Course Syllabus

Course: OL-738

Gender Matters:
How Boys and Girls Learn

NOTE: This syllabus is an outline of the course requirements and is subject to change; the
coursework will be completed and submitted in the online environment where you will have full
access to a variety of media, links, and other online tools required to satisfactorily complete
this course.

8/12/13
 Course Syllabus & Requirements
Course 738: Gender Matters: How Boys and Girls Learn

Continuing Education Graduate Credit: 3 semester credits or Audit

Course Instructors: Email: instructor@LearnersEdgeInc.com

Phone: 952-469-3454 - Toll Free: 877-394-4930

Welcome to class! Thank you for choosing Learner’s Edge Inc. as your continuing education partner. We
are confident that you will find numerous strategies in our courses that you can incorporate into your
teaching. NOTE: This syllabus is an outline of the course requirements and is subject to change; the coursework will
be completed and submitted in the online environment where you will have full access to a variety of media, links,
and other online tools required to satisfactorily complete this course.

Course Description
For the past 30 years, conventional wisdom has held that there are few, if any, innate differences
between boys and girls in how they learn, think, or interact with one another. The educational tradition
has held that girls and boys should be taught the same subjects in the same way at the same time. The
latest research suggests otherwise. This course will explore the innate differences between boys and
girls and will offer a new vision for what gender-friendly education may look like.

Goals and Objectives: As a result of participation in this course, students will be able to:
1. Understand specific examples of gender-based differences.
2. Understand the varying needs of girls and boys in the classroom.
3. Provide examples of instructional strategies and room set up that align with how boys and girls
learn best.
4. Design a gender friendly classroom, including the following components: physical space,
teacher/student interaction, curriculum design

Required Text:
Text(s): Gurian, Michael (2010 Revised Edition). Boys and Girls Learn Differently: a Guide for Teachers
and Parents. San Francisco: Jossey-Bass.
Articles: (referenced in the study guide and linked in your online course)
Gurian, M. and King, K. (September, 2006). Educational Leadership: “With Boys in Mind: Teaching to
the Minds of Boys.” Vol. 64, #1, pages 56-61.
Sanders, J. and Cotton Nelson, S. (November 2004). Educational Leadership: “Closing Gender Gaps
in Science.” Vol. 62, #3, pages 74-77.
Spielhagen, F. (April, 2006). Educational Leadership: “How Tweens View Single-Sex Classes.” Vol. 63,
#7, pages 68-72.

Registration Requirement: Students must hold a baccalaureate degree.

Letters of Completion
Learner’s Edge will process and evaluate your coursework within 12-15 business days of receiving your
materials. You will then receive a letter of completion via email for your course. If you are
concerned about meeting your district’s transcript deadline, you may submit this email to your district
documenting your completion of the course in advance of the transcript arriving. If you have special
circumstances and require additional services, please contact us BEFORE sending in your coursework so
that we may help you.

2
Please keep in mind that we are able to begin emailing letters of completion (and submitting grades to the
university) on the following dates each semester:

 Spring Session: January 2nd (or first business day after this date)
 Summer Session: May 15th (or first business day after this date)
 Fall Session: September 15th (or first business day after this date)

Credit Limits
In conjunction with our academic partners, Learner’s Edge has set the following credit limits:
Spring Session maximum: 9 semester credits
Fall Session maximum: 9 semester credits
Summer Session maximum: 12 semester credits

American Disabilities Act

Accommodations will be provided for individuals with documented disabilities or special learning needs.
Please contact the instructor for accommodations prior to the beginning of the course.

Evaluation and Grading Criteria: Please see attached page for grading criteria.

Receipt of Payment:
We have included a receipt in your course materials. This receipt is the only documentation of payment
that you will receive from Learner’s Edge. While many use this receipt for tax purposes, we highly
recommend that you consult a tax advisor for advice on its use. Please note: these courses are not eligible
for inclusion on form 1098-T which is used to report qualified tuition payments; neither Learner’s Edge nor
the credit providing college/university will be able to provide further documentation.

Knowledge Base: Knowledge base, in part, is affirmed in the writing and research of these references:
Feinstein, Sheryl G. (2004). Secrets of the teenage brain: research-based strategies for reaching & teaching
today’s adolescents. Thousand Oaks, CA: Corwin Press.
Goldberg, Gail Lynn & Roswell, Barbara Sherr. (2002). Reading, writing & gender: instructional strategies &
classroom activities that work for girls & boys. Larchmont, NY: Eye on Education.
Holloway, J. (2003). When children aren’t ready for kindergarten. Educational Leadership, pp. 89-90.
Kropp, P. (2001). I’ll be the parent, you be the child, p.39. New York: HarperCollins.
Mogel, W. (2001). The blessing of the skinned knee. New York: Penguin.
Simmons, R. (2002). Odd girl out: the hidden culture of aggression in girls. New York: Harcourt.
Sousa, David A. (2008). How the brain influences behavior: management strategies for every classroom.
Thousand Oaks, CA: Corwin Press.

