Here are a list of single gender strategies for any subject:
Pass It Back (good for reviewing for a quiz or test)
· Create a fill-in-the-blank sheet of statements using the material to be covered on the quiz/test
· Create a team by placing the students into rows
· All materials should be put away except for pen/pencil
· Hand the first person in each row a game sheet face down on desk.
o The students will be given a designated number of minutes to complete the game sheet, the first team done will raise their hands and remain quiet until the other teams finish.
· Step # 1 – When you say “GO” the first student turns over the sheet and completes one answer (up to the teacher if you want them to go in order)
· Step #2 – The student will then pass the paper over his head to the next person(teammate)
· Step #3 – when the sheet get to the end of the row that person must bring it back to the front and the first person starts it again until all blanks are filled. ( Each team member fill in a blank space or can correct an already filled answer).
Strategies for Teaching Boys & Girls, Secondary Level, pg. 22
8-Page Book
· Creating an 8-page book can be utilized in all core areas. It is good for parts of speech, notes on field trios, introducing themselves, vocabulary study guides, sequencing events, time-line, using it to understand different math concepts.
· Material needed: white sheet of 81/2 x 11 paper and pair of scissors
o Step #1 – Make hamburger fold (fold in half)
o Step #2 – Fold inside out (open sheet back up)
o Step #3 – Hot dog fold (fold long way)
o Step #4 – Fold inside out
o Step #5 – Follow crease fold to side
o Step #6 – Hamburger fold again
o Step #7 – Open paper up, complete hamburger fold
o Step #8 – Cut paper halfway
o Step #9 – Open paper up then hot dog fold
o Step #10 – Hands on both ends of paper and push paper together
o Step #11 – Fold all pages together
Vocabulary
· This strategy is good to introduce new key terms or vocabulary words. (In some subjects a story can follow the activity)
· Materials needed: Chart paper with word on it, a set of the words with the definition.
o Step #1 – give a set of words with the definitions individual on a sheet of paper to each group, have each student pick up a sheet.
o Step #2 – have students go to their word that is posted around the room on chart paper
o Step #3 – have students to come up with the enactment of the definition ( whole group must say word and definition together)
o Step # 4 – teacher will go around the room and have student do their enactment of definition
o Step #5 – group will then illustrate the definition on chart paper
o Step # 6 – students will talk about their illustration
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Math Mania
· Practice order of operations concepts and computations with dice.
· Materials needed: dice, board and place students in groups
o Step #1 – roll several dice and display the numbers on the board.
o Step #2 – have students to work in their groups and combine the numbers using al four operations in various orders.
o Step #3 – after an allotted amount of time have students to demonstrate the answers they have with hops (for hundred place), jumping jacks (for the tens place), toe touches (for the ones place).
o Step #4 – have students to write their number sentences on the board.
Strategies for Teaching Boys and Girls, Secondary Level, p.30-31
Human Number Line
· Helps with algebraic expressions, teaching students the number line, and using the number line for operations
· Materials needed: cards with a number on it positive or negative
o Step #1 – give each student a card that represent either a positive or negative integer
o Step #2 – after handing cards out randomly see how quickly students can put themselves in order silently.
o Step #2 – (variations) you can put a sticker on each student’s back so that students don’t know their own number.
o Step #3 – when adding and subtracting positive and negative numbers, have a student move up and down the human number line to solve the equation.
Strategies for Teaching Boys and Girls, Secondary Level, p. 31
Are you Right?
· Helps with geometric shapes
o Step #1 – have students use their arms to create angles of different sizes.
o Step #2 – have them to work with collaboratively with other students to create different two- and three- dimensional geometric shapes
Strategies for Teaching Boys and Girls, Secondary Level, p. 31
Multi-Sensory for Plots
· This strategy can be used to help students plot points on graph paper and can be used for geometric shapes.
· Materials needed: LCD or overhead
o Step #1 – have students to get into a circle face counterclockwise
o Step #2 – display a graph on overhead/LCD for a couple of seconds
o Step #3 – have students to trace what they saw on the person back in front of them
o Step #4 – have students to turn clockwise and show graph again
o Step #5 – have students to trace it again on that persons back
o Step #6 – add plots to the graph showing it to students then having them to place it on students back.
· Note this is also good with comparing linear equation and recognizing geometric shapes.
String Geometry
· Materials needed: string, mastery copy of geometry shapes
o Step #1 – Give a group of six to eight students a piece of string (can use four)
o Step #2 – have the groups to make a series of different geometrical shapes
o Step #3 – To make challenging have the students not to talk while making shapes.
Strategies for Teaching Boys and Girls, Secondary Level, p. 66
Get Ready to Draw
· Materials needed: to chairs back to back, blank sheet of paper for one student, sheet of paper with drawing for other
· This activity is a good geometric activity and also plotting graphs
o Student #1 – describe drawing that is on paper giving explicit directions
o Student #2 – will complete the drawing not turning around to look at other student
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Science in Every Word
· This strategy helps connect words and surroundings through science.
