Active Lessons for Active Brains: Teaching Boys and Other Experiential Learners, Grades 3-10, Mar/2011

"Active Lessons for Active Brains is a valuable resource for teachers in any content area and at any grade level."
—David Chadwell, Coordinator, Single-Gender Initiatives, Office of Public School Choice and Innovation, South Carolina Department of Education, Columbia, SC

"This book's lessons will help students develop into active learners and move from a teacher-directed classroom to one of student engagement, inquiry and critical thinking."
—Jay Greytok, Head of Middle School
The Haverford School, PA

What to do when their feet just can't keep still

If you’re tired of repeating yourself to students who aren’t listening, try a little less talk and a lot more action. The authors follow the best-selling Teaching the Male Brain and Teaching the Female Brain with this ready-to-use collection of mathematics, language arts, science, and classroom management strategies. Designed for active, hands-on learners—whether male or female—the text provides more than 70 specific lesson plans for addressing students' common challenges, already differentiated to match their experiential learning style. The many benefits include:

1. Increased student engagement
2. Improved retention of subject matter
3. Enhanced capacity to focus on tasks
4. A more orderly classroom

This resource contains a wealth of examples, visuals, and material that can be easily reproduced in the classroom. Suitable for upper elementary to high school students, lesson plans can be readily adapted to suit your curriculum. If you’re ready for a solution that works, dive into this book and get moving!

About The Author:
Abigail Norfleet James taught for many years in single-sex schools and consults on the subject of gendered teaching to school systems, colleges, and universities. Her area of expertise is developmental and educational psychology as applied to the gendered classroom. Prior to obtaining her doctorate from the University of Virginia’s Curry School of Education, she taught general science, biology, and psychology in both boys’ and girls’ schools.

Her previous publications include reports of research comparing the educational attitudes of male graduates of coed schools and single-sex schools, research describing the effects of gendered basic skills instruction, and a report of academic achievement of students in single gender programs. In addition, she has written on differentiated instruction at the elementary school level. She has presented workshops and papers at many educational conferences and works with teachers and parent groups in interpreting the world of gendered education.

Her professional affiliations include the American Educational Research Association, the American Psychological Association, the Association for Supervision and Curriculum Development, the Coalition of Schools Educating Boys of Color, the Gender and Education Association, the International Boys’ Schools Coalition, and the National Association for Single-Sex Public Education (Advisory Board Member).