Course Materials and Procedures

1. The course materials include the course text(s) when applicable. All other information is found in the
online course environment.
2. Read the course text(s). The text(s) are yours to keep. Feel free to mark up, highlight, underline, etc.
as you wish. If, as you begin to read through the course text, you determine that this course will not meet your
needs, please contact us right away. We will be happy to work with you to determine which course may be a
better fit.
3. Complete assignment requirements, which include Read and Respond questions/prompts based on the
text(s) and articles (when applicable) linked in the course and Activities.

Withdrawing from or Canceling a Course. If, as you begin to read the course text, you determine
that you would like to take a different course, please contact us and we will be happy to switch your
courses. If you would like to cancel your course, you have 30 days from the course order date, printed on
your receipt, to do so. A $40 cancellation fee will apply. We are unable to offer any refunds for
course cancellations after 30 days.

3
How much time should I be spending on this course?
Our courses carry graduate credit through our partner universities, and we are accountable for ensuring
high levels of quality and rigor. A general guideline is a one credit hour equates to roughly 15 contact hours,
and a 3 credit course would involve roughly 45 contact hours. If you find you have spent less time on
coursework, please take a thorough look at your work to ensure you have responded to each question
adequately and included all necessary parts for each requirement. Please feel free to contact us with any
questions or concerns.

How do I interact/communicate with other educators taking this course?

1. Collaboration with peers: Through chat room, discussion forums, and assignments.

2. Instructor/evaluator feedback: Through chat room and assignments. Instructors will comment on each
assignment submission. Please check each submission for feedback.

3. Need Help? We’ve created help sheets to assist you with this course. The help sheets can be
accessed from the Course Tools: Course Support.

4. Learner’s Edge: Email: online@LearnersEdgeInc.com

Online Chat: accessed from our website, www.LearnersEdgeInc.com
Phone at: 952.469.3454 or toll free at: 877.394.4930

4
Collaboration & Plagiarism Policy
As an institution committed to professional development, Learner’s Edge believes each course participant
will complete coursework with integrity, and will approach the course and all requirements in an honorable
manner. Collegial brainstorming and idea sharing are always encouraged. Teachers are encouraged to read
the text together, share information, discuss concepts, etc. However, when it comes time to actually
completing the requirements for the course, the following guidelines must be met.

Read and Respond

For the few text questions that are general in nature, your responses may be similar (not identical), as
the material might not be unique to an individual teacher’s classroom. However, each person is still
expected to craft his/her own responses to these questions following the group’s brainstorming/idea
sharing session. Most questions, though, are very classroom specific—and ask teachers to reflect on
their personal experience, their own courses, and their own classroom. These questions do require a
very individualized response.

Reflection Requirements
Because we, along with our academic partners, believe that reflection is an essential part of learning,
this section is designed with prompts that allow you to deepen your understanding of the course
content. Specific prompts are provided for this requirement to focus your writing and reflect on how
the coursework has deepened your practice and philosophy. This requirement should be written from
the perspective of each educational professional, offering details, opinions, and examples that support
contentions. Although we value quality over quantity, the Reflection Requirement should be a minimum
of 2 double spaced, 1 inch margined pages.

Activity Requirements
The intent is to create usable lessons/activities that each teacher can integrate into his/her classroom.
In almost every case, this will require a substantially individual design—since each teacher teaches
different curriculum, different students, etc. In a rare case where, for example, two teachers team
teach—teaching virtually the same students and same curriculum—and can each truly implement the
activity they have designed in their classrooms, we would accept work that is similar. However, these
situations must have prior approval from Learner’s Edge. Of course, any evaluation/reflection on team-
taught lessons must be individualized. Failure to uphold the collaboration/plagiarism policy
may result in a loss of credit and an inability to register for future courses with Learner’s
Edge. Please contact our office if you have any questions about this policy.

5
 Evaluation and Grading Criteria: Course 738
3 2 1
Detail/examples are Details/examples are Detail/examples are infrequently
consistently included in included in a majority of included in written responses
written responses when the written responses when when the question requires.
question requires. the question requires.
Written responses indicate a Written responses indicate Written responses indicate a
strong understanding of a moderate understanding lack of understanding of gender
gender differences of gender differences differences
The activities include all The activities do not include all
required items. required items.
The activities indicate strong The activities indicate The activities indicate minimal
understanding of gender moderate understanding of understanding of the principles
differences. gender differences. of gender differences.

The mechanics of the course The mechanics of the course

work are completed at an work are not at an acceptable
acceptable graduate level. graduate level.
(spelling, grammar, etc.)

A maximum score of 15 is possible (resulting from a score of 3 in each of the five rows). We will combine
your scores from the five rows to determine a final point total/grade.

To earn a B/Audit:
 Complete all Read and Respond
 Complete the Reflection Requirement
 Complete the Activity Requirement(s)
 Earn at least 13 points on the rubric above

To earn an A:
 Complete all items indicated above
 Complete the Final Assignment
 Earn at least 13 points on the rubric above

No Credit: Course work that does not meet requirements for a B grade will not be awarded credit until appropriate revisions
are completed. If your work does not meet requirements, an instructor will contact you regarding any necessary revisions. Be
sure to include a current and legible email address for instructor contact.