· Materials needed: Chart paper, markers
o Step #1 – On a piece of chart paper have the SCIENCE written vertically on the left side.
o Step #2 – I n groups have the students go to their chart paper and place a word that starts with each letter.
o Step #3 – Develop a lesson that relates the words in a science learning experience.
§ For visually students also use magazines/pictures.
The Mind of Boys, p. 186
Solids, Liquids, and Gases
· This strategy calls for movement throughout the classroom and an open area.
o Step #1 – Designate a large area for the students to move freely around.
o Step #2 – Now confine the students to a smaller space to move around in
o Step #3 – Now make that space even smaller.
§ When talking to the students discuss their ability to move (as molecules) in the large space (like a gas) versus a small space (like a solid).
· Note: if not sure how to create the areas use masking tape on the floor to make zones for each step making the next step inside each previous zone.(PM)
Strategies for Teaching Boys & Girls, Secondary Level, p. 33
A Periodic Review
· This strategy is used to help review the periodic table.
· Materials needed: sidewalk chalk or masking tape.
o Step #1 – Have students to create a periodic table on asphalt with sidewalk chart. ( It must be large enough so students can stand in it)
o Step #2 – Draw elements form a hat and have the student who is standing on the element describe it.
o Step #3 _ Have two elements join hands and discuss what they become when they are joined
§ Same strategy different method of using it.
o Step #4 – Give clues and have the students raise their hand if the clues apply to the element they are standing on.
o Step #5 – Have students sit in groups around the perimeter of the periodic table.
o Step #6 – have the group send a runner to the element as their group’s response to your question.
§ Note: If not comfortable going outside (get permission for administrator) clear desk/table to create a classroom periodic table on floor using masking tape. Doing this also give the option of placing the desk on an element and using it as a constant review. Having students sit in a different element in different days. (PM)
Strategies for Teaching Boys a& Girls, Secondary Level, p. 33
Orbiting Planets
· This strategy help teaches the orbit of planets.
· Materials needed: outdoor area or gym and cones
o Step #1 – Set cones to mark the sun and each of the planets.
o Step #2 – Have students line up along the orbit of one of the planets.
o Step #3 – Have student groups work together to demonstrate and explain the earth’s place in the solar system.
o Step #4 – Have them demonstrate earth motions that control the length of days and timing of seasons ( have another student enact the phases of the earth’s moon.
o Step #5 – Have students travel to different planets and moons in the solar system and explain the important properties and features of each.
§ When ready to move on students can also enact the formation and significance of comets, asteroids, and meteorites and demonstrate and describe the possible effects of collision of space.
§ Note: This strategy is not an one day strategy, it can be developed throughout this unit of study.(PM)
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Social Studies
Multi-Sensory Geography
· This strategy will help students learn where regions/cities/places are on a map.
· Materials Needed: LCD or overhead, map of choice
o Step #1 – Have students get into groups and get into a circle facing clockwise.
o Step #2 – Show map on LCD or overhead for a couple of seconds (time to be determine by teacher)
o Step #3 – Have students trace map on the persons back in front of them.
o Step #4 – Have the students to turn counter clockwise and repeat step #3.
o Step #5 – Add in other place (regions, cities, landforms as teacher sees fit).
· Note: Teacher will always show the location first on the overhead/LCD then turn off for students to trace it. Continue to give repetition.
Relay Map- Country locations
· This strategy is very good for teaching the locations of country in a unit of study.
· Materials Needed: Large size map of particular country (decided the number of groups that’s how many maps you will need), markers, masking tape.
o Step #1 – create a starting point for each team by placing masking tape on the floor at the exact location for each team.
o Step #2 – Place the same large size map on the wall for each group to write on.
o Step #3 – have students to form a line behind their groups starting point.
o Step #4 – give the first student in each group a marker and tell them when to begin.
o Step #5 – The student will write the name of a country in its proper place then run back and pass the marker on to the next student who will do the same.
· Note: Set a rule of how many free passes each team get. The first group to finish writing in all their countries correctly when’s.
A Country Card (Project)
· This strategy helps students understand the key facts of a country.
· Remember this activity can be modified to fit your students need.
o Step #1 – In your particular unit, have the students to choose two countries(states for 6Th grade US unit).
o Step #2 – Have the students complete research and make a series of six cards plus a bibliography card for each country.
o Step #3 – once research is done students should type up the card and give appropriate pictures with a caption for each card.
o Step #4 – once project is finish have students to share the most interesting information with a classmate and vice versa.
· Note: This is an excellent end of unit project for 6th and 7th grade social studies. The following information should be placed on card: (remember all suggestion; change to fit your teaching needs)
Card #1 Map of Country name of country; capital, major cities, key geographic features
Card #2 Currency name of currency; picture; recent exchange rate to U.S. dollar
Card #3 Government Type; leader and title; date of independence and from whom
Card #4 Economy Products produced; products exported; products imported
Card #5 Fun Facts Something famous or interesting about the country
Card #6 History A highlight; a lowlight
Successful Single-Sex Classrooms, A Practical Guide to Teaching Boys & Girls Separately, p. 183.
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Post-It Notes
· Helps the students to use for brain storming
· Writing down ideas