Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Academic Success for Black Males: Engaging and Motivating Strategies

strategies used in teaching males in the classroom
by

Jocelyn Mosby

on 11 February 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Academic Success for Black Males: Engaging and Motivating Strategies

"You Talk"
...I Like to... Move it!
Activities for the male classroom to take home
chat
talk
view
T-Chart
"Paperball Fight!"
You can’t tell by looking at a slice of someone’s brain whether that person is Black, White, Jew, or Muslim, but you can tell whether the person is male or female.
Research
Our job as adults is to serve as external frontal lobes. . .
Research
Sex Cells
Data
Don’t want to leave!
Prepare the recipients
Need professional development
To “detox”
It works!
Lessons learned
Formal terms of address work well
Enjoy stories with male protagonists
Less likely to do homework that is practice. Prefer to be challenged.
Personalize items in classroom to
increase his sense of attachment
Teaching, Learning and Discipline
Take them to the library and introduce them to male role model readers and authors
Link screen time with study rewards
Can learn much more easily from chalkboard instruction
Tend to prefer nonfiction
Teaching, Learning and Discipline
Use manipulatives that require boys to use fine motor skills
Surround the room with books so boys get used to their omnipresence
Make lessons experiential and
kinesthetic – use technology
Teaching, Learning and Discipline
Typically navigate landmarks that can be seen or heard
Small learning groups work well for girls
Story problems are a good way to teach Algebra to girls
Girls like to talk about feelings and relating characters when reading
Teaching, Learning and Discipline

The difference in WHAT men and women can do is small. The difference in HOW they do it is LARGE.
Research


Share the research
We will:
Tend to create structured teams
Are more likely to use abstract concepts like north, south, and absolute distance when giving directions
Can not talk about feelings
Not motivated to study material
unless it interests them
Teaching, Learning and Discipline
Without females present, will take more risks
Prefer deductive exercises
Thrive on competition
Teachers should use loud voices and be aggressive
Thrive better in violent stress
See their failures as relevant only
to specific subject area
Teaching, Learning and Discipline
Provide reading material that boys enjoy
Texts filled with spatial-kinetic action – sports, science fiction, thriller and suspense
Graphic and visual in nature – graphic novels and comics
Technical and mechanical books and articles on cars, aerospace, sports magazines
Teaching, Learning and Discipline
Create opportunities for boys to get up and move around
Use brain breaks to revive boys during and/or after rest states
Use visual dictionaries and play word games
especially on the computer
Teaching, Learning and Discipline
Use physical lessons so boys can work in a large space
Keep verbal instructions to no more than a minute. Don’t layer instructions one after another.
Use male mentors and role models.
Expect healthy physicality and
aggression among boys at times.
Teaching, Learning and Discipline
Are more likely to learn better if what is learned is connected to the real world
Teaching, Learning and Discipline
Prefer inductive exercises
Prefer fictional books
Like role-playing activities in learning new concepts
Prefer to learn using manipulatives and objects
Hearing is 7 times more sensitive
than the average boy
Teaching, Learning and Discipline
Take digital pictures of girls being successful at math/science tasks
Use manipulatives in science and math
Generalize the meaning of their failures because they interpret them as indicating that
they have disappointed adults, and
thus of little worth
Teaching, Learning and Discipline
Use lots of puzzles to foster perceptual and symbolic learning
Promote leadership by using working groups and teams
Verbally encourage quieter girls
Play physical games
Teaching, Learning and Discipline
The Minds of Boys
Boys have less blood flow to the brain and tend to structure or compartmentalize learning.
Research
The Minds of Boys
Boys want to move objects through the air.
Balls, Airplanes, Little Sisters, Their Arms and Legs
Boys are less likely “to talk about it”.
Research
Dr. Michael Thompson
PBS Series Author of “Raising Cain”
Girl behavior becomes the gold standard. Boys are treated like
DEFECTIVE GIRLS
observation
The Minds of Girls
The very skills and behaviors often rewarded in schools!!
observation
The Minds of Girls
Girls are better at sensory memory
Girls are better at sitting still
Girls are better at listening
Girls are better at tonality
Girls are better at mental cross talk
Girls are better at the complexities
of reading and writing
Research
The Minds of Girls
Fewer impulsive decisions
Research
The Minds of Girls
There are stronger neural connectors in the brains of girls, and a larger hippocampus.
Research
The Minds of Girls
Girls are able to multitask
Fewer attention span problems
Can make faster transitions between lessons
Research