6
 Assignments
Directions: The following pages provide you with the course requirements in a more linear manner.
Remember, you must go into the online environment/modules to complete course requirements.

Important note: We work with educators at all professional levels, and recognize that modification may
be needed to meet your professional goals. If your role is something other than a classroom teacher
(school psychologist, social worker, nurse, para-professional, counselor, etc.), some requirements (as
defined) may be challenging to complete. Please contact us with ideas for modification. We will work with
you to ensure the coursework is relevant and beneficial, while still meeting course requirements.

Module 1
The Read and Respond section is designed to help you explore the concepts, skills, and strategies
introduced in the text. Respond to each question thoughtfully and thoroughly, demonstrating your
understanding of the course concepts. Most responses require a full paragraph or two to fully address the
concepts. The questions are found in the Module.
1. Read and Respond: Basics of the Brain, and Boys

The Activity section is designed to direct you in applying the specific and overall content from the text(s)
and the course materials. View videos, response to additional readings and react to each prompt
thoughtfully and thoroughly to demonstrating your understanding of the course concepts.
2. Activity: Gender-Specific Characteristics

3. Activity: Gender Differences

Module 2
The Read and Respond section is designed to help you explore the concepts, skills, and strategies
introduced in the text. Respond to each question thoughtfully and thoroughly, demonstrating your
understanding of the course concepts. Most responses require a full paragraph or two to fully address the
concepts. The questions are found in the Module.
1. Read and Respond: This and That

The Activity section is designed to direct you in applying the specific and overall content from the text(s)
and the course materials. View videos, response to additional readings and react to each prompt
thoughtfully and thoroughly to demonstrating your understanding of the course concepts.
2. Activity: Reflection Requirement
The purpose of this assignment is to provide you the opportunity to dig deep and think critically about
teaching and learning. We are more interested in the quality of writing/reflection than in the quantity;
however, to get at the depth intended, your response should be a minimum of 2 pages. The prompts for
this requirement are found in the Module.

3. Activity: Gender Roles

7
Module 3
The Read and Respond section is designed to help you explore the concepts, skills, and strategies
introduced in the text. Respond to each question thoughtfully and thoroughly, demonstrating your
understanding of the course concepts. Most responses require a full paragraph or two to fully address the
concepts. The questions are found in the Module.
1. Read and Respond: The Ultimate Classroom for the Age of Your Students

The Activity section is designed to direct you in applying the specific and overall content from the text(s)
and the course materials. View videos, response to additional readings and react to each prompt
thoughtfully and thoroughly to demonstrating your understanding of the course concepts.
2. Activity: Planning The Ultimate Classroom

Module 4
The Read and Respond section is designed to help you explore the concepts, skills, and strategies
introduced in the text. Respond to each question thoughtfully and thoroughly, demonstrating your
understanding of the course concepts. Most responses require a full paragraph or two to fully address the
concepts. The questions are found in the Module.
1. Read and Respond: Single-Sex Classes

The Activity section is designed to direct you in applying the specific and overall content from the text(s)
and the course materials. View videos, response to additional readings and react to each prompt
thoughtfully and thoroughly to demonstrating your understanding of the course concepts.
2. Activity: Gender and the Media

3. Activity: Same Sex vs. Co-Ed Classrooms

Final Assignment
If you are contracting for a B or an Audit, congratulations, you are done! If you are contracting for an A,
please complete ONE of the following options below:

Option 1: Parent Presentation

Design a parent presentation to share the gender-based differences highlighted by Michael Gurian. The
presentation should be approximately one hour in length and include 1-2 activities for the parents to do to
enhance their learning (no 60 minute lectures!). You may refer to the “Parents’ Book Study” section
starting on page 332 for assistance/ideas. An outline of your presentation, along with one handout you
would use with your audience, would be sufficient for this requirement.

Option 2: Tech S-T-R-E-T-C-H

Young children and youth, as well as many adults, are susceptible to media that reinforces gender
stereotypes. Watch the video “Gender Stereotyping of Women in the Media”, next watch “Children’s
Gender Stereotypes”, finally watch the clip from Dr. Phil titled “Gender Confused Kids”. What is your
opinion about the influence of the media on gender roles? What are your thoughts regarding the child
interviewed by Dr. Phil?

In two paragraphs, or more, please explain your opinion of gender stereotyping and gender confusion. Do
your best to delve into ideas surrounding gender stereotypes and give a well informed overview of why you
think the way you do.

8
 “I’m All Done…Now What?”
Before completing your course, return to the home page of your course to review the information
regarding university registration, course due dates, grades and transcripts.

We welcome any questions or concerns you may have as you complete the work for this course, please
contact us. When emailing, please include the following information so that we may better assist you: your
full name, number/name of course, university, and session for which you are registered.

Course content questions: instructor@LearnersEdgeInc.com

Technical questions: online@LearnersEdgeInc.com
Grades, transcripts and extensions: info@LearnersEdgeInc.com
Phone: 952-469-3454
Toll Free: 877-394-4930

The finest compliment we can receive is your recommendation

of Learner’s Edge to a colleague.
Thank you!