that males may be more likely to respond with a physical response when they are emotionally charged. Males also are quicker to respond to attention demands in physical environments because their basal ganglia engages more quickly. Chip Wood, referred to the importance of physical movement in his book Yardsticks. He stated that due to their developmental level children often need to move around during the day. Gurian also discovered that it is is typical for boys to need to be physical because of their brain makeup. Therefore, as Wood states it will help to combat behavior problems and make a difference in how they feel and perform if children have even five or ten minutes to run around.
I was originally skeptical about some of Gurian's claims about how girls and boys learn and react differently. While I know genetics is a factor I always thought environment was a large factor as well. However, science and his pilot programs support his claims. So what do we do with this information. At first glance differences in the brain can make the other sex look superior. It struck me that Gurian described girls that wanted to be engineers and pilots as people that had an abnormality called Congenital Adrenal Hyperplasia which caused there adrenal glands to produce excess androgen which is a testosterone-like chemical. It seemed as if he was saying that something was wrong with their brain so that is why they chose a more spatial male field. However, Gurian also mentions in the book that the differences in the brain are not pointed out to state that either gender is superior or in need of more help than the other. Instead, the differences are pointed out so that teachers and parents have explanations for behaviors and can make changes to help children learn better. So now that we know that boys and girls learn differently I look forward to learning how we can take this information and apply it to our teaching methods and strategies.
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