My Lessons Learned In The Gendered Brain

When planning my lessons, I need to focus on incorporating gender-sensitive activities. In “The Gendered Brain” courses, I learned to ask myself, “Did I CAP my lesson?” CAP stands for Cognitive, Affective, and Psychomotor. Cognitive, also known as the Neomammalian, is where the frontal lobe allows learning to take place at a higher level. Affective, also known as the Mammalian, is associated with emotional response. Psychomotor, also known as Reptilian, is the movement/survival part of our brain. “It is important to think critically about what the key factors are in creating such a learning experience” (Hooker & Lewis, 2012). When creating lessons, I can quickly reflect on whether I have incorporated these three domains. To reach my goal of

There will be six groups (one for each main nutrient) and within the group they will need to come up with a catchy slogan/phrase, a jingle, and a movement that represents their nutrient. They will then share this information with the class. “When movement is used to learn a concept, a unique environmental note is made by the brain making the information easier to recall” (Lengel & Kuczala, 2010). This activity will allow boys to be kinesthetic, musical/rhythmic, imaginative, and tactile. Where girls will be social, verbal, planning, organizing, and

The textbook scavenger hunt is a great way for students to really see what their textbook provides to them. This activity will provide boys limbic arousal and working silently. While girls will have verbal/linguistic, focused, fact finding, and duplicating. As for the scavenger hunts, I would like to create one where students will physically walk around the room and kitchens to find different objects, especially cooking equipment. This activity will provide boys kinesthetic, tactile, and limbic arousal. Where girls will be provide social, verbal/linguistic, and