The Brain
Research
The Minds of Boys
The more words a teacher uses, the greater the chance a boy will zone out.
Boys’ brains are better suited to symbols, abstractions, and pictures
Research
The Minds of Boys
Boys are more impulsive!
Boys are less likely “to talk about it”.
Research
The Minds of Boys
Boys have less serotonin and less oxytocin.
Research
The Minds of Boys
Boys have more cortical area devoted to spatial-mechanical functioning and half as much to verbal-emotive functioning.
Research
The Minds of Girls
There are more cortical areas devoted to verbal functioning in a girl’s brain.
Research
The Minds of Girls
A girl’s brain experiences approximately 15% more blood flow, which is located in more centers of the brain than a boy’s.
Research
The Minds of Girls
A girl’s prefrontal cortex develops earlier and is larger than in boys. Girls also have more serotonin than boys.
Research
The Minds of Girls
Creates better listening
More detailed memory storage
Better discrimination among voice tones
Greater sensory memory details in
speaking and writing
Research
The Minds of Girls
By adolescence, a girl’s corpus callosum is 25 percent larger than a boy’s. This enables more “cross talk” between hemispheres.
Research
...Research says...
Frayer Model: "Sex Cells..."
"Education is not filling the pail but, it's lighting the fire!" ~William Yeats
Foldable: Fold a sheet of paper "hot dog" style.
Left: List the "already know" questions from musical chairs
Right: List the "I have no earthly idea" questions
Welcome!!!
Academic Success for black males: Engaging and Motivating Strategies
Meet your presenter...
Mrs. Jocelyn Mosby
Former English 7-12 Teacher, Instructional Facilitator and PLC Coach
You are about to embark on some pertinent information regarding the males that you teach...
"Musical Chairs"
Generate a Question
from your notes

What is the Problem?
"Share... Share!"
How do you see yourself in this clip?
"Turnaround debrief"
You can’t tell by looking at a slice of someone’s brain whether that person is Black, White, Jew, or Muslim, but you can tell whether the person is male or female.
Research
Our job as adults is to serve as external frontal lobes. . .
Research


Share the research
We will:
Sex Cells!

Share the strategies for teaching, learning and discipline
We will:
Use manipulatives that require boys to use fine motor skills
Surround the room with books so boys get used to their omnipresence
Make lessons experiential and
kinesthetic – use technology
Teaching, Learning and Discipline
Dr. Michael Thompson
PBS Series Author of “Raising Cain”
Girl behavior becomes the gold standard. Boys are treated like
DEFECTIVE GIRLS
observation
The Minds of Girls
The very skills and behaviors often rewarded in schools!!
observation
The Minds of Girls
Girls are better at sensory memory
Girls are better at sitting still
Girls are better at listening
Girls are better at tonality
Girls are better at mental cross talk
Girls are better at the complexities
of reading and writing
Research
The Minds of Girls
A girl’s prefrontal cortex develops earlier and is larger than in boys. Girls also have more serotonin than boys.

-Fewer impulsive decisions
Research
There are stronger neural connectors in the brains of girls, and a larger hippocampus.
Creates better listening
More detailed memory storage
Better discrimination among voice tones
Greater sensory memory details in
speaking and writing
Research

The difference in WHAT men and women can do is small. The difference in HOW they do it is LARGE.
Research

The Brain
Research
The Minds of Boys
The more words a teacher uses, the greater the chance a boy will zone out.
Boys’ brains are better suited to symbols, abstractions, and pictures
Research
The Minds of Boys
Boys have less blood flow to the brain and tend to structure or compartmentalize learning.
Research
The Minds of Boys
Boys are more impulsive!
Boys want to move objects through the air.
Balls, Airplanes, Little Sisters, Their Arms and Legs
Boys are less likely “to talk about it”.
Research
The Minds of Boys
Boys have less serotonin and less oxytocin.

