Boys & Homework: Why & How we Learn

zullmodelgif1On Monday morning, I woke up as usual to CBC Information Radio. Whilst making lunches, forcing young children to practice violin, and sorting out who gets to use which spoon, a segment caught my attention related to a recent OECD study which looked at how sex might determine how and why we learn, be it through intrinsic (internal) or extrinsic (external) forces.

Here is the segment on CBC Information Radio:

My colleague, Ms. Ragot, produced an article from Saturday’s Free Press via the Economist looking at the same issue: http://www.winnipegfreepress.com/opinion/analysis/female-genius-finally-has-chance-to-shine-295462041.html

This got me thinking about how we learn, regardless of sex, gender or other criteria. It also got me thinking about what sort of baggage teachers bring into the assessment process.

It also brought me back to James Zull, author of The Art of Changing the Brain, and what he suggests learning is about: changing the chemistry of the brain: http://www.ascd.org/ASCD/pdf/journals/ed_lead/el200409_zull.pdf

So here are my questions: 1) How do we learn and what do we mean by learning? And 2) Do teachers gear courses and learning experiences for a particular sex?

I invite you to ask your questions and to respond via Twitter using #CBCStudentVoice or via a comment below. Be precise, be courteous, and be smart.