Boys have more cortical area devoted to spatial-mechanical functioning and half as much to verbal-emotive functioning.
Research
The Minds of Girls
A girl’s brain experiences approximately 15% more blood flow, which is located in more centers of the brain than a boy’s.
There are more cortical areas devoted to verbal functioning in a girl’s brain.
Research
The Minds of Girls
Girls are able to multitask
Fewer attention span problems
Can make faster transitions between lessons
Research
The Minds of Girls
By adolescence, a girl’s corpus callosum is 25 percent larger than a boy’s. This enables more “cross talk” between hemispheres.
Research
Don’t Be Afraid to try new things
And Don’t Forget
Formal terms of address work well
Enjoy stories with male protagonists
Less likely to do homework that is practice. Prefer to be challenged.
Personalize items in classroom to
increase his sense of attachment
Teaching, Learning and Discipline
Tend to create structured teams
Are more likely to use abstract concepts like north, south, and absolute distance when giving directions
Can not talk about feelings
Not motivated to study material
unless it interests them
Teaching, Learning and Discipline
Without females present, will take more risks
Prefer deductive exercises
Thrive on competition
Teachers should use loud voices and be aggressive
Thrive better in violent stress
See their failures as relevant only
to specific subject area
Teaching, Learning and Discipline
Provide reading material that boys enjoy
Texts filled with spatial-kinetic action – sports, science fiction, thriller and suspense
Graphic and visual in nature – graphic novels and comics
Technical and mechanical books and articles on cars, aerospace, sports magazines
Teaching, Learning and Discipline
Create opportunities for boys to get up and move around
Use brain breaks to revive boys during and/or after rest states
Use visual dictionaries and play word games especially on the computer
Teaching, Learning and Discipline
Use physical lessons so boys can work in a large space
Keep verbal instructions to no more than a minute. Don’t layer instructions one after another.
Use male mentors and role models.
Expect healthy physicality and
aggression among boys at times.
Teaching, Learning and Discipline
"Gone in 60-seconds"
Wrap up!
"This is it!"


Jocelyn Mosby
mrs.mosby@gmail.com

Presentation and Brochure available at:
http://btwapenglish.weebly.com/teacher-resources.html

Booker T. Washington High School
715 South Lauderdale
Memphis, TN 38126
901-416-7240
Contact Us:
Record information in an engaging way
Rehearse and retell information
Discuss and accept other’s ideas
Identify main ideas
Paraphrase
Transform written concepts into visuals
Become more independent thinkers
Interactive Notebooks Allow Students to…
Can be in pencil, crayon, or colored pencils

Are personal and unique to each student

Allow students to doodle or draw in their notebook and still be on task!
Interactive Notebooks …
Students make their own meaningful connections
It encourages pride in student work
It encourages cooperative learning
It appeals to multiple intelligences
The kids love it and learn so much!
…And Finally
Is a way for students to organize their work
Teaches students how to think
Uses reading strategies within a content area
Helps students to distinguish between what they know and what they need to focus on
The Payoff…
Can be challenging
Takes a bit of patience
Requires modeling, modeling, modeling
Must consistently be reinforced
Takes time to learn both for the teacher and for the students to develop their own style
This Process…
A note taking process that allows students to record information in a personal and meaningful way.
A way for students use teacher supplied notes to draw whatever illustration makes sense to them.
A way for students to personalize their work.
What are Interactive Notebooks?
Interactive Notebooks
The purpose of the interactive notebook is to enable students to be creative, independent thinkers and writers.
Interactive notebooks are used for class notes as well as for other activities where the student will be asked to express his/her own ideas and process the information presented in class.
Purpose of the interactive Notebook
EVERYTHING
What will be in it?
"Pass the Bottle"
Allow the students to create the needed questions (short answer questions only) for warm-up. Place the students in a circle facing outward. The game begins when the teacher reads one question and passes an empty water bottle to a student. The student must then pass the bottle to his right. The student has until the bottle makes its way back to him to answer the question correctly. If the student answers the question correctly before it gets to him, the person that is holding the bottle when he responds is out. If the student does not answer the question in time, he is out of the game. Due to the nature of the game the response time will decrease as the game proceeds. The kid left standing wins.
like "HOT Potato"
"Relay Race"
Place the class on two teams in two straight lines. Pose a question for everyone to contribute within a time frame. The team that finishes first rings the bell. The class critiques the finished product and the team with the correct answer wins.
"Scavenger Notes"
Take a graphic organizer and allow students to take a gallery walk of the notes posted throughout the classroom. Students will have to fill in the graphic organizer using the information from the notes. Students move every minute to the next exhibition.
Students will generate a question for the day’s warm-up. Students hold on to their questions while playing the game. Arrange the chairs in the same way needed for traditional musical chairs. The students will play the game the traditional way. However, when the music stops, the student that is left without a chair is given a chance to stay in the game by selecting any seated student and answering his question. If he answers the question correctly, the student seated must get up. If he answers it incorrectly, he (the original student) remains out of the game.
What are your take aways? Are you scared or nah? What are you most apprehensive about?
Full transcript